3.1 The autonomy of the pupil and its interaction in the school the world where we live is reconstructed and rethink for the man constantly. In a transformation process that demonstrates to its dynamic nature and its way to exist with autonomy, as competent person and that it chooses its proper way. The school has argued its autonomy throughout the years and call to take part in this debate all to the pertaining to school community, formed not only of educational professors, directors and technician, but counting on the direct participation of the pupils, the parents and the local community. Currently, in the schools a period of social interaction is lived aiming at to reach made use in the law n 9,394/96, art.12 and interpolated proposition VI: Art.12. The educational establishments, respected the common norms and of its system of education, will have the incumbency of: VI to articulate with the families and the community, being created processes of integration of the society with the school. When we develop the autonomy of the pupil in the school, unchain a spontaneous process of organization and self-control, therefore it commits itself to the action to be worked, changing its positioning and practising its right of choice. The pupil will become capable in accordance with to argue, to think or to act its proper decisions. It is point of great importance, the development of works in the dependences of the school, so that he has the participation of the pupils in decisions, so that they learn to make an analysis of the situations and so that they try the satisfaction to put in practical its ideas. Professor is necessary to have interaction between pupil/and the conscience of that always it has something new to be assimilated, therefore, must be always made use to learning to learn. Of this form, the pupil always will be motivated to be in the school and the evasion risk diminishes.

Obviously, with distinct interests, which reproduce different proposals and conceptions of what it is to be child and of the necessities that this phase presents. We can search in history some concerns with infancy, as well as with what it involves the slight knowledge of ' ' city sustentvel' ' , ' ' sustentabilidade' ' , to understand such questions better. In elapsing of the times, and mainly, as it discloses to Muller & Redin (2007, p.15), after 2 world-wide war, had, on the part of the state representatives, a concern with the children, the orphans of war. What to make with these small that, alone ones in the world, abandonments in the streets, they could come to be a problem for the future, for the proper society? The authors count on the sprouting of the school and institutions that could help in the control and ' ' adaptao' ' of the same ones to alive the social one. In this construction, she transfers herself to see the child to it as a future project, one ' ' to come-the-ser' ' , as she affirms Miguel Arroyo (2000). It is impossible to deny, therefore, that many scholars of infancy, in this historical passage, have brought for the quarrel the importance of this phase and its validity in the gift. It is not, according to them, what it is for coming, is what they are now, ahead of the world, the family, the school, the shelters, of the streets, of problematic current and the etc. Other advances and changes in the historical passage are the laws and regiments who deal with this social group, even so very still have that to advance, as we bring more ahead. thus, following this quarrel, therefore everything is linked, being part of the one all biggest one, the ideas and action on the urgency of if having a city and world ' ' sustentvel' ' if they spread and they create imaginary a social one that if makes to try to be unanimous, in the same tunning Of this form, Axe (2010), supported in Lefebvre and Acselrad, argues the conflicts generated for this system, that if &#039 says; ' for todos' ' if makes for some.

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.