On this Menegolla (2005, P. 10) it concludes saying: In this manner the professors start to perceive that the planejamentos requested they do not pass of bureaucratic requirements or defenses of certain pedagogical modismos. Such procedure, in accordance with the perception of the professors, would result in the pedagogical envaidecimento of certain sectors of the school. The planning must be instrument of organization of the pedagogical-administrative work for all the sectors of the school, therefore together they are imbudos in one same objective that is to prepare man to construct its to live well. Leaving of this transforming vision of planning it is defended idea only not to depend on the action of the professor, but of a collective work inside of the school, especially a critical conscience on the part of the management and coordination of the school that must be involved in all the educational process. The Pertaining to school Controller must know and know to use theories, principles, concepts and methods of organization, planning and organizacional change.
He must understand and know to explain the relation between general educational objectives with the Lines of direction of the National and State Education and with the Proposal Pedagogical of the School. He must know still to set in motion the mechanisms that take the school to reach the objectives. In this direction, it is important to place that the planning, when taken the serious one and with dynamism, provides changes of a real situation. Menegolla (2005, P. 27) says: ' ' The planning cannot be limited for an individualistic vision, that it looks to conform the human being to a system of restricted vises, without its basic necessities are satisfeitas' '. It contributes when the bureaucratic work of the school defends the fact of the supervisors not to be able to limit it, they are organizadores of this didactic and pedagogical action, together with the professors, and are co-responsible for the process to excite, in the professors, the taste in planning the pedagogical work, since they are them actors who work directly with the professors and search an education more democratic.
The blocks of contents are detailed and specified in concepts, procedures and attitudes. To the end, they are presented referring criteria of evaluation and some didactic orientaes to each block of content. It is possible to initiate the reading of the document for the part that if it relates to the topics of bigger interest of the professor, but is essential to read and to argue it all, so that it has a vision integrator of the possibilities of learning and the obstacles that the pupil faces when learning Matemtica' '. (Source: #PCN-MTM) OBJECTIVE GENERALITIES OF BASIC EDUCATION the PCNs indicate as objective of Basic Ensino that the pupils are capable of: to 1.Compreender the citizenship as exercise of rights and duties social politicians, civilians and, adopting, in day-by-day, attitudes of participation, solidarity, cooperation and repudiation to the injustices and discriminations, respecting the other and demanding for itself the same respect. to 1.Posicionar itself in critical, responsible and constructive way in the different social situations, respecting the opinion and the knowledge produced for the other, using the dialogue as form to mediate conflicts and to take collective decisions. to 1.Perceber integrant, dependent and agent transforming of the environment, being identified its elements and the interactions between them, contributing actively for the improvement of the environment. to 1.Conhecer and to value the plurality of the Brazilian partner-cultural patrimony, locating itself against any discrimination based on cultural differences, of social classroom, beliefs, sex, etnia or other individual and social characteristics. to 1.Conhecer characteristic basic of Brazil in the social, material and cultural dimensions as half to construct gradually to the notion of national and personal identity and the feeling of relevancy to the country. to exactly 1.Desenvolver the knowledge adjusted of itself and the feeling reliable in its capacities affective, physical, cognitiva, ethical, aesthetic, of personal interrelation and social insertion, to act with perseverance in the search of knowledge and the exercise of the citizenship.