The objective of this work is to investigate the role that the four years of Elementary School II play in the pronominal variation between the forms "nós" and "a gente" and in the graphic variation between "nós" / "nóis" and "a gente" / "agente" in texts written by students of a public state school in the interior of São Paulo, Brazil. The material used is part of the Banco de Dados de Escrita do Ensino Fundamental II. As a theoretical-analytical apparatus, we assume the heterogeneous way of writing organization, proposed by Corrêa (1997, 2004), which assume that the relationships between the spoken/written and oral/literate social practices have a relationship of constitution and not of gradual interference. Through this theory, we seek to observe the circulation of writers through the three axes of writing representation, the axis of representation of the genesis of writing, the axis of the representation of the institutionalized written code and the axis of dialog with what has already been spoken/written and heard/read. The data were statistically analyzed by R software, a free platform for data analysis, and the results suggest that the four years of Elementary School II: (i) have no effect on the use in a conservative or innovative way; (ii) contribute to the conventional use of pronouns; (iii) contribute to the use of the spelling “nóa”; and (iv) contribute to the use of the spelling “a gente”. Regarding these results, we argue that they point to the circulation of writers along the three axes, mainly through the axis of the institutionalized written code.