The importance of the games in the classroom and the school, can be an alternative for the inclusion. This practical can be proven when returning and to analyze our phases of the life. I for example when she was child, what I more liked to make, was to go for the school, because in the school who I studied I had championships of games: games of forest fire, handebol and vlei, for the girls and soccer for the boys. I adored hour of interval, because he was one of the few places that I had to interact with other children in the tricks, therefore my parents did not leave I and my brothers to play with other children, we had in them to play with the brothers and this only happened to the times, because or was taking care of of the brothers new, that were many, or was studying. At that time, we did not have industrialized toys, my toys and of my brothers they were: stand of box of matches, stands wooden, doll of maize or fabric, ball of stocking and peteca. The tricks were: to play of casinha, to make clothes for dolls, to play of doctor, to make panelada and to play of wheel. My brother men played marble, played of handle catches, to play soccer, peteca, etc. was not allowed to play with dolls, to make comidinha.

E the boys were the doctors in the tricks and the girls were always the house owners. But, although the divisions of performance, in the tricks, were more practical tricks and with bigger contact with the nature and were interacted more with the other, different of the ones of today that they are individual and some they stimulate very the egoism and the violence. Considering the importance of playing, in the infancy and the practical one of these tricks one perceives that they can generate ways so that let us can developing in them in the collective one and learning to decide conflicts. Through playing, the child reorganizes its experiences, stimulates its creativity, becomes social, develops its visual perception and motor, because these activities favor the convivncia with spontaneous situations in which, of independent form, the children search, deduce they conclude. However, the games and the tricks, stimulate autoestima very, the interest of the children to learn and also they integrate diverse to know necessary for formation of an integral resume for the citizenship. Therefore through the interaction in the tricks and with the toys, we can show for the child the reality to live in a collective one, as to respect the others to be respected, the necessity to have limits and to respect the limits and the diverse social, cultural and socioeconmicas differences existing in the educational sphere. I also believe that the projects involving the games and tricks are, mainly, a form of social inclusion for diverse children, because it has possibility of intervention in the direction to demystify standards already established by the society and to form critical and conscientious citizens, that question established truths already and search new forms to surpass the social conflicts, they respect the other in its divergences, being ethical and solidary.