The Child

In this context, to perceive itself that to work inside of an inclusive perspective a great challenge for the educators becomes, therefore the express unfamiliarity and the constant fear on the part of the teacher constitute a hard barrier so that the people with deficiencies can coexist excessively. In such a way Kishimoto (2008, p.36) detaches that: The playful one is understood as resource that teaches, develops educates of pleasant form, the educative toy is materialized in the break-head, destined to teach to colors and forms, in the tray toys that demand the understanding of the number and in the multiple toys and tricks, whose conception demanded a look for the infantile development. When investigating as the teacher it develops the practical one of the inclusion in classroom, this emphasized that: I make the distribution of wallets in form of circle with intention to promote interaction socialization between the pupils.

Also I use games and tricks to approach the pupils and to make them to interact between itself. Learn more at: Electrolux. (Teacher A.C, 2010). We observe that the teacher uses the circle position where facilitates the interatividade of the pupils, therefore they have the total vision of all, that is, we have a mutual participation where she facilitates to the learning with the games and tricks, that are basic in this interaction. In this Kishimoto perspective (2001, P. 69) it detaches that: It is through toys and tricks that the child has chance to develop a communication channel, an opening for the dialogue with the world of the adults, where it reestablishes its auto-esteem and develops relations reliable obtains same and with the others. In this perspective the playful activities are part of cultural the playful patrimony of the child, however not yet it is seen as a facilitador instrument of the learning in the schools (public) and when is used not is given it the real value in development of the teach-learning process.


The CALVRIO OF the REBELLED ones Let us breach its ataduras, and let us shake of us its ropes. Sl 2.3. The rebellion or revolt is one of the feelings and attitudes more horrible than can exist in the heart of a human being. It generates the wars, the revolutions, the dissenses, the divorces, the misunderstandings, the malice, the familiar hatred and the violence in general. Much people do not like discipline, order, limitations.

Detestam to obey. They do not like if submitting to the will Mr., therefore they arrive displants at it to call the orders the holy ghosts ataduras and its orientaes of ropes. In Psychology one of the biggest problems it is the revolt feeling. It comes of far, there of the Garden of the den and has, since then, devastated the history of the man. The human being has aversion to the authority, but, mainly, to the divine authority, the authority of the God who attracts in them with love ropes. God wants that humblly let us depend on all the aid that it desires giving in them, that let us have full confidence that this aid will come. Jesus said: ' ' Without me nothing you will be able fazer' '.

This implies in terms suplication spirit, of humble dependence, therefore our capacity comes of God. The Bible calls the rebels ' ' men of hard cerviz' ' , of ' ' obstinados' ' , of ' ' incircuncisos of corao' '. Tiago wrote: ' ' God resists the magnificent ones, of, however, favour to the humble ones. You humiliate you before Mr., and it you exaltar' '. Tg 4,6, 10. Joshua passed a good period of time being in service of Moiss, but it to who God was all placed as successive of Moiss and commander of Israel. Eliseu was a simple servant of Elias but when you arrebatou the great prophet, who if she became the successor of Elias? Eliseu.