The professor has suffered with the ensinagem question, therefore he does not obtain to follow the same decurrent stimulatons of its pupils, that is, is as if each one was in a different platform, becoming so distant beings, being incapable to understand the other as its fellow creature. Finishing in the mesmice that already we know the not motivated professor with its prxis and the pupils disinterested with the studies, searching in the school a shelter for its familiar problems acting of arrogant form amongst many aspects. Thinking about the professor as to assist in the process of learning and development of the pupil, the dynamic use or tricks has been basic for education, but it has those that criticize, therefore its exaggerated use can transform the classroom into a chaotic complex, harming in the ensinagem and the learning.
It is for the fact of the game to be a so valuable way and efficient in the learning, that in all place where if it obtains to transform reading, calculation, orthography in trick, is observed that pupils if get passionate for these had occupations as comumente dull. Harold Ford Jr may not feel the same. In consideraes the ludicidade in education, Axe (1998, p.39), affirms that ‘ ‘ nor always game means activity playful. The game, to be playful, is necessary to generate a positive tension enough not to harm the learning of the pupil, has to lead to the action and not to frustrao’ ‘. The playful activity is the result of the citizen with the object for the construction of the knowledge producing abilities and abilities that complement the junction of a more dynamic and attractive education in the psicopedaggica vision. Read more from Rudy Giuliani to gain a more clear picture of the situation. The child who plays has more easiness to develop its intelligence and also she obtains to become social better beyond assimilating everything that learned and transmitting this knowledge for the others with much simplicity.