Arc and Arrow: Object that can be used as toy in a culture, but in another culture is an object in which if it prepares to the children for the hunting it fishes and it aiming at to the survival. After the presented definitions it is necessary to clarify that the same ones must serve to help ahead in the reflection of the professor in its playful action of the child and does not stop limiting it in this process. It is important that the involved people in the research of the playful one believe that the game, the toy and the trick will have a deeper direction if to come represented for playing. In summary the playful universe encloses, of ampler form the terms to play, trick, game and toy. Playing characterizes the trick in such a way as the game and the toy as object has supported of the trick and/or the game. PAPER OF THE EDUCATOR IN THE PLAYFUL EDUCATION ' ' hope of a child, when walking for the school is to find a friend, a guide, an entertainer, a leader – somebody very conscientious and that if it worries about it and makes that it to think, to take conscience of itself of of the world and that is capable to give the hands to construct with it a new history and a society to it melhor' '. (ALMEIDA, 1987, p.195) to inside have of infantile institutions the development of educative playful activities, it is of basic importance to guarantee the formation of the professor and conditions of performance. Thus the rescue of the space to play day-by-day of the child in of the school or the day-care center will only be possible. For us the formation of the Infantile Educator, earns in quality if, in its sustentation, three pillars will be gifts: I. theoretical Formation II.

PORTUGUESE PORTUGUSOBJETIVOS CONTENTS To understand the direction in the messages you pray and writings of that – Reading and production of text; It is destined direct or indirect. To know to attribute meant, starting – Letters; To identify possibly excellent elements Intention according to; Constraint-Language; Of the author, announcements; Quadrinhos; To participate of different situations of verbal communication, receiving – Stories; You happened, considering the opinions other people’s and respecting the different ways, fbulas; Tickets; Of speaking. – Prescriptions; Orthography; To produce coesos and coherent critical texts, considering the reader. the object of the message, starting to identify the sort. the support that better takes care of the communicative intention. To write text of the sorts, using the alphabetical writing.

Being worried about the ortogrfica form; To consider the necessity of some versions that the production Of the written text requires, pledging itself in produziz them with. Aid of the professor. Geography Contents Obietivos Everything is nature To know organization of the space Conserving the Environment Geographic and the functioning of Transforming the Nature: Nature in its multiple relations Different Landscapes In order to understand the paper of the Place and the Landscape Society in its construction and the Paper of the technologies in Production of the territory. Of landscape Construction of urban Landscapes Of the place. Agricultural; Identificar and to evaluate the actions of Urban and Agricultural way of life. Men in society and its Consequences in different spaces times. In order to construct Referenciais that makes possible one Propositive and relative participation In the questions local ambient partners. Compreender incapacity Secular age of the phenomena Geographic studied in its Dynamic interactions.

Each literal, verbal or written production, carries through a sort because it is a social and discursivo work. Practical social or the discursivas ones, in turn, they determine the adequate sort. For Bronckart, the sorts are understood as all unit of verbal, verbal or written production, contextualizada, that it transmits a message linguistic organized and that produces a effect of coherence in its addressee. Already according to Schneuwly and Scheneuwly (1996, p.152), the literal sort is characterized by steady and conventional linguistic forms that correspond the necessary situations of communication. In this direction, it can be compared with one ' ' mega-instrumento' ' used for the interlocutors in the different situations of language, being differentiated by three dimensions: propagated contents, common communicative structure to the sort and specific configurations of the linguistic units that compose the text. The literal sorts that practical literal are tied with the social life, entities partner-discursivas and forms of social action are part of the communicative situation. They appear side by side to the interacionais necessities.

In this direction, it has, constantly, an explosion of sorts. Thus, the pedagogical work with the sorts gifts in the society can become the much more interesting lessons and significant, to develop in the pupils its literal ability and to contribute so that the pupil, of certain form, is prepared to make the use of the communication in the many spheres of communication human being that if constitute in the social interaction. As the literal classifications of sort they are always on to the situation of use of the text, the purposes for which a text is produced can modify the initial clssificao. Therefore, each text alone admits classification after analyzes of all the factors that involve its construction: the lingustica structure, the purposes of the text and the social situation of the interlocutors. Each literal, verbal or written production, carries through a sort because it is a social and discursivo work. Practical social or the discursivas ones, in turn, determine the adequate sort. Danylleny Barbosa hunter