This work will be effected in three stages, where in the first one we will look for to investigate ‘ ‘ for qus’ ‘ of as much fear in such a way on the part of the professors, how much on the part of the pupils in working geometry in the classroom, still in the first stage we will make some research and studies to point out in the time and the space on important historical facts Geometry. In the second stage, we will work some contents proceeding from didactic books and some constructions, as well as the accomplishment of activities. In the third and last stage we will look for to develop some avaliativos mechanisms concerning the carried through work until then. To reach our objectives we will go to work with drawings of diverse sights, if possible we will use two softwares: geogebra and polypro, both related geometry in a generalized manner. This work will be developed total in way to interdisciplinar and will give to emphasis the History of the Mathematics in the significao process and study of solids of Plato as well as of other pertinent contents.

As well as we will look for to use in the texts of the activities a clear language that makes possible the pupils if to appropriate of the concepts worked here of pleasant and simple form, for in such a way in these texts we will use words that they are part of the vocabulary of the pupils for which the activities will be directed, thus taking care of the fact of all didactic text to be produced by somebody and for somebody, that is, all author produces something intentional for a reader, and both change of papers in the process of elaboration of these texts, to this respect cite Bakhtin (1929), which says that: ‘ ‘ in the reality, all word holds two faces. It is determined in such a way by the fact from that she proceeds from somebody, as for the fact of that if dirige for algum’ ‘ (P. 113). (…) It also clarifies: ‘ ‘ For the word (e, therefore for the man) nothing it is more terrible than the irresponsividade (the reply lack) ‘ ‘ (p.383). On the basis of displayed above the e, in particular in the words of Bakhtin, I understand that any text is didactic it or it does not become essential condition of the existence of produces who it and for who if it produces.