Practical situations in the home, the conviviality with the friends, the proper school, etc I am teaching rule of three simple ones. Pupils asked for to count them how many steps lead of house until the school. Later I asked for that they increased the passed one. We measure the passed one of the pupils and calculate the time expense to arrive the school in the distance and. They had been interested and learned easy the calculation. She was possible to notice that some interviewed professors, when questioned on where situations used the daily knowledge, they had answered they made that it in ' ' situations-problema' '. One perceives that in this type of boarding, which involves ' ' situations problema' ' , the presence of knowing daily nor always are configured, therefore the fact of if relating the pertaining to school mathematical knowledge with the reality of the pupil are not necessarily a form to approach daily of the pupil, producing the relations that do not present intrinsic value between the daily knowledge and the pertaining to school knowledge.
As It washes (1988, P. 128), on a similar situation, ' ' (…) In this context, the transformation of amount relations is reduced the procedures of resolution of problems what it means relations terminals in itself mesma' '. It can be perceived that the tonic of these practical pedagogical consists of increasing daily situations of the life ' ' real' ' of the pupil, to the contents of the pertaining to school knowledge. To know them daily they are visualized as motivacional support or of exploratrio character for the pertaining to school knowledge. Of general form, the relations established between these two types of knowledge, happens in artificial way, making to take advantage the pertaining to school knowledge on the knowledge of the daily life. The proper pertaining to school knowledge if characterizes for a distanciamento of the social relations with the knowledge, if establishing in a formal, methodical and repetitive character.