This article seeks to establish possible and convenient relations between Discourse Analysis and the mother tongue teaching, in order to promote the formation of a critical subject author, with the linguistic support required for the exercise of citizenship. To the explicit the discursive mechanisms of language, is considered the strategic use of these in textual productions what, submissive to the systemic impositions print in their content an intervention character in the historical and social context. For this purpose, appreciated postulations are that lead to a materialistic elaboration of the speech, the which it is perceived as a practice, and the language designed from its relation to materialness historical. It is conjectured thus the strategic construction of a subject author who it is responsible for the coherence and consistency of your producing and relating with its externality and interiority, can constitute and show up as an author in their midst (ORLANDI, 1993). It is inferred from this analysis what, for the realization of discursive practice, the school as a whole and especially the mother tongue classes are a privileged space.