## Development Pupils

In moments of resolution of problem, are necessary that let us be intent to the movements of mathematical thought elaborated by the pupils, attempting against for the situation-dilemtica where all can be involved and not only for the stages of solution of the problem. We understand that the use of games in the education of Mathematics, when intentionally definite, can promote a estimulador and challenging context for the movement of formation of the thought of the human being, of its capacity of cooperation and one to assist didactic in the construction of mathematical concepts. We understand that the game is a facilitador of the learning, therefore mobilizes the playful dimension for the resolution of problem, disponibilizando the pupil to learn, exactly that the formalizao of the concept is subsequent to the game. The games worked in classroom must have rules, these are classified in three types: 1.Strategical games, where the abilities are worked that compose the logical reasoning. With them, the pupils read rules and search ways to reach the final objective, using strategies for this. The factor luck does not intervene with the result. 2. Games of training, which are used when the professor perceives that some pupils need reinforcement in one definitive content and wants to substitute the tiring lists of exercises.

In them, almost always the factor luck exerts a preponderant paper and intervenes with the final results, what it can frustrate the ideas previously placed. 3. Geometric games, that have as objective to develop the ability of comment and the logical thought. With them we obtain to work geometric figures, similarity of figures, angles and polygons. The games with rules are important for the development of the logical thought, therefore the systematic application same them directs the deductions. More they are adjusted for the development of abilities of thought of what for the work with some specific content.

## Syndicalistic National Party

These authors would have its importance in consequence of the paper who had had in the construction of a reflection historical-politics on the reasons of the failure of the First Republic. The conclusions of the studies of this group pointed with respect to the necessity of the reinforcement of the central public power. In the international scene the Crisis of 29 made to appear a strong feeling opposes to the ideas and Liberal proposals. In some countries, especially in the Europe, appear the notion of that only regimes that they privileged a system based on reinforcement and centralization of the State and that they were led by a charismatic leader would be the only alternative to solve the problems economic and to bar the ascension of the communist propaganda. Countries as Germany, Italy, Portugal and Spain had finished adhering to these proposals that had been known as authoritarian Nazi-fascists or. (CAPELATO, 2003).

It is in this environment that appears Ao Brazilian Integralista (AIB) that, established in October of 1932, it was, amongst the organizations that defended nationalistic values according to MAY and CYTRYNOWICZ (2003), the one that reached greater projection and level of organization. The AIB was created from the aglutinao of following the small groups and right extreme parties: Brazilian Social action, National Party Fascist, Pertaining to the state of Cear Legion of the Work, Syndicalistic National Party, in August of 1933, Salty Pliny, Gustavo Barroso and others, embark northward of the country, having made conferences in Fields, Victory, Salvador, Aracaju, Macei, Recife, Paraba, \$fortaleza, So Lus, Belm and Manaus, being established nuclei in some cities . (CARONE, P. 207, 1976). Between the works that had analyzed the trajectory of this organization the interdisciplinaridade is the mark strongest, the proper areas of formation of the researchers varies between science> abandonment of the questions politics, on the part of the community of the historians.