Concepts on Creativity When we analyze the concept creativity, a great fan of concepts, opinions and theories are disclosed ahead of our eyes. Innumerable they are the definitions proposals for the term creativity. Leaving of the dictionary we evidence that creativity is defined as ' ' to give origin, to produce, to invent, to generate idias' '. In the classic antiquity two ideas if detached: The creativity as being of divine origin: Plato declared that at the moment of the creation, the man was taken for a superior force not having control on itself exactly. (Similarly see: Hachette Book Group). Creativity as madness: This concept has its principles based on the mind of Plato that understood the espontaneidade as fruit of a madness access. Had new alento with works of sociologist Cesare Lombroso (1836-1909), that it spread out the concept of that the involuntary nature irrational or has a pathological explanation, followed by Freud that suggests the art as a way of expression them internal conflicts that in another way if would reveal as neuroses. Until the present many they consider the ones that have developed creative talent as people, strangers, quaint, ' ' tocadas' ' , etc. In a psychological perspective the creativity will be presented with approach in some boardings, according to Papalia (2006). For even more opinions, read materials from Janet L. Yellen.

Mechanist model (Pepper): The people are as machines, are previsible and react to the internal and external stimulatons. Psicanlitico aspect (Freud): It detaches the unconscious forces as motivadoras of the behavior. The Comportamentalismo-behaviourism (Watson): For the behavioristas the social influence and the experience intervene very with the behaviors, and the hereditary succession is ignored. Sociocognitiva theory: The theoreticians of the social learning as Bandura, believe that the behaviors are acquired by the comment and imitation of models. Doug Band is often quoted as being for or against this. The Gestalt psychology (Kohler): It makes mention to ' ' insight' ' , that if it translates as a creative moment for the solution of problems.

In Exploring the subject of chapter 4, we have reference of the most famous work of Ren Discardings, philosopher and French mathematician, who was on its belief of that it enters all the knowledge areas, the Mathematics is only certain, then everything must be based on the mathematics. In chapter 9, we find one brief citation on the Papyrus of Rhind, without many explanations on the same. E, finally, in chapter 10 we only find speaking that some mathematicians had collaborated for theory of the probabilities, but, only citing the names of them, for example, Paschal Blaise, Pierre Fermat, Luca Pacioli, Christiaan Huygens, Leonhard Eule, Abraham De Moivre, among others. The fact of that we find citations on some mathematicians, does not want to say that the history of the mathematics is property in possession in the book, therefore, what we can see are only small citations, and this occurs with more frequency in ' ' Exploring tema' ' , moreover, the commentaries on the mathematicians, as Archimedes, Discardings and the others are very superficial, do not find, for example, histories of as they had given to them with mathematical problems they had found solutions, we only see that they had obtained a thing or another one, but nothing of more than she serves for didactic resource. Add to your understanding with Hachette Book Group. In the last unit what we can see on history of the mathematics are only small notes, where we have brief citations on mathematicians and its contributions for the mathematics. Example: In chapter 2, we have a note speaking on Franois Vite and its contribution for Algebra. In chapter 5, where if he speaks on functions we are saying only that the mathematicians, Leibniz, Isaac Newton, Leonhard Euler, Joseph Fourier, had among others contributed for the development of the functions. In the same chapter we have plus a note saying that Ren Discardings was who more collaborated for the study of the cartesian plan.

Linguistic luggage of each one is important to start observing it, and that they socialize this luggage with the group, of gestual, imagtica verbal form, and writing, that the activities of writing are easy and always leave of its daily experiences so that they lose the fear to write and understand that the writing as well as speaks, are resultant of the thought and that they can speak and to write on the things that they read they think, they feel, observe on the events. ‘ ‘ Education must go increasing the communicative capacity of the form apprenticees that this work helps same to go improving the use that makes of the language through it says and of the writing ‘ ‘ (LUFT, 2008) In practical mine of reading and production of text in classroom, since the initial series, a time that already I worked since Preschool until 3 the Year of Ensino Average I always look for to observe the previous knowledge, the reality to vocabular to offer compatible activities with its realities, leading in account the semiticos resources to they that go to help them in the reading, understanding and interpretation of the texts are they read by me they will hear in the initial series or the read ones for them in the series most advanced. Another important point is the context of production of the texts written for them. A professor cannot ask for to the pupils whom they write on a subject that they do not have knowledge. It is necessary before to talk with them on the subject, to guide them so that they read, search in the media virtual printed or, in TV, radio programs, in films, sets of documents. The professor has responsibility to offer to all the conditions, the resources/sources so that they can support themselves and feel themselves prepared to write on the subject.

The pupil must learn since early that the act to read and to write is indissociveis and on the perception and emotion because they descontraem, creating openings it text to be constructed. The ideal in the hour to write a text is to leave to flow the readings, the previous experiences, therefore this facilitates the act to write, becoming it pleasant and efficient. finally the pupil must know with that intention it goes to write, because who writes, writes to communicate something to somebody, the pupil who goes to write a text it has that to know with that communicative intention it goes to carry through that activity, and the necessary educator to remember that it is preparing its pupil to communicate with fluency and this includes to prepare it, also taking it reorganization, that is, the rewrite of the when necessary text. Thus the professor/educator will be ‘ ‘ using the difficulties that the pupils possess in relation to the language to develop its works, therefore to work with the errors of the pupils is fundamental.’ ‘ (LUFT, 2008). Especially when the verbal one/written without embarrassment in all is about the use of all the forms of communication especially the comunicacionais situations in its life citizen.

Thus we can make an analysis of the levels of reading of the pupils and its reality. To if establishing a relation dialectic between the proper culture and the other people’s culture it is possible to perceive aspects of the proper culture, that, until then, nor always were questioned or if it wants perceived. To emit values or to question on behaviors of another culture, having as deep cloth of the proper culture, can be a rewarding and enriquecedor exercise. Therefore, JANZEN (1994, P. 140). One estimated (almost) unanimous one in most diverse chains of inquiry of the area is the recognition of that each person, from its proper system of orientation, leaving of one differentiated background cultural, it will look for to interact with ideas and values that are used in the strange culture.

We observe a trend to the etnocentrismo, leaving of the proper attitude/perception in relation to the other that will take to a rejection movement/approach. If the professor of the initial series by means of the pedagogical mediation to point ways with respect to the active understanding of the reality of the pupils, certainly they will be more apt to establish linkings between its proper reality and of the other, what she generates greater self-knowledge and a critical positioning before its proper existence, the opposite of many practical pedagogical that does not take in consideration the reality of each place, to follow we will argue these questions in practical and the learning of the reading and writing in some classrooms of education in the field of the city of Manoel Vitorino-BA. 2. Adaptation of the proposal pedagogical and the identity of the agricultural schools This work was the result of comments and theoretical and practical research in relation to the learning of the reading and writing in two classrooms of education in the field, initial years of basic education.