We can define the human being as an extremely complex being, endowed with innumerable capacities and abilities, but only distinct, had to the aspects biological, cultural and individual that mark the life of each one. We are well different ones of the others: we are born, we grow and we live in varied sociocultural contexts, with experiences of singular life. Of this form, our process of learning either of pertaining to school or practical contents day to day happens in different way, in agreement still with our previous knowledge and interests. He is not possible to teach so divergent people by means of only a proposal metodolgica, in contrast, in an education situation and learning, especially in classroom, the educators must use a diversity of methods and techniques to make possible that all its pupils learn and are reached and sensetized, in the diverse ways, for what he considers yourself to teach. This does not mean that the professor cannot prefer a methodology the other or even though to follow a metodolgica line, but hardly all the pupils will learn in the same way. When we extend this fan for the carrying pupils of necessities special, the question of the methodology if becomes still more specific and must be adjusted to the peculiarities of each individual. After all, as to teach a blind pupil using of a methodology ' ' comum' ' , mainly when the contents are abstract and without meaning for the child.
In this direction valley to detach the comments carried through for Edwards (1997). The author makes mention to some aspects that must be considered in the practical professor, the first one is that the pupils transform and elaborate the knowledge who is taught to them, from its universe of significaes. However, the knowledge can become other people’s the students depending on the form as they are boarded and case the professor does not consider that this form of transmission does not occur without alterations on the part of the professors and the pupils in each situation. Edwards (1997) indicates that ' ' the content if it transforms into the form. That is, the form also is content in the pertaining to school context, the presentation of the knowledge in different forms it of the different significaes it modifies and it as tal' ' (p.69). Bibliographical reference: EDWARDS, V. Relation of the citizens with the knowledge. In: The citizens in the universe of the school: a etnogrfico study in primary education. So Paulo: It stokes, 1997, P. 67-136.
For Elaine Rose Da Silva In accordance with the Theory of the Equity, generally attributed to the J. Stacy Adams, the motivation depends on the balance enters the performance of the person its compensation. In other words an individual it is felt motivated whenever it waits to receive a compensation joust for its efforts, either in monetary form, public recognition, promotion, transferences, or another one. Following this same line of reasoning, we have the Theory of the Compensation of which many parents use to try to substitute its absence for objects of interest of the child. The main similarity between the two theories if finds in the fact of that, as much the equity how much the compensation, can generate injustices and leave scars almost impossible not to be noticed in the life of the adult. On the basis of these studies I arrive the conclusion that the Brazilian education, in way to as many faced chaos, made in recent years to appear a little true system of success in the alfabetizao and the development of the young students in future diligent citizens who will face the life are of the wall of the schools. First we had the phase of the automatic approval, today disfarada and well alive he enters the corridors of diverse Brazilian schools, later we decide to compensate the best pupils with the false excuse of incentive to the study.
The municipal and state government of Rio De Janeiro, for example, distributed payments in money and the delivery of notebooks for the best pupils of its respective nets. However, what it was seen as something innovative can also mean a delay in the evolution of our educational system. To the end, we want to only form pensantes and participant citizens, who fight for its objectives with proper effort, or individuals that if only motivate thinking about the short repayment? Obviously to offer something recompensador in the long run can motivate that let us strengthen in them to be each better day, but when this compensation serves only as something superficial and of short term a threat becomes the education.
The present work has for objective to argue the contribution of the clinical psicopedagogia in the education process learning as well as the paper of the pedagogical games in the overcoming of learning difficulties, being believed that the games assist in the logical reasoning, in the formularization of new strategies and consequentemente provides one better learning. We have as focus in this work to approach in a simple and practical way as the games assist in this process of learning and describe the intervention made next to a group of adolescents. They had been carried through atendimentos with familiar and atendimentos individual and group with adolescents in the etria twelve band the fifteen years with specific interventions difficulties of learning diagnosised by the teachers who directed in them to the NEAP (Nucleus of Estudos and Atendimentos in Psychology). The main objective of the work is of not only assisting the adolescents in the resolution of individual and internal problems through intervention with pedagogical games providing an improvement in school more yes in all the environments where they are inserted..