The children who have participativos parents get better resulted of that the pupils ' ' whose parents remain themselves moved away from escola' ' , as he informs in them You mark (1999). This participation can go beyond verifying notebooks or to participate in meetings, this family can ask to the pupil as it was its day in the school, the discoveries that made, to inform the professors of the necessities of the pupil, after all, is the family of the pupil who more knows its necessities. When the son has overhead in evaluations, to appear in the school before being called, to reserve time to be with it, to help it. We speak here of quality time, not amount. We need remembering in them the Prado (1981) on the changes that the families come suffering.

One of these changes is in the time that can offer. Many responsible parents or need to work more than in a job, or work far, leaving always very early and arriving very late. Part of this sacrifice is for giving to its children the possibility who had not had, of only studying. To guide these parents on what they can make to help its children, will not be only recompensador for the relation family-school, will be also comforting for these parents who would like to help plus its children, but does not find possible. 2.2 The family becoming involved itself with the school the envolvement of the parents is a first step for the establishment of the partnership family-school.

We must guide them of form to stimulate the participation. Simple actions can have great resulted. We need to clarify that to participate goes very beyond the attendance to the school when we call or of the simple accompaniment of the house duty. They follow some suggestions supplied in the seminary ' ' The school and famlia' ' , promoted for the Foundation School of Servio Pblico (FESP), of the State of Rio De Janeiro, in partnership with the Extra Periodical: He always speaks well of the school to create in its son a positive expectation in relation to the studies; It hugs it and desires to good things when he will be of exit for the lesson; In the return, he looks for to know as it was the day of it, what he learned and as if related with all.

1 INTRODUCTION This research was developed from the comment of an excluded cadeirante pupil of the physical activities during my first Supervised Period of training at the beginning of the year of 2010 in a particular school of $fortaleza. I considered myself then to develop a work on the inclusion of the deficient one in the lessons of physical education. To that time, I did not have it lesser idea of as if he gave of practical form the inclusion many times boarded in the curricular grating of the graduation course. It still saw of romantic form the questions that involve the inclusion under the point of view of professionals of the pedagogia, many of still involved them apaixonadamente in theories of pedagogical psychological matrix/as the notables construtivistas or traditional authors so en vogue in the last few decades. I set to observe it that boy of 12 years presumable, who was led in its chair of wheels until squares of sports of the school.

Of eyes vidrados in what its coleguinhas made, it seemed to fascinate a distant dream, or something lived in others Maurcio, comes to participate with us! it went beyond my deeper investigations. It involved specific public politics, enrollment of the family, commitment of the professors, the administrative body of the pertaining to school units and the participation of the community, since the elaboration of PPP (Plano Poltico Pedaggico) until the execution of the adaptations necessary to receive the children with physical deficiency. It seemed me reasonable to think that, the biggest difficulty in if developing the children with physical deficiency in the context of the school, would be in the innumerable forms for which the deficiencies if reveal. It had, as I thought, a direct relation enters the number of children who if consider to search the school and the quality (or specialization) of the professionals of each pertaining to school unit

Adopting new ways of life and making, to each day, new discoveries. It is also, from the work, that Chico Mendes and other citizens follow that it succeed and it fight for its causes. Thus, we have: To work it is to act on the nature, to act on the reality, transforming it into function of the objectives, of the necessities human beings. The society if structure in function in the way for which if it organizes the process of production of the existence human being, the work process. (SAVIANI, 1986:14) This action on the reality if makes in the collective one. As much in the case of the first inhabitants, how much in our current ones, they are in herds of monkeys, is in syndical, partisan organizations Through the work and of the collective, men and women make and remake its histories.

Thus, we can reflect: If it was essential for the survival and evolution human being who primitive groups remained together, or still, if through this unit, they have obtained to develop still says, others to it sensible and, to occupy new territories, what they had become them strong more and proteges, in this current society, where reigns the individualism and the benefit of some in detriment of the majority, that ways to tread? 2- ' ' In the way it way ' ' Obviously much time if passed since the primrdios until the current days. In this movement, the society was if constituting new relations if had formed. With these relations, the accumulation of good and wealth at the hands of some and the expropriation of the other people’s work, that is, workers transformed into merchandises, possibilities of profit. Since that the capitalist economy of market if autonomizou, since that it, so to speak, if ' ' desinseriu' ' of the society, it functions according to its proper laws, the impersonal laws of the profit and the accumulation solely.

So education must be an opportunity where the flame of spirituality can be deployed to its full potential, it needs an open mind where parents, teachers and others to respect the student's fundamental questions: Who am I "as, what is death "Who created the world" In regard to human values Dr. Gallegos said that in humans there are three types of needs: the materials that we share with higher mammals and newborns are prepersonal needs arising before language and consciousness himself there before forming an ego and a memory mental or psychological needs are personal and specific to humans and are linked to language, memory and ego and the transpersonal spiritual being is the need to transcend the ego, to connect with the essence of oneself, is the need to belong to all, belonging to the universe. Spirituality is neither disciplined or conditioned as mental functioning but follows a process of liberation and transpersonal deconditioning because they will not develop. Therefore, the values are beyond the psychic apparatus of thought-emotion, can only be made in relation to a larger unit than the ego. Human values, says Dr. Gallegos, are perennial and universal, a natural expression of internal order. Holistic education in human values are at the heart of the educational process is necessary for their flourishing confidence, a feeling in children and young people who are in an environment in which can rely on this fundamental trust, do the right thing is perceived as inherent to the basic nature of man, doing the right satisfies the spiritual yearning and produces coherence and meaning.

According to etymology, the word comes from the Latin Playroom 'ludos', which means game, party, which was attached to the word "theca" which means local storage box or something. However, the Toy Library is not just a place where games and toys are kept. I really can not be just a toy tank, as its main objective is to stimulate the child and family to play, offering a space and pre-sized toys, games and proposals for various entertainment activities through people (animators , recreationists, craftsmen, educators, Ludotecarios) to be prepared for these functions. According to etymology, the word comes from the Latin Playroom 'ludos', which means game, party, which was attached to the word "theca" which means local storage box or something. However, the Toy Library is not just a place where games and toys are kept. I really can not be just a toy tank, as its main objective is to stimulate the child and family to play providing a space and pre-sized toys, games and proposals of different entertainment activities through people (leaders, recreationists, craftsmen, educators, Ludotecarios) to be prepared for these functions. The Toy Library is a forum for expression ludocreativa, receiving a heterogeneity of children, whose role is to develop a co-educational program with opportunities for involvement of several generations. Provide recreational activities that do experience creativity from different materials, without neglecting the needs of social, cultural creation and permanent stimulus needed by the human growth. We consider the Toy Library as a children's leisure center that offers children a toy collection for use on the premises or to be borrowed.