We understand that the functions of the evaluation are potentially two: I diagnosis it and the classification. Of the first one, one assumes that it allows to the professor and the pupil to detect the weak points of this and to extract the pertinent consequences on where to later place the emphasis in education and the learning. Second it has for objective to hierarquizar and to classify the pupil. In a generalized manner, in the interior of the school it has great concern with the note or concept to be attributed to the pupil. It is always on directly to the approval or reprovao of the pupils. The note finishes if becoming an end in same itself, being very distanciada and without relation with the learning situations. The evaluation in this conception only serves to judge and to classify.

The participation of the pupil in this process is small e, many times, it not even has clarity of the o reason of the gotten results; the note arrives as a sentence defining its destination is of the school. To only think the evaluation as tool to approve or to disapprove, strengthens the cruel side of the school. When this simply classifies capable to continue the studies in the subsequent series, finishes penalizando those that belong more to distanciadas the disfavored social classrooms of the knowledge historically accumulated. These are the ones that more fail. Many times, also the school uses the note disciplines to control it of the pupils in the room and to fit them in rules and norms that consider desirable, disclosing total absence of reflection on the meaning of the evaluation. According to Gamma (1993), to transform the evaluation it demands to transform practical the pedagogical one and one becomes necessary that it leaves of being instance of exclusion of the originary pupils of the dominated classroom; that the school is resultant of a project through the ascension for the teaching staff of a politically decisive paper in the transformation of the reality; the professors receive orientaes metodolgicas and didactic that the pedagogical project of the school is inserted in the set of the transformations of the society he stops beyond its authoritarian and antidemocratic characteristics and a compatible random process with the project of the school exists.

We request some carapaas and rinds of shrimp in the intention of take them it our chemistry laboratory to manufacture to be able to extract the quitosana for consumption. We look the Dr. Afrnio searching Craveiro of the PADETEC through email, where the same it is responsible for the research on the quitosana, for bigger information on the exploitation of these carcasses. Had the difficulty of somebody in house to manufacture carapaa of the crab we decide, to use in bigger scale the rinds of the shrimps. Through our research we could observe that the process of extration of the quitosana of the carcass of the crab is something not very simple, but in relation the rind it shrimp we could get one farofa of simple manuscript and easy use. The natural flour of the rind of the shrimp that we get in the Laboratory is rich in protein can be applied in diverse alimentary segments, of high as well as auxiliadora proteinic value in the emagrecimento, the only restriction it was in alrgicas people the shellfishes and crustaceans (To see field notebook).

On the basis of all these information and already along with as to process the carcass of the crab and rind of the shrimp, we decide to use pedagogical environments as the Law for research and simulators of chemical molecule assembly and the Chemistry laboratory for the manuscript of the rinds in practises of the attainment of the quitosana. The monitors of the Chemistry laboratory as our teacher of Chemistry, had worked essential theoretical concepts for a good accomplishment, agreement and contextualizao of the experimental part. The theoretical concepts and the experiments will be prepared to be applied during the chemistry lessons. At the beginning of the activities of the project one gave to a practical lesson on security in laboratory, carried through for our teacher of Chemistry in all the rooms of the school. Guitarist has many thoughts on the issue.

The main objective was to extend the educational space stops beyond the classrooms, to live deeply contents in the practical one where the pupil learns with its proper search for the knowledge. The project was developed in stages, first an inquiry through a focal group, where the necessity of practical lessons was identified inside of disciplines of sciences, giving beginning the application of the project with theoretical recital on cell, following of practical with the use of optic microscopes. The pupils they had day-by-day related what content applied with its. The pupil understands better when the educator makes use of varied didactic technique, using the most adjusted for the situation and considered content. Word-key: Sciences, Education, Intervention. INTRODUCTION In basic education, the practical lessons stimulate the pupils to develop abilities, to construct the knowledge and to awake the curiosity on the object in study aiming at to the collection of information, the participation accomplishes of the pupil in activities motivates the practical it to learn to interact with its proper doubts and searchs conclusions and results. To try to skirt this situation, whereas scholarship holder of the PIBID (Institucional Program of Stock markets of Incentive the Docncia) and teaching future, we carry through a focal group, that is one technique of research that it collects given by means of group interactions, with thirty pupils representing 30% (thirty percent) of the pertaining to school group, divided in three groups of ten, where the difficulties, the necessities had been diagnosised and analyzed the reality of the pupils.