As for example, it has a time to construct a graphical one it was necessary ruler, pencil and rubber, and could not be perfect, but with the technology it is possible to construct a perfect graph through the simulator, is I practise, fast and seve for any type of possible equation. An equation of 2 degree with socket for low when the coefficient is negative or with socket for top when the coefficient is positive, and to perceive of efficient visible form the graph of the equation. But still many professors exist who fear the computer and do not know to work with it are for having come of another generation. many do not work on account with the computer of the conditions of the school. The calculator is a tool that assists in those problems whose the account is more complex, as for example if I to ask: ' ' how many hours have one day? ' ' it is easy to answer all know, but and if I to ask: ' ' How many seconds have four years? ' ' she is more complex to answer itself and the calculator assists in this account therefore is very flat to make this type of operation in the hand. But the pupil can make comfortable itself in only making the calculations of the problems in the calculator and relaxing and to spend intelligence and the mathematical knowledge deciding the problem in itself. To learn the arithmethic table still is very preoccupying for if treating to memorize it, but to say that if not to know the arithmethic table it does not know mathematics are very deceived, therefore the mathematics goes very beyond what only the arithmethic table. The arithmethic table is only one tool or a form to make the pupil to decide one definitive necessary problem without making accounts in the hand and nor in the calculator, to make mental.
As Bambergur (2002, p.32) ' ' the reading excites the necessity to make familiar itself to the world, to enrich the proper ideas and has intellectual experiences, the result is the formation of a philosophy of the life, understanding of the world that in rodeia' '. Thinking that science is part of our daily one and aiming at the importance of its agreement to understand the interactions of the man with the nature and the man with he himself, texts had been selected aiming at to contextualizar them with subjects that can to occur with any person. When working the concept of cells was taken for lesson texts that brought as subjects cells trunk and gamticas cells. From these subjects questionings of the type had been made ' ' What it is a cell? ' ' , ' ' All the cells have the same form, function and size? ' '. As they went appearing doubts regarding the lesson the subject was argued, answering the questions in order to clarify them. She perceives if that in this way the educandos interacted sufficiently, therefore they brought coherent situations and questionings with the boarded subjects in lesson.
In the weaveeed boarding of the subject it was the moment where more the reading was exercised. The majority of the resources was taken off of the site Science Today of the children, therefore the language applied in the texts extremely accessible and is directed to the etria band of the educandos, having provided they a reading of easy understanding. This easiness serves as incentive for the reading and prevents that they oppose themselves to participate of the activity proposal, what it was evident to each text, since was observed the participation of all the educandos actively in the tasks. To introduce the subject digestrio system ' was taken for the group the text; ' Dura Day of a Bonbon Adentro' Mouth; ' (Adapted of the text: Dura Day of a Sandwich Adentro Mouth, of the Superinteressante magazine, Year 4, in the 12) and for each pupil was delivers a bonbon so that they could follow history and understand the processes that occur in the digestion of the bonbon.
Then, Why PAIDIA. Paidia, says us Jaeger in ‘ ‘ Introdu-o’ ‘ of its book, ‘ ‘ as other concepts of great amplitude (for example, of philosophy or the culture), it resists to leave itself to lock up in a formula abstrata’ ‘ , it is a Greek name to state a thing Greek, but, according to Jaeger, ‘ ‘ If it cannot prevent the job of modern expressions as civilization, culture, tradition, literature or education; none of them, however, really coincides with what the Greeks understood for paidia’ ‘. observes: ‘ ‘ Each one of those terms if limits to state aspect of that global concept e, to enclose the total field of the Greek concept, would have to only use them all of one vez’ ‘. Therefore it seemed us that Why PAIDIA? it is the ideal heading to call a work that if considers, exactly, to have as target all the fields of knowing enclosed by the global concept of paidia when placing the question to think the city. Being Paidia, therefore, the concept that puts in evidence the objective and subjective historical process, that is, material and spiritual of evolution of Greece? the development of the State, the society, literature, the religion, the culture, the philosophy, of Greek pedagogia and of the right? , one becomes evident and undisputed, say, that ‘ ‘ the essential knowledge of the formation Greek constitutes an indispensable bedding for all knowledge or educational intention bsico’ ‘ so that Auschewitz if does not repeat. We believe this! They become excessively evident and undisputed, however, that all this knowledge alone was possible to develop from the city Greek. With effect, one of the first clarifications that if impose is: what it is the city Greek? .