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.