In the following pages, they glue figurinhas, in which they are registered the Geometric contents, recommended for the National Curricular Parameters. In each lesson the activities are carried through photos of the pupils carrying through and in the following day two monitors of the room, distribute three figurinhas for each pupil; they change that them between itself. In the figures to follow, the pupils make measurements in the patio of the school. In its book, Andrini suggests: ‘ ‘ They choose two colleagues to measure the length of the classroom. They must use the proper step as unit of measure. The gotten measures had been equal? Why? Step is a good unit of measure? ‘ ‘ (ANDRINI, 2002, P. 229). Questionnaires had been distributed the pupils, looking for to verify as an album made or is part of the life of the pupils.
We use the following procedures: ) Photographs of the pupils, in groups, carrying through the activities and transformed into figurinhas, 5 size x 7 cm b) the album with figurinhas glue; the writing of the pupil on the knowledge constructed on the respective content during the accomplishment of the activities. c) The exchange of albums between the pupils, so that a pupil could verify the work of the other colleague. Consideraes final. The work meets in the phase of analysis and evaluation. Through photographs, of questionnaires answered for the pupils, we are analyzing as the construction of the knowledge of geometry occurred in sociocultural context, its attitudes and the importance during the accomplishment of the activities in the school. Based in the importance of the appropriation of the written and said language used by the pupils, this signals that the same ones can construct the Geometric knowledge during the activities in its cultural context. We are in analysis phase, but for however, we evidence that the application of the practical resources, that is, the use of the materials constructed for the pupils, of individual and collective form. Through its cultural context and contextualizando the contents and valuing the participation of the citizen in the construction of the knowledge, it comes to be a possible pedagogical action of being used in the educational process for one better quality in education.
We can evidence the possibilities of development and the learning through real situations of education, as a propitious environment to the development of the pupil, when the citizen answers to the stimulatons and ace interactions in its group. We are analyzing metodolgicos aspects in the education of the Mathematics, carrying through pertinent activities with the work developed in classroom; with the interferences and the performance of the pupils. Bibliographical references.