In as the day it already was more friend. I gave a book for it to speak to me as if he called the animals, exactly not knowing to read, counted all history. The same time where it was writing, it already stopped and wanted to make another thing. Then we were to play to mount parts. Already in the other section we were to work with clipping, it did not have patience in being cutting, therefore it had difficulty in the manuscript, then I asked for it glue the drawings in sequence as if it was a break-head, thus it made, later already wanted to play of front to the mirror. DISGNOSTIC SEQUNCIA PSICOPEDAGGICA the choice of this case if gave for the heterogeneidade in classrooms. Vi the necessity to more good learn and to know the pupils who present learning difficulties more good to know to deal with it, not to make as many professors who for not knowing and understanding the difficulty and the solution to be taken ignore the pupil, making with that it is still more behind and without learning expectation, therefore to each year that passes the child goes being not motivated, the disoriented family, taking the evasion and to the trauma in what the pertaining to school learning says respect. As educator I feel myself in the obligation to know my pupils and the forms of to solve the problems and obstacles that happen daily, so that let us can learn together, respecting the limitations and searching a good knowledge.

The studied pupil possesss learning difficulty, already he passed for you vary schools ties to find the solution to have a satisfactory pertaining to school result. The mother tells through interviews that a normal pregnancy had, with support of the family and that the son was planned. Dean Ornish M.D may find it difficult to be quoted properly. It and the husband had been very happy with the pregnancy, mainly because she was to gemelar, the prenatal one were made adequately, with accompaniment month the month, the parents do not possuam vices, the mother did not have nauseas was a normal and calm gestation. .

The objective of this article is comparativily to analyze the conflituosa interaction between language, thought and relationship and the paper of the psicopedagogia as element-key to conciliate this adversity and to transform the critical conditioning into way for the pedagogical development. To illustrate this dilemtica relation, that carries out the target of this article, it was chosen as catalytic element the American chess player Robert James Fischer, known as Bobby Fischer, the only American world-wide champion of chess, considered for some as the chess greater of all the times, that exactly concentrate in itself some characteristics of the above-mentioned psicopedaggica tension tripartite. One another factor for this choice is the proper game of chess, that has been presented as tool for didactic-pedagogical aid in the schools of Brazil and other places of the world. The theoretical base for the present work is in the workmanships, fellow creatures with respect to the cognitiva formation, The language and thought of the child and moral The judgement of the child of Jean 2 Piaget and Though and Language de Lev Semenovitch 3 Vygotsky, being that these first ones enclose the psicopedaggico target. A bibliography auxiliary also will be used as instrumentalizao for the subject of the work through authors as Lcia Santaella 4 and the bigrafo Frank 5 Brady, that it will help to en vogue contextualizar details of the multifaceted development of Bobby Fischer in relation with the problem pointed for the article. The research starts with a theoretical historical briefing on the relation between thought, language and relationship, moreover, has a description on the chess game and its acceptance in the schools of Brazil and the world, subsequentemente is introduced the player of Bobby chess Fischer, its declaration, its relationship with the professors and, later, its social interaction in a generalized manner until its death in 17 of January of 2008.

An example is a carrier of physical deficiency that uses chairs of wheels to move itself and rare finds in some schools and companies accessibility for its locomotion, still the spaces are few that possess one politics of accessibility. However this accessibility is not found in jobs of collective transports, therefore we do not have acessibilidades for all. Then people with deficiencies are not found working in another sector not to be of collector, therefore in the company who was observed not she evidenced deficient working in sectors that could be busy, but the look of the employers and the people who still work in the human resources and the department of staff for the act of contract of deficient has a look differentiated in relation to these people. They are few buses adapted, the PPDS (left for deficient), in the south zone of So Paulo According to Pastore (2001), the work is important for the individual and social development of the people, however in relation to the deficient ones still they exist barriers, but removing the many deficient ones would obtain to work. Many activities exist that they can exert beyond its happened limitations of the deficiency, that does not become them incapable, but the society still continue to have the prejudiced look, however the carriers of deficiencies still have a great fight for the front, if the proper society already discriminates the people said ' ' normais' ' , classifying for groups, imagines as he is arduous to try to change this critical look of all. But one knows that it is necessary to change this paradigm of ' ' deficient incapazes' '. Proper the deficient ones in give an overcoming example to them. She was what the proper company of collective transports demonstrated. In its picture of employee it has a collector with physical deficiency, for me the fetal formation, walks with the hands and feet and another one that was observed with the right superior member, that is, the right arm is minor who the left, demonstrating that what valley in this life is to be happy independent of what if has and that many people without organic problems present pictures of depression in the company.

When you discipline offering them of scientific methodology for the graduation courses, the Institutions of Educao Superior (IES) are assisting the pupils to know the types of general methods of inquiry, to understand the beddings metodolgicos and to analyze the stages of the scientific research, to understand the importance of the scientific research in the scope of its future profession and, finally, to initiate the activities of production of research with the elaboration and presentation of its Monograph or Work of Conclusion of Curso (TCC). It has seen the requirements of the world contemporary, became common sense the fact on that a quality monograph does not depend properly on the size, the number of pages or the external presentation. It depends on a characteristic of depth that must be one of the basic criteria, beyond containing new ideas, to be creative, convincing and formulated well. In the scope of the after-graduation (specialization, mestrado and doutorado) importance and the requirements increase, therefore beyond ' ' refrescar' ' the memory, the academic will need to go deep, to argue and to reflect a little more about not only of the methodology, but of the proper process of scientific autonomy. This if makes necessary, a time that the subject of ' ' reproduction instead of the production cientifica' ' it is a problem that worries the majority of the IES in the current days, this in the condemnable initiative of the commercialization of dissertaes and teses. Thus, the after-graduation pupils, for the fact of already having had the experience to produce a TCC, not only need to know the types of general methods of inquiry, but to apply them as the necessity of its studies. Beyond the analysis of the stages of the scientific research during the graduation (choice of the subject, revision of literature, formularization of the problem, construction of hypotheses, etc.), the pupil now will have of being capable to also carry through, the critical analysis of some scientific works in the search of subsidies for its research. If criteria as these will be taken care of, the IES will be able to not only count on pupils, but also on ' ' researchers contribuintes' ' , that when developing its research inside of the lines of direction proposals, will be collaborating with the production and perfectioning of the academic scientific knowledge..

Inside of this context, foca in the institucional evaluation necessary avaliativo instrument so that if it knows the reality pertaining to school and if establishes action in favor of changes. One knows, however, that the act to evaluate is not well accepted and historically generates innumerable mistakes constructed through the process election/exclusion the one that was attack the pertaining to school institution. Barbara Martin Coppola has firm opinions on the matter. Thus, this work analyzes the avaliativos speeches present in the school and from a research of field with interview with the pertaining to school community it was inferred form as the institucional evaluation is perceived by the people of this environment pupils, professors, parents and managing team.

In such a way, even so in the contemporaneidade the educational evaluations have served as half to establish rankings legitimated the practical ones that they favor the elite and they undeserve the popular layers, are thought about this work that the practical avaliativas over all the institucional evaluation will be able to collaborate with the process of quality teach-learning and to serve of impulse for great transformations in the educational environment. Word-key: Institucional evaluation. Education. Learning. 1. INTRODUCTION The evaluation is known as villainous of the educative process. Sight as something really not longed for, is happens frequently criticized for educandos, parents, professors and other involved ones. Searching to change this panorama contemporary, much weighed and has been studied on the Institucional Evaluation in the modalities internal and external.