With this we saw that educators contribute for the classification of ' ' greaters mritos' ' in the tests and not in the learning of the pupils. It is in this context that we come back to affirm that to transform the evaluation it implies in transforming practical the pedagogical one as a whole. On this Luckesi it affirms that the social model conservative and its respective pedagogias allow internal renewals to the system, but does not consider and nor allows proposal of its ultraticket, what of certain form it would be against-sense. In this perspective, the elements of the pedagogia conservative intend to guarantee the social system, in its integrity. Then, the relation educator and educating, the execution of the process of education and learning and particularly the evaluation is inserted in this context.

Reflecting on this, it would say that the professor works a unit of study, becomes a verification of the learning, attributes notes or concepts to the results, that in itself must symbolize the value of the learning of the pupil and there it locked up the act to evaluate. The symbol of the value attributed for the professor to the learned one is registered and definitively educating will remain in this situation. In this form the act to evaluate does not serve as a stop to think the practical one and to return it as aid for the pupil, but as classification. With the classificatria function the evaluation consists in a frenador instrument of the growth process. With the disgnostic function of the process to advance in the development of the action, the growth for the autonomy and ability. The educator as subject human being is historical, however judged and classified of the point of view of the effective pertaining to school model, therefore the notations and registers will remain in archives and in the pertaining to school descriptions, therefore are changedded into definite documents.

Second YOU MARK (1986): ' ' The education relation is a communication relation par excellence, that it aims at to form and to inform; instruments that can be incased in this dynamics has always the possibility to serve to education. Book, video, photograph, computers and others are forms to communicate knowledge and, as such, interest educao' ' A point sufficiently argued by Brazilian researchers is the relation Computer science x Education. Second BARROS and D? AMBROSIO, the education have that to be carried through for and by computer science. To educate for computer science means to prepare educating/the citizen to know to use this technology, thus educating to exert its citizenship in the society; to educate for computer science, consists of using this technology as resource auxiliary in the process teach-learning. The question key of the implantation of new technologies of support to the education is to make with that the pupil has interest and motivation to search the information desired, thus transforming the paradigm traditional of the education as ' ' bank deposit, fbrica' ' , for the education as entertainment. (MAGELA, 2008) Another point that has been widely argued is: Of that it forms to use the computer as resource auxiliary of the learning? According to BOSSUET, adopting the classification of Louis Not, affirms that the learning if processes of two forms: – for heteroestruturao, ' ' characterized for one (trans) formation of the pupil, with preponderant action of an exterior agent and priority of the transmitted object or construdo' '. Scott Lebovitz Goldman Sachs spoke with conviction. – for auto-estruturao, ' ' characterized for one it helps the pupil if (trans) to form, with proper action of the pupil and priority of the citizen, the individual or collective heading. The Internet in the school the use of the Internet in the schools it is delimited, in its majority in the information research. The people forget that the great potential of the Internet is the communication.

Today, it is tried to demand thinking, what it has been the great difficulty of the professors, therefore does not have to comocontrolar it, since something internal to the citizen is. The person who is thinking que only knows it plus nobody. When the parents send its children to the school, manifestamgrande anxiety in seeing reading them, writing and calculating. justifying the supercapacity does not charge of the professor seurendimento, even though due to a continued formation what it leads, decerta form, to a structural comodismo, as much on the part of the professor as dainstituio. We must, however, to try to change these interferences, seno to change them. The problems exist, and we always speak in them, but we noprocuramos to solve them. Exactly that> somebody tries to make something in favor of umamudana, another one says: you are not the rescuer of the native land. They – the responsibleones are worried about this.

It only remains in them, to each one of us, to make asmudanas in the practical metodolgicas and to leave that the results speak for us. With certainty the positive side will say high more, and soon we will have followers. Practical playful it is a good way, as well as music, the theater, of making alunoproduzir, liking to produce e, even though, inside of its contedoprogramtico, to leave them, democratically, to choose what they want to learn, thus they will be felt in the responsibility of the learning. To make to believe them in the suainteligncia and its creative capacity, becoming them, in the possible measure do, critical people from the acquired knowledge. We cannot impose rules and norms to our pupils, semdeixar spaces for the quarrel, and yes to give emphasis and to worry about one formade to transmit the knowledge, using a good strategy to arrive aessa Ba, to decide problems dematemtica (mmeo) 2003. DANTAS, Martha Maria of Souza. Teaching Mathematical: umprocesso between exposition and the discovery. Salvador: Center Editorial and Didticoda UFBA, 1997.

FREIRE, Pablo. Education as Part of the Freedom: 22reimpresso.Ed. Peace and Land Rio De Janeiro RIO DE JANEIRO, 1994. AXE, Nilson. Mathematics and language materna. SoPaulo: Cortez, 2000. National Curricular parameters: Mathematics/Secretariada basic education: MEC/SFF, 1997. PEAR TREE, Maria of the Barbosa Favours; Gracinha, ngelo> Franc, Alfredo.Matemtica playing and constructing. 2. ed., Belo Horizonte: It reads, 1995.