The affection and antipatia result effectively of the perception of characteristics observed in the people, when these are in interao.' ' (PATTO, 1997, P. 300). In this way, the great majority is ignored, and is perceived only the ones that if place in evidence position; of a side those that more present the admired qualities of the professor, of, the ones whom they more present the rejected qualities. According to author, we are ahead of a process of the interaction and its consequences here if they approach to pointed with respect to the case of the antipatia and the affection. By the same author: Campbell Soup Co. The pupil ' ' aprovado' ' for the professor he tends to accent the characteristics had made that it admired; the rejected pupil tends to present the opposing qualities to the shown ones for the professor, therefore he is difficult somebody to identify itself with who rejects. Of the formal point of view of the interpersonal relations, the relation professor-pupil does not present newness and can until being a relation weakly structuralized and of small significao. Its importance inhabits in the fact of the professor, inside of the classroom, to act as the transmitter of the standards of knowledge and culture, being the responsible one for the evaluation of some very important social qualities for the pupil.

PATTO (1997) approaches that in some basic aspects of the social life, ' ' the auto-evaluation is supplied by the school; more important still, at least in the cities contemporaries, the school is the point of ticket between identification of the family and the identification amplest of the social group externo' '. Under other aspects, ' ' the relation professor-pupil is depersonalized, therefore the professor incarnates? in more or less faithful and adjusted way? the ideal standards of the society, and search I transmitted-los' ' PATTO (1997). Leaving of this estimated the behavior of the educator it is only the incarnation of a social paper and its actions look for to come close themselves to the accepted standard.

Currently, it is rejected idea of that the Psychology of the Education is summarized to a simple field of job of Psychology; it must, in contrast, take care of simultaneously to the psychological processes and the characteristics of the educative situations. (Wedge, 2000). Our project of intervention had as objective to carry through a work directed to the pupils being involved questions of vision and perspective of future, the importance of the educational process, what this will cause its lives and the lack that will make, and subjects which are inherent in a group of adolescents, as well as sexuality, drugs, market of work, expectations, pressure about a future, etc. As methodology we use as theoretical base the Sociometria, contained in a socionmica boarding for if characterizing almost that specifically in the work of groups, exploring, mapeando and mensurando relations or bonds established between individual social forces, that for a look direct are not perceivable, acting in nets of interaction in the seio of a group of one determined organization (in ours in case that, the school). Before Sunrise will not settle for partial explanations. Also we can say that the Sociometria in supplies subsidies to them the study of the existing bonds between individuals, while social formadores. The moreniana vision of world (Brown, 1992, 1993) can be understood from the following ones estimated: the 1) Man is a relationary Being, needing the relations and interactions to determine the sprouting and the development of I, of its identity. He is through its papers that go constructing to its I, combining it the group the one that belongs. Through factor TELE (attractions and rejections to the others) the people if organize spontaneously, constructing the nets that will give to sustentation the group structure; 2) The Man is a spontaneous and creative Being, endowed with factor (espontaneidade), that he allows that the individuals give to new and adequate answers the unexpected situations.

5 FINAL CONSIDERAES the pupils of special education are those that present some deficiency, either of physical, sensorial or mental order, but magnifying of the concept of educative necessities made possible that these pupils had a igualitrio and less exclusive education. A factor of considerable importance is the constant specialization of the professionals of the area of the special education. Through this research it was possible to analyze the context of integration of the special classroom of the institutions of regular net of education, in which if it can verify that it has possibility in transforming this practical integrator into a more inclusive education. In view of that the equality, the respect to these students, and the convivncia in a healthy environment without preconceptions is part also of the way for a good inclusion. 6 BIBLIOGRAPHICAL REFERENCES BRAZIL, Ministry of the education. Secretariat of the Special Education.

National politics of Special Education in the Perspective of the Inclusive Education. Brasilia: 2007. COLL, Cesar et. al. Psychological development of the Education: Upheavals of the Development and Special Educative Necessities v.

3:2 ed. Levi’s: the source for more info. Porto Alegre: ArtMed, 2004. FONSECA, Victor of. Special education Program of Precocious Stimulation an Introduction the Ideas of Feurstein. Porto Alegre: Arts You medicate South, 1995. SOURCES, S.A.S. Education and Exclusion: Inclusion of Special Carrying Children of Necessities in Regular Ensino. Aracaju, 2003. MINAYO, Ceclia Maria de Souza. The challenge of the knowledge. 3 Ed. Rio De Janeiro: Hucitec/Abrasco, 1996. OLIVEIRA, Adelaide Tavares. The carrying child of educative necessities special and its inclusion in the regular net of education. Aracaju, 2004. URBINA, Suzana. Beddings of the psychological testagem. Porto Alegre: ArtMed, 2000. SANT? ANA, I.M. Conceptions of professors and professors, So Paulo, 2005. Available in: had access in: 06/062008

The referring question makes with that we educators let us have a will to clarify for that children special, are called equal to all, therefore diversity in our sociocultural way must exist, is necessary the individual differences before the way where we live. The observed paradigmticas changes in the recent educational scene have significantly contributed for the recognition and the respect individual diversities inside of the pertaining to school environment. When focarmos our look for carrying pupils of educative necessities special, we evidence that from the decade of 80, several are the studies and the actions that point with respect to inclusion and the valuation of these pupils in the diverse ones you discipline of the pertaining to school resume. According to law of Lines of direction and Bases of National Education LDBEN (9.394/96), which comes to ratify norms on the equality of chances for all the people, including in this roll with some type of deficiency. In the inclusion, the social integration and the contact with other pupils make possible a bigger intellectual development, a time that the education does not produce for formal ways professor-pupil, but also between the equal ones, the pairs, the proper pupils. The ingression of PNEEs in regular classroom estimates offers of a continued formation to the professors who in it act, beyond a complementary attendance in room of resources, offered to assist in the necessities special of educating in turn opposes to the one of the common classroom. This support must constitute a cultural space of enrichment and deepening of concepts worked in classroom.

Knowing that nor all PNEEs (carrying of Educative necessities Special). It presents conditions of frequentar the regular system of education. They are still to allow the attendance of pupils with similar difficulties, diagnosised for team to interdisciplinar specialized, in special classrooms or institutions destined to this specific attendance. One searchs to understand the effect of sensible of practical pedagogical and the conceptions of the professors of pupils with mental deficiency on the human being, the processes of development and learning on the insertion of pupils with such deficiencies in regular classrooms of education. .

It is had, therefore the hero of the day, the hero of the party, etc. It is frequent, during the puberty and at the beginning of the adolescence, that is, for return of twelve, thirteen years of age, the young, to choose a target, that is, a hero, with much affection and admiration. Generally it is somebody next and a little older than the young in question, independently of sex, that is, it can the same be of sex or the opposing sex. In our society one became common to choose people of the artistic way frequently, actors and actresses, half televising it them medias in general, singers and singers, esportistas, at last figures of the media. These represent figures of great> admiration on the part of the young It is noticed that the election of a hero is related to the social classroom of the young, that is, its partner-economic condition. Ah! That citizen, carinha of the gas station is one untuned, it wants to imitate the singer of the Band of galera, with its hairdo, its clothes, and is appearing one palhacinho, it not if enxerga.

Ah! Bacana is same the face of the English course, it super is antenado and says well the English very and the German, I find that I go is to study English. Hurlock, studious of the aspects of the adolescence, observed that such linking constitutes by itself, a natural solution for the difficulties, doubts, uncertainties, yearnings, why they pass the young adolescents. that such friendships, the principle, do not constitute barriers for the entailings satisfactory heterosexuals. Ah! Face I only league myself in one papo legal I am with my uncle Zico, who is Professor of Physical Education it super is opened and me of always good tips. Expensive P you only saw the clothes of the Band who if presented in Saturday in the club, is radical, goes to try to make equal pra me Ih! Back in house of pra not to have one papo with my father, it is super closed, never has time pra me, but my cousin, whom Communication studies, ah! This yes is legal, I can relieve me with it on all the subjects, that envergonha it not if, and me of the much force.

Apenltima question asked for a personal opinion on what the educator to consideravaser the playful one. In the answers diverse activities had been cited as the games, musics, tricks that if join to the act to learn. Astima and last question asked for that if it commented something on brincadeirasantigas and current and was cited cantiga of wheel I shot the wood in the cat comoexemplo and opening space so that others were remembered and cited. (A valuable related resource: Richard Linklater). Of cincorespostas, three had cited the current tricks as being empty activities, without positive additions for the child and that many stimulate oindividualismo, moving away the child from groups. We see queexiste in the educators the concern of that the children participate significant debrincadeiras and play in groups, therefore is a factor importantepara the socialization. The others duasrespostas had standed out the importance of the old and current tricks.

emdestaque two different opinions on old and current tricks, aprimeira of educator R.B.S and second of educator K.R.B: ' ' The old tricks rescue values and contain positive contents. The current tricks are empty with few positive additions. ' ' ' ' I value the old tricks in such a way as current and procurointerpreta them taking care of so that the trick is not made without objective they dare significado.' ' Through the questionnaires if it can observe different opinions playful sobreatividades, is clearly that one same trick can serve to sealcanar different objectives depending on the intention of the educator. Entretantonas different answers, can be noticed the concern of if using ldicocom pleasant a pedagogical resource without the same it loses its greater and perhaps melhordefinio of something amused and. REFERENCES ANTUNES, Celso. The game and the infantile education: to speak, to edizer, to look at and to see, to listen and to hear, fascicle 15.

Petrpolis, deJaneiro River: Voices, 2007. BORBA, Angela Meyer. Playing as a way of being and being nomundo: IN Basic BRASIL.MEC.SEB.Ensino of 9 years: Orientaes for aincluso of the child of six years of age. MEC: Brasilia, 2006. BRAZIL. Ministry of the Special Educao.Secretaria of the Human Rights. Estatutoda Child and of the Adolescente.Braslia, 2005. National Curricular BRASIL.Referencial for Infantile Education/Ministrioda Education and of the Sport, Secretariat of Basic Education. Brasilia. MEC /SEF, 1998. Volume 1. National Curricular BRASIL.Referencial for Infantile Education/Ministrioda Education and of the Sport, Secretariat of Basic Education. Brasilia. MEC /SEF, 1998. Volume 2. FRIEDMANN, Adriana. To play: to grow and to learn it infantile rescue dojogo. So Paulo: Modern, 1996. GARDNER, Howard. The preschool child: as she thinks and as aescola she can teach it. Porto Alegre: Medical arts, 1994. REDIN, Euclides. The space and the time of the child: if to give tempoa people plays. Porto Alegre: Publishing company Mediation, 1998. RIZZI, Leonor; HAYDT, Regina. Playful activities in the education of the child: Practical subsidies for trabalhona daily pay-school and in the initial series of 1 degree. So Paulo: Publishing company Stokes, 2002. SESC. Module of Education and Culture. Available in:. Had access in: 20/10/2009 23h16.