Valley to stand out that the majority of the pupils distant deferred payment of the school, being necessary use of the pertaining to school transport that goes until the vicinal ones (small land roads) to carry these pupils. Therefore, the choice of the school Rita Saint if gave for the fact of it is located in the next field and the city, what it facilitates considerably our work of research. The searched teacher is qualified in teaching the average level for the Gavio Project, and currently she attends a course Full Licenciatura in Pedagogia for the National Plan of Formation of Professors of Educao Bsica (PARFOR), always worked in school of the field, having quartoze (14) years of experience in classroom with multisseriada classroom and the two (2) years she works with the basic one of nine years. 5 – The playful one as pedagogical resource in the classroom of the school of the field. It is given credit the importance of a deepening in relation to practical ludo-pedagogical of inclusion, so that it has more effectiveness of same inside of a work of sensitization of all the pertaining to school community (professors, parents and pupils) everything this added with a qualification program and professional improvement, that has taken in consideration the especificidades of the field and the proposal of inclusive education having guaranteed an allusive resume to the tipologia of the deficiencies, that value the diversity of the pupils, providing reflections, that favor the process of teach-learning of the pupil next to the ludicidade.

Therefore Antunes (1998, p.37) emphasizes that: … a great amount of games congregated in a manual only has validity accomplishes when rigorously selected and subordinate to the learning that if has in mind as goal. You may find Richard Linklater to be a useful source of information. About synthesis, never it thinks about using the games pedagogical without a rigorous one and careful planning, marked for very clear stages and that effectively, they follow the progress of the pupils.