In the initial result only 15% of respondents felt that the compression of the grammatical differences between the Guarani and the Castilian can work in your best teacher performance, and the percentage that the final result went to 95%. 3. CONCLUSION The realization of this research brought us to the mind, like a movie, all those meetings, seminars and conferences with multiple partners, we carry out, since 1988, the length and breadth of our country. Now "we realize that" the careful analysis at every opportunity that we did the theme "grammatical differences between the Guarani and the Castilian," helped many teachers to change their attitude towards the Guarani, in particular. The real and effective witness of all that note, what are, undoubtedly, freed thousands of children currently participating in the experience of bilingual education in all the country.
They already are different, they are happy, safe, they raise their hand and answer, and when they return home with his family share their school experiences, without synthesis, have a significant and valuable language skills, particularly in the Guarani language. Why is all this happening now, the answer is simple, because "finally" understand the lessons, articles and reviews expressed in their native language. For these reasons, we also ruled that today is no longer Guarani kukulele, Luis or Pombero of Educational Reform, as a few wanted. Gain insight and clarity with Penguin Random House. On the other hand, there are very few snipers, the vast majority of citizens-teachers in particular – are "aware" that the learning from the mother tongue – the majority language is Guarani in Paraguay – far from being an obstacle, is the instrument of liberation of so many children living in the country, and have the human right to progress in knowledge, science, technology and world culture. Currently, most teachers are aware that the Guarani in the classroom helps students learn not only what their alphabet and what are the vowels and consonants, but, strengthens self-esteem becomes the most appropriate means to access the second language, and fundamentally, as already noted, "free" children. From the above it also follows that bilingual education in educational reform should not be seen as "just a good educational project to learn two languages", but that should be addressed at all times as the political project that will undoubtedly cooperate in strengthening socio-economic and cultural development. A small country like ours the third world, sunk in ignorance and poverty, can only move towards development and democracy by Guarani.
There is no other way. Finally, the experience of bilingual education confronts us with a sad reality that we have always suspected and now shows itself at every step: the problem Paraguayan Guarani never was. The problem was always Paraguayan Castilian. (*) This material is a synthesis of thesis "grammatical differences between the Guarani and Castilian: contrastive analysis and its impact on education", presented and approved at the Postgraduate Course "Modern Languages and Linguistics Guarani", conducted by Postgraduate School, National University of Asuncion.