For everything an explanation is had! He will be same? Questions of the type above would have to be frequent in the pertaining to school scope not only of level average education, but in a general way! The more instigantes will be the pupils, greater will be the fluidity of the professor stop with this content, this test that to teach physics is really a way of double hand, are of extreme importance that has an interaction between the two parts pupil-professor. To take for the classroom experiments generates these questionings, the more controversial will be a lesson of more interesting physics it will be. Some professors due to security stop these types of questionings so that it not erre before its pupils! Is a nonsense this? Not! It is a reality that has happened in some schools spread for the world Soon it is concluded that to study physics motivation must be had but, greater must be the motivation of the professor stops with disciplines, therefore we can firmly admit here that to teach physics it is not an easy task, quite to the contrary. However, waist game must be had to face the routine of a classroom, as much in expositivas lessons how much in experimental lessons. often quoted as being for or against this. that comes the questionings! They will be as rocks that when together they tread a way! As already Henry Peter said: ' ' The education makes with that the people are easy to guide, but difficult to drag; easy to govern, but impossible of escravizar' '. Before imposing to the pupils as many concepts, definitions and forms, support must be given so that they can construct these alone ideas.. .

Became fullfilled a quantitative and qualitative analysis on the didactic material of anatomy human being in five schools observed in the city of Sobral – CE, E.E.F.M. Professor Luis Philip, E.E.F.M. Dom Walfrido, E.E.F.M. Dr. Ribeiro Joo Branches, Mayor Jose Euclides Blacksmith Gomes (CERE) and State College Dom Jose Tupinamb of the Fleet with a total of 09 professors. With the objective to investigate the amount, the types of didactic materials of anatomy human being and its relative quality to the learning of the pupils. A questionnaire to the professors of the respective schools for the sounding regarding the didactic material in the anatomy learning was applied, was identified to it acceptance or not of the pupils with regard to the use of the didactic models, it was compared methodology adopted for the professors of the schools and was arisen information respect of the existence, amount and quality of the didactic materials. After the application, could be concluded that the available materials in the schools are not enough, changeable and nor of good quality, thus not contributing for the good learning of the pupils with respect to this substance.

Word-key: Quantitative and qualitative analysis. Didactic material. Anatomy Human being. Introduction In the educational process in relation to the didactics of the education of Biology becomes necessary the use of material in perfect conditions, in enough amount, being the responsible professor for the transmission of the content, knowing to find a way attractive so that the pupils can learn of dynamic form, working the reality using the models, therefore through the comment, visualization and touch, is explicit what it was said in the explanation. In the case of the anatomy models, importance of the state is perceived it where the same it meets, being indispensable: adequate dimension and good conditions with regard to the quality so that all can have access, without it has difficulty.

Being a school of integral time she still more increases the responsibility and the importance of the orientation concerning the subject, fitting to the professors the difuno of the information, therefore these children are most of its day far from its parents. Forming conscientious citizens in this aspect mainly taking them to change it habits and attitudes with regard to the environment it is a great limit, that allows a confrontation of the ideal with the Real when the pupil collates its hypotheses of solution with the conditions and limitations of the reality, as I subsidize to find new solutions. The present research had as objective to elaborate lectures on the importance of the ambient preservation in the school, to demonstrate ways that these can contribute to diminish the ambient impacts from the pertaining to school materials that are wasted, alerting for the importance of the selective collection of the pertaining to school garbage and to spread out information and knowledge in ambient education. The ambient education is one including subject and calls attention for the relations that the society establishes with the environment, therefore this work is justified for being preventive in the formation of conscientious and responsible individuals in the preservation of the environment where we live. The common sense takes in them to perceive that the environment is everything what it involves in them, therefore the awareness of the pupils of basic education how much the ambient impacts and costs to the environment caused for the garbage that are played daily in the soil of the school without destination for the selective collection. Taking in consideration with priority the economic and cultural relations between the humanity and the nature, considering an education whose main characteristics are the problematizao of its reality, with the purpose to understand it and to construct knowledge capable to transform it. Making possible beyond the development of the critical reasoning of the pupil, a planetary change, therefore the ethics occupy a paper of basic importance in the education ambient. .

It is common, for example, to observe the construction of a wooden gate rectangular square or with a diagonal constraint, inspired in the Theorem of Pitgoras concomitantly with the rigidity of a plain figure so known and present, in roofs, metallic cupolas of churches, structures, the triangle. Tunnels that are below of highways moved for an intense flow of vehicles, inspired by its format ‘ ‘ oval’ ‘ that also they offer to greater resistance. If the mathematics inspires the humanity with the proper natural forms, then because not to understand? The great challenge in this new millenium is as to mediate the mathematical knowledge to the students of basic education until the conclusion of average education. If the creativity of a young student cannot disdain in the learning of so feared and mystified it disciplines.

Thus, when a young student instead of adding an amount of equal parcels readily presents the product of a multiplication, this is reason to disdain its reasoning? One of the great gargalos of a solid learning of the mathematical knowledge can be in the basic formation that involves the elementary operations such as addition, subtraction, multiplication, division, involution and radiciao. The concept to add is opposing of the remaining portion, of the parcel is the opposite of the quotient. Then, which the difficulty? The applied external evaluations in the public schools in Brazil come showing the biggest difficulties of the students with the incapacity to correctly interpret the statement of a mathematical question in this modality of education. The reading of a current daily situation many times takes the student to have a cruel doubt of interpretation. I must add or deduct? To multiply or to divide? When one content of the mathematics is considered with a good conceptualization to the construction of the knowledge is facilitated for a good agreement of its application.

Perhaps a trimmed reading of each conjunct or text of a mathematical problem considered by the mediator of the knowledge facilitates to the process, grifando the words keys making with that the pupil perceives some important data in the resolution of the situation and the questioning that is atrelado to this. The act to know to make mechanically a mathematical algorithm does not guarantee an efficient application in the resolution of a problem. Where a student is to the guarantee that whom she knows to decide fifty equations of 2 more than degree in a list of bimonthly exercise and knows to calculate the dimensions of a rectangle of dimensions (x+3) m for (x+2) m with 28 area of m2? The habit of the reading must be developed from the moment where a child all passes to be alfabetizada facilitating in its pertaining to school passage a constant search for the agreement of most complex situations that a simple application requires extending. A great quandary in the mathematical literal understanding clearly is displayed by the habit not to read, the fondness to make mechanically without having the pleasure to more read since an only time the four times or, being necessary the real understanding. The idea to join is paradoxical the idea to complete! Then, where it is the difficulty?

Word-key: Education of sciences. Situation-problem. Initial series. ABSTRACT It is well-known that the schools of Basic Teaching, especially the public ones, treat of the physics and phenomena related you the nature with little relevance in the initial series, this because in the disciplines which it should be inserted (sciences), to larger focus is given you the biological sciences. However, it is in that stage that the child can have the contact with certain scientific concepts that it may awake interest in science. Thinking about that, and in view of the popularization of science in the early years of school, we took situation-problems involving experiments will be class of fourth to year of the municipal theatre school of Gandu-BA, asking students you draw and write the strategy used you solves the situation-problem, and then, in moment of discussion, you give an explanations, with appropriate language, about the physical concepts involved in the developed activities. In this discussion, children made US carries through how to their inferences approach the concepts related you the physics, to moreover demonstrating to other typological aspects that develop abilities in the children. In spite of they uses simple and typical acts language, they got you solves the proposed problems, what we verified in to their speech, writing, and drawings.

The surprising thing was you hear the questions eats of them, which it is concerned not only you the physics, but also, you other knowledge areas, which leads US you believe that despite his acts, there is already mature enough you work with certain contents, of course in an accessible language, and that enables the understanding and integration of these children in the scientific activities. keywords: Teaching of sciences. Situation-problem. Initial series. INTRODUCTION Is well-known that the schools of Basic Education, in special to the public net, deal with the physics and phenomena related to the nature with little relevance in the initial series.

The common sense takes in to perceive them that the environment it is everything what it involves in them. Forming conscientious citizens on the ambient education, mainly taking them to change it habits and attitudes with regard to the environment that is a great limit, allowing a confrontation of the ideal with the Real when the pupil collates its hypotheses of solution with the conditions and limitations of the reality. When informing to the pupils on the problematic one that it occurs in school as excess of garbage in the corridors and the classrooms, leading half knowledge and demonstrating that these pupils can contribute for the reduction of the ambient impacts, beyond all alerting them on the importance of the selective collection of the garbage of the school being collected by the proper pupils in specific lixeiras. Being carried through one it searches investigativa that it searched to transmit to the pupils a series of activities concerning the ambient education examining the reality economic, social and ecological searching the accomplishment of the objectives fixed for its development. Key-words: Ambient Education, excess of garbage, ambient impacts, collect selective; INTRODUCTION practical Contributions in the ambient ones in the construction of the ecocidadania in the pertaining to school environment in the initial series of basic education, searchs solution through the information on practical ambient in the change the condition of these pupils regarding the garbage excess played for them in the classrooms and the school. Considering a type of education whose main characteristics are the problematizao of the reality of the pupil, with the purpose to understand it and to construct knowledge capable to transform it, making possible beyond the development of the critical reasoning of the pupil a planetary change. To involve basic education in the State School of Integral Time Ours Lady of the Favours in the work with the Ambient Education constructing in gradual way a new vision surrounding it, thus elaborating solution hypotheses ' ' creative, new, diferentes' ' for the ambient problems presented in the school making the difference in the reality if where if it extracts the problem.

The pupils do not become asset by chance apprenticees, but for projected and structuralized challenges, that aim at the exploration and investigao' ' In article in the Mathematical Intelligencer, Chandler& The Edwards make reference to clear reference these two aspects: ' ' For the mathematicians, a perennial problem is to explain the great public who the importance of the Mathematics goes beyond its applicability. It is as to explain to that never the beauty of a melody heard music That if it learns the Mathematics that decides practical problems of the life, but that if it does not think that this is its essential quality. A great cultural to be preserved and enriched tradition exists, in each generation. That it is had well-taken care of, when educating, so that no generation becomes deaf the melodies that are the substance of ours great mathematical culture ' ' In accordance with Dubinsky, 1991. ' ' In the education the main concern would have to be the construction of projects for the agreement of concepts. Education would have to be dedicated to induce the pupils to make these constructions and to help them throughout the process To learn involves reflexiva abstraction on the existing projects already, so that new projects if construct and favor the construction of new concepts a project not if constroe when ' has absence of requisite projects daily pay; ' He is enlightening what Piaget says (1973), particularly in the context of the Mathematical Education: ' ' The initial paper of the actions and the concrete mathematical experiences logical is necessarily of preparation necessary to arrive it the development of the deductive spirit, and this for two reasons. The first one is that the mental or intellectual operations that intervine in these posterior deductions derive exactly from the actions: action interiorizadas, and when this internalization, together with the coordinations that assume, are enough, the mathematical experiences logical while material actions result already useless and the interior deduction will be enough itself exactly.

The second reason is that the mathematical coordination of action and experiences logical give place, when interiorizar itself, to a particular type of abstraction that corresponds the logical abstraction necessarily and matemtica' '. 3.2. Methodology: – Use of contents of difficult agreements; – Conduction of mathematical experiences; – Use of Software to improve contents; – Elaboration and analysis; – Study and classification of the behavior; 4. Bibliography. Dubinsky, E.

1991: Reflective Abstraction in Advanced Mathematical Thinking, in D.Tall (ed.), Advanced Mathematical Thinking, Kluwer Academic Press. Kaput, J. 1992: Technology and Mathematics Education, in Grows, D. (ed), Handbook of Research on Mathematics Teaching and Learning, MacmillanPublishing Company. Piaget, J. 1973: Comments in Mathematical Education, in A.G.Howson (ed) Proceedings of the Second International Congress on Mathematical Education, Cambridge University Press. Richards, J. 1991: Mathematical Discussion, in E. von Glaserfeld (ed) Radical constructivism in Mathematical Education. Dordrecht, The Nederlands: Kluwer Santarosa, L.M.C. 1995: Formation of professors in Computer science in the Education, Minuteses of II the Latin American Congress of Computer science in the Education, Lisbon/Portugal, 1995, vol.II, .pg. 22-23.