To speak of patrimony is not so simple thus, still more with the reality of educating in this school specifically, in function of the vulnerability where they live socially and economically. At another moment we search in the infancy game the motivation for the exercise of to think and to make being looked a differentiated language, through the apparent trick searched to construct a real and dynamic situation. The finishing with these materials establishes a bond with varies languages of the arts, involves photograph, painting, drawing and glue and inserts educating in the patrimony biggest of daily convivncia: the school. Educating if constitutes in the process where the child or the adult coexists the other e, when coexisting the other, if she transforms spontaneously, thus its way of living if gradually more makes congruente with the one of the other in the convivncia space (Maturana, 1998b, P. 29).
The recognition of what it is patrimony, supported for the theory and you practise with them pedagogical, the search for the apprehension of the knowledge became more pleasant and revealed efficient. Leaving I break up of it individual arriving at the patrimony architectural, with the envolvement of the students in all the activities, we establish dialogues of the students with way where they live, we search to organize the thought, and in this process of meeting failure in meeting, adaptations, we verify with satisfaction the persistence of the young in the elaboration of the works. I conclude that always it is possible to provoke situations so that educating can think, and thinking, to become independent and ccomplishing of action of auto-they esteem as citizen. The future professor in the education of the arts and others you discipline, will be able to stimulate action involving family, community, school, to stimulate the preservation and valuation of the cultural patrimony. References CAVALCANTI, Zlia.
The Art in the classroom. Porto Alegre: Medical arts, 1995. FUNARI, Peter Pablo de Abreu and PELEGRINI, Sandra de Cssia Arajo. Historic site and Cultural. Rio De Janeiro: Jorge Zahar Ed., 2006. HORTA, Maria of Lourdes Vine arbor. Basic guide of Patrimonial Education. Brasilia: Institute of National Historic site and Artistic, Imperial Museum, 1999. WE READ, Carlos B.C. What it is Historic site. So Paulo: Brasiliense, 2006. MATURANA, Humberto. Emotions and Language in the Education and the Politics. Ed.