The form or strategy of administration of the globalization, is adjusted to the principles of 3 the neoliberal model, that it is a vehement theoretical reaction and politics against the interventionist State and of welfare. Undisputedly, it is a process without precedents in the history of the societies human beings, considering its abrangncia, its amplitude and power of domination. Express in the consumption of superfluous and dismissable, in the conditional taste of the people, in the division of the society in consumers and merchandises. Obviously, cousin for ' ' bons' ' customers. A related site: Xcel Energy mentions similar findings. Vender and to buy: the magnificent and seductive epigraph. The education, while social phenomenon, suffers influences from the ample reorganization of the society (in course), in a successive and globalizante scale, redefining practical and educational politics. Michael Steinhardt may find this interesting as well.

The globalization of the education is evident, as cultural process by means of the processing, diffusion and transmission of information. It implies, therefore, in a uniformizao of economic and cultural standards. In this context, the enterprise, mercantile logic, if imposes the politics. With the withdrawal of the State in the plan of development of the societies, consequently, ' ' it enters in cena' ' the privatization of the public services and the restriction to the social rights. Doubtlessly, the exclusion of human groups shows as the tragic face and macabra of this historical moment. It is insisted on making to believe that ' ' the destination is this mesmo' ' , ' ' they do not exist alternative to the accumulation of capital' ' , ' ' it is the end of the Histria' ' …. The insistences for the legitimation of the neoliberal ideology are many, as it affirms Malaguti (2000, P.

07): ' ' the neoliberal iderio is totalizante and totalitarian. … Is presented as a species of ' thought nico' or ' truth inquestionvel' , looking for to impose itself, for this it saw, as exclusive interpretation of the reality social.' ' The immobilization of the History, proclaimed for the neoliberal thought, proclaims ' ' vitria' ' of the gift.

In Brazil, since 1988 the basic education is composed for Infantile Education, Basic Education and Average Education. Professor of Internet Governance may also support this cause. Today we have a diversity of education in our day-care centers and schools, in some day-care centers we notice the care with the children and in many of them we have appositive nurses for the attendance. Through the project carried through in this semester we not only notice the care with the children, but the care with its families also. Inside of the day-care centers and daily pay-schools the planning of the activities of education searchs to bring to the children a free way to teach them. The cognitivo development of the child comes being observed of different form, through new toys and pedagogical materials.

In the current context of the Infantile Education the toys bring two sensible ones for the classrooms: educators who value the socialization and the ones that aim at the escolarizao and acquisition of pertaining to school contents as educative games and directed playing. Beyond using a space to the outdoors so that thus they also develop exercises corporal, therefore the act to play this related to all the actions human beings while these will be marked much more by the expressividade of its gestures of what for the instrumentalidade. Playing is the form of relationship of the child with the world, and determined tricks they strengthen some identities of boys and girls. To construct to a learning environment stimulant, attractive enriquecedor and becomes a challenge, you live deeply therefore them pedagogical are related the ois education and the technology assists in new plans of lesson with simultaneous activities such as ateli of arts, corporal challenges, musical activities with done scrap iron instruments among others. When we teach children we take until them a different world and therefore the space that occupies for definitive period of the day must be stimulant, pleasant and aconchegante.

INTRODUCTION In virtue of events that had taken the favorable situations of the use of histories in quadrinhos in classroom, appeared the choice for this subject, in the direction to privilege diversified activities and creative, that propitiated moments of pleasure and discovery and histories in quadrinhos are one of the medias that the man created, a time that despertam in the pupils the taste for the reading, comment of the colors, say of them, the headings, the transmitted ideas and the rhythm of histories. According to Flag (2009, P. 1): In the basic and average education, the quadrinhos not yet are enclosed as content programmarian in the pertaining to school resumes, and not even as didactic methodology to teach others you discipline such as Portuguese, mathematical language, geography, etc. Are observed that in the etrias bands of basic and average education it has great consumption of quadrinhos for the estudantil public. The quadrinhos help to the children and young to consolidate its habits of reading and understanding of ideas, without speaking of the potential of the quadrinhos in working curricular contents because of its great acceptance. In the present time to work with histories in quadrinhos can be a proposal of incentive to the development of the language in Portuguese language, as well as stimulating the abilities of reading, dramatizao, artistic count of infantile histories, and presentations, as main pedagogical resources. In this direction, the general objective of this work is to search the Use of HagQu Software as Pedagogical Tool in the Creation of Histories in Quadrinhos: a strategy of education for the pupils of 5 series of the municipal school Shining River, located in the Avenue Lourival Barbosa, n 882, Olmpico Quarter in the city of Shining River, the Golden Region, the year of 2009, period this delimited for the development of this research. The choice for this subject if gave for professional reasons, therefore being teacher of Arts of Basic Ensino and Room of Educational Technology I come working analyzing activities related to the use of histories in quadrinhos as didactic resource in the search to extend the knowledge of the pupils on comicses, its elements and in varied activities, mainly those come back toward the construction of the reading and writing, involving the technological tools.

Another one aggravation, ally to this constatao, verifies in the referring questions to the reading and the literal production. The claim of the lack of domain of the grammatical norms praised by the language standard and of literal strategies is unanimous. Beyond, as it is known, the argumentativa lack of legal capacity, of not the exercise of the formularization of ideas, concepts and proper opinions. We can also affirm that to read it means not to be only in what they say the texts, but to incorporate what they bring to transform our proper knowledge, developing it, of form that if improves beyond the knowledge, to know intrinsic to the social life. It can be read of superficial form, but also if it can interrogate the text, to leave that it considers new doubts, questions previous ideas and induces to think in another way. Compagnon defends that the reading has to see with empatia, projection and identification, fitting the reader to make its choices of readings, when these are imposed, it finishes for if having an imperfection in the interaction of the text with the reader, this, reading and interprets, only and mere, for obligation if not dedicating or abstracting from the text what it has of news. We verify that the paper of the reader, today ' ' it is free, bigger, independent: its objective is less to understand the book of what to understand itself exactly; by the way it cannot understand a book if it thanks to its does not understand proper livro' ' (COMPAGNON, 2003, P. 144), in this we verify the effectiveness of the reading in the formation of the criticidade of the reader, as well as a deep recognition of itself in its readings, abstracting from them what of essential it possesss for its personal and partner-cultural formation. Analyzing literature contemporary, we make possible certain concern with paper of the reader and as this interacts with the text, verifying as crucial the mediation and orientation of the professor and its strategies so that the reading is become fullfilled in efficient way.

It is what it characterizes the popular culture: the learning obeys a system of traditions and customs. In this direction, it is interesting to think as the popular culture, through its more diverse references, can show to the Education, or to other sciences, that the predisposition to the learning becomes more detached the more significant will be the study object. To the educators who work with the small children, de0 a6 years, valley to retake, to consolidate this relation with the popular culture, the principle whom playing characterizes as activity where if it estimates a propitious relation to the process of integral development: partner-affective-intellect-emotional. In the practical one, she is necessary to be intent to the possibilities of redimensionamento of the strategies and the materials that we have by hand for the planning of activities that come to contribute, effectively, with this operacionalizao. Under this optics, Playing To fold Paper between Cantigas and Contos is an activity, but it could well be thought as a system: from the choice of pertinent a practical instrument the tricks (in the case, the paper and the possibilities of its transformation for the process to fold it), are developed flowing of infantile discoveries and/or retaken of cantigas and the verbal narratives. Remembering that already a popular song exists very (' ' &#039 was a funny house very; '), the educator can lead the initial trick exactly to strengthen what he has of funny in this house does not have soil, does not have window etc.

-, with the intention to become livings creature the verses of music. If the song not to appear spontaneously, nothing hinders to present it the group, teaching to it what it says the letter. To illustrate the possibilities of this activity, let us think about a simple model of folding, that all must know the house. It is a sufficiently classic figure.