The pupils are interacting between itself, being citizens of the action; not as a toy, but constructing knowledge through albums of figurinhas with contents of Geometry. The accomplishment of new pedagogical works can contribute for advances and through the Mathematical Education, to create different methods through the contextualizao of the contents and the Geometry lived deeply in the cultural context of the pupils. For D? Ambrsio, ' ' It is in the cultural way, the tricks, day-by-day, the supermarket and in several other places we learn the Mathematics. It is not only taught in ' ' dita' ' Pertaining to school mathematics. ' ' The resolution of problems occurs as consequence, from there acquires meant and its solution makes sentido' ' (DAMBRSIO, 1998, P. 31).
The school, when it provides activities, inside and outside of the classroom, contributes in the formation of a participativo citizen, participates in the construction of its identity, in the guiding of its daily problems and mainly, in the contribution and participation of the involved ones in the pertaining to school community. Throughout the years, the Mathematics has been appraised mainly as numbers and forms, with precision characteristics, today, are seen as an ability of ' ' to make contas' ' or to apply formulas, becoming the learning mechanics. This blocks the capacity of creation of the pupil, forming a social environment passive citizen in its and it does not make possible to develop some of its abilities. In the heterogeneous classrooms and great number of pupils; the professors only reproduce the contents of pertaining to school books transmitting the theory of the Mathematics. These factors do not contribute positively in the quality of education. As form of survival in the modern life, the people are obliged to use the Mathematics daily; they make sensible for the life of them, but they do not give account of the traditionally said Mathematics, the Mathematics of the school.