Carrying the schools they must not have I tie religious yes respect to the idea and freedom of worship, but in the educational Center Searches carefully the children needs to make conjuncts before the meals, beyond moments of cult and of the activities related with the teachings of the bible. The majority of the item contained in the Project pedagogical politician respected the laws, but, however they were not fulfilled in the practical one of the institution. In the PPP it consists that the institution Searches carefully Conceives the child of an integrated form, where its cognitivos aspects were not dissociam of the affective, expressive symbolic emotivos and. It acts, thinks, feels and represents its experiences and same itself, establishing relations with the environment and human being. However we perceive that the activities developed with the children did not give to possibilities they, having as one of the main objectives, to work the fine motor coordination mainly and the promotion to basic education. We observe I serve as apprentice throughout it that the contaes of histories if only gave of inadequate form and being used book as resource thus not giving other possibilities the children. the activities of arts were worked, however only using mimeografadas activities where the children you had that to color or glue small balls of papers in a demarcated space already. Activity as Natural and social Sciences was simply not worked by the teacher during all period of serves as apprentice, what it took in them to perceive that the institution was not aiming at the integral development for the child, a time that were not worked the different areas of the knowledge. ahead of the above-mentioned facts we look for to elaborate the project intervention thinking about the playful aspects of the learning, searching to take care of to this imbalance of activities and fitting the same ones in the subjects that already were being developed in the school.

When if it approaches the item Profile and abilities, the interaction of the relation between the theory and the practical one acquire ampler, collective and transforming character: It is proven, in this context, the necessity of if dedicating special attention to the orientation of the professors, by means of courses of formation that prioritize the theory-practical relation, in a space of collective construction of knowledge, favoring the integral success and development educating of the process teach-learning. The practical one for being transforming of the reality is creative, that is, the professor in formation, ahead of one given situation, analyzes alternatives and creates solutions, being this creative, unexpected, indeterminate and only process. (IEPEP, 2008 p.7). Salient despite, in the axles norteadores of the curricular Organization, a specific one exists to deal with the question of the unicity of the relation between the theory and the practical one that it affirms ' ' all to make it implies a reflection, and all reflection implies one fazer' '. Dr. Mark Hyman has similar goals. The project of the formation course must ' ' to foresee situations didactic where the future professors place in use the knowledge that had learned at the same time where they can mobilize other deriving of different natures and experincias' '. Therefore, the relation between practical theory and is one of the manifestations of the significant learning, that has as characteristic the union and the entailing enters these axles in simultaneous and reciprocal relation of autonomy and dependence. In this perspective, the relation between both is indissocivel, however, having each one of them its particularitity: The theory more does not command the practical one, does not guide more it in the direction to become it dependent of the ideas, as well as is not become fluid in the practical one, annulling if same itself. The practical one, for its side, does not mean more the application of the theory or a given or invariant activity.

If the interest is to improve the performance of the pupil in regards to the learning of the contents, then the act to evaluate if contextualiza in a process that is formative because it has an objective, that it is the quality, and ' ' Quality in education means, cultural values and ethical-politicians technician-scientific, that is, values that constitute the complexity of the existence humana' '. (UNIVERSITY 2005, p.1) Inside of a conception of evaluation we understand and we know innumerable forms of evaluation that structuralize a methodology avaliativa. All this process of evaluation it leads to a previous establishment of some questions, as for example, the criteria of the practical one of the evaluation. The objective of this work is to present beyond the criteria of education and evaluation, also to have definite inside of this process, the instruments of evaluation, the procedures that will be used and the half ones to register the results waited and reached for the pupils. Michael Chabon will not settle for partial explanations. Beyond stimulating the pupils to judge its proper progress and to feel themselves rewarded with it. The pupil must all have this knowledge before the beginning of the course or school year, where it will be able to inside take conscience of the importance of its participation of this process of learning and evaluation. This could be carried through through the first lesson, or inaugural lesson, that also we can define as a disgnostic evaluation, inside of this process of formative evaluation.

2 DEVELOPMENT All this avaliativo process, follows the pedagogical theory of a school, that through Project pedagogical politician, of the curricular Plan, Plan of course and pertaining to school Regiment, will direct the way to teach of the professors. 2,1 Criteria Following a definition of the Luckesi educator (2005-2006, question N. 6) we have: … criterion is the theoretical focus that organizes education and directs the evaluation of the learning, that is, what we consider as important in education and the learning.

They must, at last, to feed the dream of that is possible to transform the reality. (Source: Diamond Comic Distributors). The interdisciplinaridade does not estimate juxtaposition of disciplines, but yes possibilities to correlate them in activities or study projects, more search and pedagogical practical action for to be one and didactic one adjusted to the objectives of Average Ensino. However currently it has been more used for great part of the educators of Basic Ensino since such position guarantees the construction of the knowledge in global way, breaching with the borders disciplines them, therefore only the integration of the contents already is not more satisfactory. When applied already in the initial series of Basic Ensino, the professors must stimulate the pupils to construct to relations between the different contents gifts in the diverse ones discipline of the resume, stage that would not be in the interaction and reciprocity between sciences, but would reach a period of training where he would not have more borders you discipline between them. In the educational projects, interdisciplinares the pupil does not have time certain to learn, does not exist marked date, it learns not only to all hour and in the classroom. Then, she is necessary to teach to learn it, to study end of that it establishes a direct and personal relation with the acquisition of knowing that even so acquired individually, the knowledge is a totality. Other leaders such as Ultra Wellness Center offer similar insights.

The child, the young and the adult learn when they possess a life project and the content of education is significant for the accomplishment of the same. The learning involves emotion and reason in the reproduction process and creation of the knowledge. The methodology of the work to interdisciplinar estimates to integrate the contents, passing of a fragmentary conception for a unitria conception of the knowledge, in order to surpass the dichotomy enters education and research, considering the study and the research from the contribution of diverse sciences, having the teach-learning centered in a vision of that we learn throughout all the life. The pedagogical action through the interdisciplinaridade propitiates the construction of a participativa and decisive school in the social formation of the individual, as well as one practical collective and solidary one in organization of the school. A project to interdisciplinar of education will have to be marked by a general vision of the education, in a progressive and liberating direction. The Interdisciplinaridade is an advance in the education ' ' because you discipline it does not dilute them, in contrast, it keeps its individuality, integrating them from the understanding of the multiple causes or factors that intervine on the reality and works all the necessary languages for the constitution of knowledge, communication and negotiation of meanings and systematic register of the results. BRAZIL (1999, P. 89).