The Program More Education, for being one politics of government, searchs to take care of the schools that present the IDEB Index of Development of Basic Education low the pupil in situation of risk of social vulnerability. However, the school has the social paper to integrate different to know, educative spaces, and to try to promote an education that estimates a learning for the life. OBJECTIVES OBJECTIVE GENERAL: To analyze the Program More Education and its contributions in the pertaining to school resume and the learnings of the pupils. SPECIFIC OBJECTIVES? To point out the integral education in the official speech and the pertaining to school resume; Potencializar learnings foreseen in the proposal of the Program More Education, strategies and avaliativos processes focused to enrich the regular pertaining to school resume; To focus which the contribution of the Program More specific Education for the learning of the pupil in relation to the knowledge, abilities and educative formation. To establish a communication between daily scientific knowledge and evidencing points that contribute in the education process learning.

METHODOLOGY The related work if presents with qualitative character that corresponds below to the traced stages, which involves contextualizadas analyses and interpretations that use of many instruments of research analyzes to mark out with buoys the knowledge. The metodolgico process is of application of questionnaires to the involved staff (oficineiros, pupils and tutor) in the perspective to foment its importance in the process of teach-learning of the pupils who participate of the program which is being searched. The purpose of the application of the questionnaires aimed at, to search aspects of the Integral Education in the Program More Education what the formation of educating says respect. The interviews made with oficineiros of the related program, that in accordance with its answers, had been able to clarify the importance of the carried through activities, focusing explored abilities of objective form that they contribute for a significant learning. FINAL CONSIDERAES The related research could on the basis of foment a series of referring concepts to the question of the integral education the Program More Education. From the quarrels and acquisition of the information, we conclude that to offer an education of integral regimen to being educated it makes with that the same it can acquire a knowledge that results in its cognitivo development, personal and to be an operating citizen for the transformation of the society where lives. The integral education in the context of the pertaining to school resume, in accordance with our process of analysis, must contribute to extend the times and the spaces of formation of the children in one perspective of that the access to the public education is contemplated thus they all have permanence in the school during the day aiming at one better learning.

The use of the new technologies in the educational process. As cited previously, the use of new technologies is to each inserted day in our society and the educational process. Edson Alves Heifer, in its article ‘ ‘ The new Education and tecnologias’ ‘ it mentions the following one: ‘ ‘ In synthesis, the presence of the TIC has been onslaught of multiple directions, that go of the alternative of ultraticket of the limits ranks for ‘ ‘ old tecnologias’ ‘ , mainly represented for picture-of-chalk and materials printed matters, to the reply for the most diverse educational problems or even though for questions socioeconmico-polticas.’ ‘ (HEIFER, 2007) the author mentioned that these new technologies enclose since the evolution of old technologies, as blackboards and the chalk, that can be substituted by Date Show and exhibition of slides, until the facilitation of cultural ascension for the society. Interesting data are that many specialists in the subject concernente to the digital medias say that daqui ten years, the way as we attend a television program will be total different in which we are accustomed nowadays, therefore it will be possible, beyond receiving information, interacting with this information, transmitting-and resulting in an interactive, emitting and receiving complex. For the education, he can be created programs, senders with educational contents, and the pupil, in its house, can acquire new knowledge, corroborating with the content learned in the school. Landmark Hisses, in its article ‘ ‘ Interatividade: a basic change of the classic project of comunicao’ ‘ it tells that: ‘ ‘ Today it has who guarantees: ‘ ‘ Daqui the ten years goes to completely seem nonsense to have a device of TV in house for which you cannot transmit nothing, only receber.’ ‘ Marchand dealt with this change in middle of the decade of 1980. We are now in year 2000 and the paradigmtica change analyzed by the author did not stop to confirm itself.

Ahead of this perspective, Macedo, Petty and Passos (2000) affirm that the professors also can carry through quarrels with the pupils to introduce contents demanded for the resume, in accordance with the worked series, through the use of the dimension playful, looking for to become the learning most pleasant, interesting and amused to stimulate the pupils in the process of the construction of the proper mathematical and geometric knowledge. In this perspective, Freire (1996) argues that the pupils learn when they find ways dialgicas to have access the knowledge through pertaining to school activities that them deem subsidies for the construction of the proper autonomy through the valuation and of the respect to its culture and the set of acquired previous knowledge in the daily one. Thus, Freire (1996) affirms that the use of interesting and challenging activities is important that have as starting point the daily experience of the pupils so that they have chance of a critical reflection to construct meanings, stimulating them it a critical reflection of the reality in which they they are inserted. These activities must favor individual or collective work moments, so that the pupils construct the proper knowledge. Of this form it is necessary to bring for the classroom pedagogical strategies that despertam in the pupils the will to learn and that they have at the same time social relevance. In this direction, the paper of the educators is to stimulate the necessary motivation so that the teach-learning of geometry happens through curricular activities that have connection with the social and economic context of the pupils (PINK, 2010). Thus, the necessity of that the traballhados pedagogical materials in classroom produce an critical-analytical understanding of the geometric concepts through the communication and of the dialgica interaction exists that occurs in this environment of learning. Then, we can conclude that, in accordance with the theory of Ausubel, Novak and Hanesian (1980), this context allows that the pupils hold back the geometric knowledge in significant way in opposition to acquired knowledge in a decorated and mechanical way.

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In 2011, from the month of May, thousands of Chilean students had left to the streets its country having demanded a gratuitous, accessible education and of better quality, in an intense mobilization that lasted more than six months little, registering themselves, equally, a massive movement of English students in November for similar guidelines, without having, however, correspondence of action in Brazil, despite between us if it keeps a picture of at every level pressing situations related of education, underlined for the permanence of structural problems and also related to the wage scope of professors and servers. Not obstante, in the interior of the ETEC Hortolndia, one considers in general level the effort of construction of an education that propitiates the search of a global and holistic understanding of the reality, without losing of sight that, in special in technician-professionalizing, objective education to know constructing them, abilities and abilities that become the egresses apt to the work market. in this point, rescuing frequent debates on the subject verified between the professors and, of certain form assayed in annual seeming of the Advice of School of 2009 engraved with fulcrum in the article 11 of the Common Regiment of the Schools State Techniques of the CEETEPS, in the ETEC Hortolndia has in consideration to the current partner-economic reality of the region with its educational profile its proper Projeto Politician-Pedagogical (PPP), that, in search of the manifestation and reaffirmation of the identity of the proper Pertaining to school Unit and of its objective, it discloses if in intention of contemplation of the necessary interdisciplinaridade for an efficient and dynamic learning, visa the environment of intense conurbao and existing cultural diversity in the region metropolitan of Campinas where if it points out the city of Hortolndia, despite if it is cliente of the problems consequentemente inherent to this context..