The great majority has, therefore ages between 41 and 60 years (56.45%). Collating it etria band with sort, can be observed a majority of men in the band between 21 and 30 years (22.73% of men and 8.62% of the women); in the band above of the 60 years, it has more women who men (10.34% of the women 4.55% of the men). In third place, we have the band between 41 and 50 years where the women are in bigger amount of what the men (32.76% of men and 27.27% of the women). In the too much bands, it has a balance between the sorts. Not it has workers between 18 and 21 years. Adding the data, one perceives that the great majority of the interviewed ones has ages between 31 and 50 years. With exception of the etria band between 21 and 30 years (15 men for 5 women), the sort if balances between men and women in the other bands of age.

Amongst the 19 workers interviewed in the two cooperatives, we have 37.0% with ages between 31 and 40 years (7); 31.5% between 41 and 50 years (6); 10.5% between 21 and 30 years (2) and this exactly number between 51 and 60 years and above of 60 years. Amongst the interviewed women, 46.15% have between 31 and 40 years and 25.09% it has 60 years more than. The majority of interviewed men have between 21 and 30 years (33.33%), the 41 50 years (33.33%). One another analyzed significant aspect says respect to the escolaridade conditions. In the universe of cooperated of Cooperate-center 55.64% it has first incomplete degree (69 workers); 16.93% have first complete degree (21); 12.91% have according to incomplete degree (16); 8.07% inform not to have escolaridade (10); 6.45% to have according to incomplete degree (8). 80.0% of the ones without escolaridade have between 41 and 60 years.

1. Introduction the present article analyzes the chess game as a possibility of intervention in the basic education of the child, specifically, of the insertion of the Chess in the classroom in the perspective of education and learning of the mathematics. The tricks and the games are indispensable for the cognitivo development of the children. The chess stops beyond helping in the cognitivo development of the child, provides diverse benefits, the study of its tray becomes related with mathematical contents and of geometry, becoming it tool for an education with more pleasure and effectiveness. The benefits of practical its are initiated when the child starts to know and to exercise the domain of the tray, what 1 results in profits for its space-dimensional notion. After the tray the parts are presented, each one with its physical characteristics, its movements and paper in the game, assisting the development of the 2 memory and the 3 concentration. The development of the game, with the integration of the parts and the calculations of the plays the logical reasoning and the imagination exercise. The chess from the analysis of its complexity can be interpreted by the most different points of view: as a to be conquered challenge, which requires a certain dose of reasoning and personal effort; the way that the departure if uncurls with all its details and launches planned with a certain dose of imagination creating an atmosphere of similar uneven beauty to a work of art.

For the vision of science the chess really is white of studies, a time that offers a series of different plays that could only be fascinated by the experimentation. The art if presents for the imaginative originalidade, generating distinct variations to each launches; ally to everything this the fact of the chess to be a game. 1.1. Objectivos The objectivo of the present article was to show the benefits of the use of the Chess as pedagogical and social instrument, aiming at to assist in pertaining to school development of the child, specifically in the perspective of the education of the mathematics.

The position many times inflexible of these professionals in the hour to apply a test makes to seem that, this avaliativo instrument will disclose what the pupil in fact learned. What we know not to be truth and if constitutes in contributing factor for the pertaining to school evasion. 3. PRACTICAL INNOVATORS Creativity are a basic element in the daily pertaining to school, therefore it allows to the professor a revitalizao of its practical educational. allows to the pupil a valuation as being the thing most important in the teach-learning process. Practical the pedagogical one, is based on the reality of the facts that occur, fruit of activities tried for the pupils in the most diverse situations of learning.

Games, dramatical activities, scientific experiences can be used, drawings, counted music, histories verbally and writings, in accordance with what if it intends to work. A great number of pedagogical practical professors is rediscussing its, primordial question for all educator, therefore, according to Freire (1997: 44) ' ' It is thinking critically the practical one of today and yesterday that if it can improve next prtica' '. Thus, practical the pedagogical one will only be truily useful will be capable to stimulate the collective intelligence of its students, more still, to make to feel itself it subject of the pedagogical action cannot wait for a ready package of techniques and methods of education, but yes to search to develop the creativity and in the practical one to recriarmos our proper practical pedagogical one. On this form the innovation of the school, will depend on its responsibility that will motivate and walk for the transformations carried through for the constant reflection of practical its, considering to the educandos inherent knowledge to the diverse pertaining to school and extra-pertaining to school contexts, finding half that they facilitate to its learning and its educational development.