All educative action must be preceded of a plan where clearly they are defined: contents, objectives, methods of education/learning, resources. It makes if necessary despite these components are articulated between itself so that they facilitate the educative processes. In this way, this proposal of objective patrimonial education to develop a work that propitiates a bigger approach between the community and its agreement on cultural patrimony, making with that this identification and valuation of the cultural patrimony, are not something elitizado and distant of the reality it people (Mayan & Lacerda, 2007). John Mclaughlin often expresses his thoughts on the topic. The carried through educative action by means of cultural objects demands the use of metodolgicos encaminhamentos and specific theoretical referenciais, that allow decoding of its meanings for the social actors. In such a way, we understand that: ‘ ‘ The Patrimonial Education, centered in the cultural object, also praises the alive culture, therefore it deals with the material evidence of the culture and appeals more the concrete, the sensible one, the appearance and the emotional one of what for words and ideas. The task of the Patrimonial Education if relates to transmit to the individual the conscience of the cultural patrimony and this conscience implies in the conscience of that it is producing. More info: Michael Chabon . It receives, if he uses (he is therefore consuming) and produces or he creates this patrimony.

It inserts itself in one trajetria’ ‘. (Alencar, 1989). In this in case that, the archaeological small farms and objects, beyond its concrete materiality, possess symbolic meanings that if they had accumulated throughout its existence and that they involve the reasons for which was servant, its function for the societies that of them had usufructed and the not preserved forms as they had been or until the present moment. (Rasp, 2003) As Horta (1999), Education Patrimonial it can be applied to any material evidence or manifestation of the culture, either an object or set of good, a monument or a historical or archaeological small farm, a natural landscape, a park or an area of ambient protection, an urban historical center or a community of the agricultural area, a popular manifestation of folclrico or ritual character, a process of industrial or artisan production, technologies and to know popular, and any another resultant expression of the relation between the individuals and its environment.

According to Oliveira, (1994, P. 105)? Physical education in Brazil was during much time considered neutral without ideological connotation. It was restricted one physical activity whose movement was apprehended for the pedagogia of the consensus in its eminently biomechanic aspects. She is necessary before any innovative attitude enabling, convincing and to clarear the mind of this professional so that from it starts to occur to the changes effective of the area. while the professionals of the Physical Education not to open the eyes looking for to penetrate in its reality of concrete form through the critical reflection and of the action, will not be capable to promote the man conscientiously the life levels highest, thus contributing with its parcel for the accomplishment of the society and them people in search of its proper happiness. (Medina, 1989).

It would be ideology excessively to dream as Betti, of that the Physical Education as disciplines must have for purpose? to introduce and to integrate the pupil in the corporal culture of movement, being formed the citizen who goes produziz it and to transform it, instrumentalizando it to usufruct of the game, the sport, the dance and the gymnasticses in benefits of its quality of life. She is necessary that the pupil has? right? to know what, why and so that to carry through this or that movement, that is, to give to reason and practises it to meaning, establishing criteria and until they help and they intervine in order in accordance with to guide to the work the interests of the group. The intervention of the pupil will go to contribute so that the professor adopts one practical pedagogical reflexiva, potencializadora and above all flexible. Following this line of reasoning we have that to agree to Santin, (1987, p.28), when it says that the Physical Education will have greater identity and greater autonomy when if to approach more than the man and less of the anthropologies, when to leave of being instrument or function to be art, when to move away themselves from the technique and the mechanics and if to develop critically.

For in such a way, it is used of its work, transforms the nature, it coexists in society. ' ' The Young education of Adult always must be a multicultural education, an education that develops the knowledge and the integration in the cultural diversity, an education for the mutual understanding, against the exclusion for reason of race, sex, culture or other forms of discrimination and, for this, the educator must half know well the proper one of educating, therefore knowing adult the reality of this young it only is that it will have an education of qualidade' '. (GADOTTI, 1979). Another excellent aspect is the paper of the educator who must consider the proper reality of the educandos, searching to bring the proper ones inside lives deeply of the EJA pupils pra of classroom, so that together they can construct a diversified knowledge, rich and multicultural. In this way, the educator will obtain to promote the motivation necessary to the learning of the pupil, thus despertando in them the interest and the enthusiasm, opening to them a bigger field to reach the knowledge. Today what if it perceives is that the young and the adults want to see the application immediate of what they are learning e, at the same time, need to be stimulated to rescue its auto-esteem.

This young adult, generally, is so capable as a child, only demanding more adequate and efficient technique and methodologies for this type of modality. ' ' That the education is the process through which the individual takes history in its proper hands, in order to change the route of the same one. How? Believing educating, its capacity to learn, to discover, to create solutions, to defy, to face, to defy, to face, to consider, to choose and to assume the sequences of its choice. But this will not be possible to be continued bitolando the educandos with daily pay-formulated drawings, with texts created by another one for copy …

Data-collecting of the educative unit: Monet college Was with a joint action of a commission of certain Christian community that they had approved in March of 1996 under the coordination of a religious leader Luis of France (fictitious name), with the presence of the Departmental one of Education of a net of schools. Philip Tiago (fictitious name), the creation of the School with the fancy name: ' ' Monet&#039 school; ' (fictitious name), from the following year of 1997. Learn more about this with Author. They had been registered that initial year, 18 pupils which had been attended by the one for teachers who had voluntarily donated themselves for this work. During the period that understood of 1997 the 1999 this school took care of the community with voluntary work and total managed by the church with the support of the reliogiosa institution. Only in 2000 that the school took a route more promising, they developed work aiming at the construction of a new school. In October of 2003, the project was approved, being priority, to construct to bathrooms and 04 classrooms in the year of 2004. The school was developed and reached the targets of registers considered for the net of schools each year. From 2004 the 2010 school has advanced in growth to each year in the physical, pedagogical aspect and spiritual.

Today with 815 pupils and 52 employees, 3 pisos with 13 classrooms, direction, treasure-house, reception, coordination of infantile education and basic I, coordination of basic education II, orientation, room for library, laboratory of sciences, room of the professors, square poliesportiva, masculine and feminine patio of recreation, playground, bathrooms, infantile bathroom and canteen, etc. Descriptions of the educative unit the School of the Monet this located in So Lus? Maranho has as clientele pupils of the infantile Education to nineth of Basic Ensino, and Average Education from the year of 2011. Taking care of to the community in the adjacencies of the quarter and members of a local religious community and other quarters.

The Patrimonial Education becomes, a constant process of education/learning that has for central objective and focus of action the Patrimony (Horta, 1999). It is in this topic that if finds the performance source primary that comes to enrich and to fortify the individual and collective knowledge of a nation on its culture, memory and identity. Through actions directed to the preservation and understanding of the Cultural Patrimony, Patrimonial education becomes a vehicle of approach, knowledge, integration and aged learning of children, young, adults and, objectifying that the same ones (reverse speed) know, (reverse speed) value and if (reverse speed) they appropriate of all a cultural inheritance they pertaining, providing to same a more critical and operating position in (reverse speed) the construction of its identity and citizenship. Identity this that, each time more, urges for a special attention of the diverse sectors of our society (QUEIROZ, 1989. HORTA, 1999). The intention of activities of patrimonial education is to provoke in the community the redescobrimento and new forms of looking at archaeology, of form to develop attitudes of preservation, protection and respect in relation its cultural good, rescuing what it composes the cultural reference of the people of the community and the forms of cultural expression that constitute its alive patrimony.

(Viana, Mello & Barbosa 2004). Thus, its histories of life and the historical, social, cultural context, economic politician and where they are inserted and they will be determinative in the knowledge on the archaeological patrimony. Archaeology must search in the memory, and the direction of identity the elements for one practical educational pedagogical didactics and that has taken the understanding of the individuals on the importance of the material vestiges. This would be correct if in we did not identify more to them with the Graal Saint, with the mantle of Christ and lost Arcas of what with cocar and machadinha of rock of some Brazilian indian. Source: Michael Chabon .