In this direction, it will fit to the educator to plan education situations where the pedagogical contents and methods are coherent with the development of intelligence and not with the chronological age of the child. Of this form, the game acquires basic importance in its application to education, objectifying itself to discover new strategies of each phase of the development of the human being, that is characterized by special an only conformation, going since the individual game, the symbolic game, the daily pay-social game, to the one of rules (social). Dell has firm opinions on the matter. However, the logical activity is not everything what it exists for intelligence, the imagination is important to uncover itself to the solution of problems, is for this, the thought form most spontaneous is the toy or magical imagination, that makes that the desirable one seems possible of being gotten. Thus, until the seven or eight years, the toy predominates of so absolute form in the infantile thought, that if very becomes difficult to separate the deliberate invention of the fancy that the child believes to be true. 1.5? Cognitivo development For Cury (2003 P. 22). ' ' It inside has a world to be discovered of each child and each young. Who does not only obtain descobriz it is inserted inside of its proper mundo.' ' However, these processes, even so continuous, are characterized by diverse phases, stages and periods.

Each of these stages defines a moment of the development throughout which the child constructs certain cognitivas structures. According to Gardner (apud, Hunter 2005, P. 21) ' ' Piaget made reference in terms of social evolution and the intelligence of the child, showing as if it characterizes, basically, in each period of the development, that the same it schematized in four estgios' '. These developments pass for four distinct stages: (a) sensoriomotora, (b) daily pay-operatrio, (c) the operatria? concrete, (d) operatrio-deed of division.

It will be that nobody perceives the perfect technology that is the human body? A brain with all the perfect lines to command the things bred. Eyes to see clearly the amplido that must reach the object bred. Hands to place the things in its had places. Heart not to leave the frigidez of monuments bred to be better of what it. Feet to conduct itself without being lead.

Differentiated fingers to feel cold and hot objects. One has lain powerful, because it has in it the image of a GOD who is alone owner of the Universes. Perhaps check out Pete Cashmore for more information. If GOD wanted to disclose itself would not make it through one would lataria for more modern than he was. HE PLACED MIND IN the MACHINE Placed mind in the machine? Great thing! In the distance of it Human being it is enormous. It is GOD creature, and possesss an Immortal Spirit that survives to all hecatombes. the machine? Created for the material effect that GOD left spread for the Terrestrial Orbe if it rusts with the time. IT CREATES, BUT ALSO IF IT CREATES the reason without the presence of the heart wants to become enlarged itself.

However, she remains imprisoned things that already exist. If to place the heart next to it goes to never perceive horizontes seen and will bring to the world new features where the two only can glimpse. SPIRIT AND BODY If to perceive the proper body will see that nobody made nothing equal, although to search it to learn. The human body is a perfect machine that the Creative GOD loaned to the Spirit it to evolve through it, and does not stop changing it for one would lataria more for moderninha that it is. The Human being can make to grow an incomparable cellular army, thing that the robot is not capable to make.

SUMMARY This work presents reflections of an activity carried through with a group of pupils of Superior Ensino of the course of Full Licenciatura in Pedagogia of a Public University of the State of Par. The objective of the experience was to investigate in that way an activity with mockups potencializa the learning of geometric concepts. The data had been collected through a questinrio with opened questions, being analyzed in this work the relative answers to the interest of the pupils for the didactic activity, as well as the pertinent results on the process of teach-learning and the formation of the professors for the education of geometry. CONTEXTUALIZAO OF THE DIDACTIC EXPERIENCE? ON THE EDUCATION OF MATHEMATICS AND ACTIVITIES THAT APPROACH WHO LEARN OF WHAT IT IS NECESSARY TO LEARN. Geometry with its changeable dimensions and its importance for the development of the child, consequently requires including studies that they express resulted significant concernentes to education and learning of the geometric content.

Although the innumerable ones ramifications that can be worked the questions on geometry, our stories are come back toward activities elaborated and presented in classroom. Leaving of basic geometric concepts (segments of straight line, polygons, figures bi and tri-mensionais), we search to relate them it daily and the partner-cultural reality of licenciandos pupils of the initial series of a Public University of the State of Par, whose campus it is located in the capital, Belm. We objectify to analyze a potencializadora activity of learnings of basic concepts of geometry, as for example, plain and space space, area, figures. We opt to working with aspects that could be related to the civil construction thus they were next to the reality to the pupils. Therefore we can relate easily with spaces and so proper forms to discipline Mathematics. The work in classroom with mockups, this direction, potencializa to the pupil a more significant geometry, in the conceptualization of Moreira (1982), therefore it works with situations next to the reality to educating.