The education of the Mathematics is in the curricular grating of basic education and average and many times are taught distanciadamente of the reality of our pupil and the professor educator must pledge itself to approach the mathematical concepts to the reality of the students through the resolution of the daily problems. The initial objective of the mathematics in basic and average education is to teach the pupil to think and a form to work this is in first place, to analyze where degree is the knowledge of the students and consequentemente to revise the boarded contents in the initial series so that from this sounding and revision, the professor initiates the content programmarian for the school year. Consequentemente to this analyzes, the mediator must work playfully. The playful word if originates from Latin ' ' ludus' ' , that it means to play and According to FEIJ (1992), ' ' the playful one is a basic necessity of the personality, the body and of mind, is part of the essential activities of the dynamics humana' '. What it characterizes the playful one is the fullness experience that it makes possible to who lives deeply it in its acts, as a state to be full in what he makes with pleasure and he can be present in different situations of our lives, as when we use of toys to teach geometry in the series you initiate, therefore, the reasoning, logic, deduction and induction, assist to build the intellect of the pupil and the contents that involve these abilities are basic in the education of the mathematics, therefore the mediator who obtains to make with that its pupils learn using the tool most powerful that they possess in its lives: its brain, with certainty can believe that good part of its objective already is if materialize. The professor educator cannot forget that he must prepare the pupil for the life and is necessary to use in the lessons, activities that contribute for the development and perfectioning of inherent abilities to education of Mathematics, as creativity, initiative and reflection, beyond all the mathematical knowledge that the pupil needs withholds, after the mathematics disciplines is it that it can contribute for the intellectual development, personal and social of the pupils..
The indispensable professor is that one that he knows to teach the independent walked one, that is, its proper dispensabilidade. Of agreement with Rose (2004) the quality cannot be touched, but it can be sensible, of a proper form. In this vision, the necessary school to have an only quality, that must be felt by all, thus becoming property of all. As Delors (2003) to prepare for an active participation in the life of the citizen became for the education a mission of general character, for consequncia of the expansion of the democratic principles for the world. In this direction, the democratic management as Cury (2008 p.17): The democratic management as principle of the national education, obligator presence in pertaining to school institutions, is the not-violent form that makes with that the educational community if enables to take the term a pedagogical project of quality and can also generate ' ' citizen ativos' ' that they participate of the society as professional compromissados and not they absent of organized actions that question the invisibilidade of the power.
In accordance with Pink (2004 p.278) the quality in the school is one practical one of every day because the school as specialized organization, cannot make a mistake. Not having quality in classroom, the professor will pass without quality the learning for the pupils. According to author ' ' the quality starts and finishes in the being humano' '. Being thus, the pupil is the more important human being of the school and is it who will feel the implicit quality in education, therefore the quality is before being real intellectual. To understand that the school is the institution that is part of the social body has the responsibility to teach, or better, to teach to learn. They become visible the responsibility of the manager in searching solutions to guarantee to the education of quality the children who do not learn of homogeneous form.
Through the centuries, always it existed variation and change under the fono-ortogrficos and morfossemnticos aspects that had contributed for history of the language and will continue contributing stop transformation and addition of the lexicon of a language. In this exactly felt Bagno Landmarks (2003)? in one of its ten splits in the book Lingustico Preconception what it is, as become -, declares the idea of: To acquire knowledge itself that all dumb language and varies. What today it is seen as ' ' certo' ' already he was ' ' erro' ' in the past. What today ' is considered; ' erro' ' it can perfectly come to be considered as ' ' certo' ' in the future of the language. An example: in the medieval Portuguese a verb existed to leixar (that it even appears in the letter of Pero Vaz de Caminha to king D. Manuel I). With the time, this verb was being sharp to leave because d and l are make look like consonants, what it allowed the exchange of one for the other.
… Therefore is good for preventing to classify some grammatical phenomenon of ' ' erro' ': it can be, in the truth, an indication of what it will be the language in the future. It is evident that this level of understanding must be conquered by all the users of the language, whichever its social condition and escolaridade, in meanwhile one expects that beyond this understanding, it has the perfectioning of the formal writing, therefore all need to be proficient in the communication that permeia the work market, the administrative areas, judicial, academics, pertaining to school, being in the sending or the act of receiving of information, contrary case will have one consequent exclusion since the norm standard is instrument of being able and transformation in a society. Many times, the writing is neglected.