When we analyze the history of the education in Brazil, in a general way, according to Januzzi (1992), we observe that all the reformularizations suffered for the same one had been always on the interests of the ruling classes. While the elite could search education in the exterior, she made thus it. When the alfabetizao became condicionante factor the vote, extended the access when knowing pertaining to school. When the economy started to demand instrumentalizada man power, the popular masses had been called to the school. The popular education was being conceived in the measure of the necessity for the subsistence of the dominant system, until the popular movements had started to demand the education as right. The evolution of the Special Education in Brazil according to Mazzota (1996, p.27) can be divided in two distinct periods: of 1854 the 1956 (official and particular initiatives) and of 1957 the 1993 (official initiatives nationwide). Previously, in 1600, time of Brazil – colony, the attendance started to be made with an only carrying pupil of physical deficiency in a specialized and particular institution, in So Paulo. After a long period without evolution, the member of the house of representatives Cornlio France, in 1835, presented a project, that soon was filed, considering the creation of the position of professor of first letters for the deaf person-dumb education.

The first period, in accordance with Mazzota (1996, p.27), has beginning when emperor D. Peter II, through imperial decree 428 established the National Institute of the Blind people. This initiative if gave on the part of lvares de Azevedo that was blind and attended a course the Institute of the Young Blind people of Paris, it made what it if to pledge in the cause due to the abandonment of the blind people in Brazil. It was still D.Pedro II that it established the Imperial Institute of Deaf person-Dumb, that after one hundred years, passed if to call National Institute Education of Deaf people (INES), through the law n 3,198, of 6 of July.

For this it was fact, initially, a diagnosis involving indicating of performance of the school on the learning of the pupils in lathe of this content. These data had been used to base the proposal of implementation of a project to be worked in the Chemistry laboratory and all school on Chemical Composites, its chemical molecules and elements gifts in its structure. Next to the stories of the professors of chemistry of the school regarding the difficulties of the pupils regarding this content, the reason for accomplishment of such project meets. The first stage of the work consisted of a research, through a questionnaire with 5 questions in all the school on the difficulty that the pupils feel in understanding such content. After the collection of these data the same ones had been tabulated placing in sequence increasing such difficulties.

In questionnaire suggestions of activities had been the same given so that the same ones could understand such content better. with base of the suggestions made for the pupils we initiate our research on a chemical composition that could be used for studies providing one to facilitate the learning of the pupils. We think about studying chemical formulas through that it was common in our city, thus facilitating the understanding of the pupils in microscopical and macrocospic level. Also had the presence of the polar region of the UFC in our city, we look for to start on the research already carried through by the same ones and that they could be applied our local reality. Each one of the presented conceptions was examined separately, in way that if made necessary to reread the texts some times. To the step that each one of the conceptions was identified, we looked for to verify where measured such conceptions they were gifts in our reality. We choose to observe the quitosana, chemical composition that comes very being divulged in the TV and that this gift in carapaa of the crab and rind of the shrimp.

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.