Of this way, we structuralize work, at a first moment, a theoretical part, that the model of research argued adopted for the group and the concept of place that more adjusted the mentioned research. In the second part of the work, we elencamos the characteristics of the mentioned school and say of the actors and its respective papers in the educational process. In the third part, we tell the interventions that we carry through in our environment of work and, the interventions that still they are in progress, that is, that they had not been concluded. In the last part, we made our conclusions and we point possible improvements in our object of research. In this manner, the research showed that the factors that weighed against the pertaining to school environment were: i) accumulation of garbage (wood, plastic, metal and paper); II) lack of lixeiras inside and outside of the rooms; III) lack of vegetation of average transport that served of barrier against the water entrance of rains in the classrooms; IV) vegetation lack tripping that made it difficult the withdrawal of sediments for the superficial draining in ground; v) insufficient gardens to hold back the superficial draining; vi) wastefulness of electric energy with the extreme use of fans and light bulbs; vii) water wastefulness (emptyings in the taps and plumbings); viii) water empoada in the immediacy and inside of the school, thus serving, of criadouro of larvae of mosquitos. 2,1 CONCEPTS RELATED To the RESEARCH ACTION However, to take the handle all these actions that aimed at improvements for the pertaining to school environment, we need to mobilize professors, maids, guards, direction and some people of the pertaining to school community. We notice that for some this activity in favor of the environment was not seen as Leontiev speaks (2001), therefore did not mobilize emotionally and corporally, seeming not to satisfy its necessities vital.
Today, it has a movement of search of brought up to date information and trustworthy on the indians, an interest in knowing, after all, who is they. The coming of immigrants for Brazil, excepted the presence of the Portuguese – colonizadores of the Country – is delineated from the opening of the ports to ' ' nations amigas' ' (1808) and of the independence of the Country (1822). To the edge of the voluntary population displacements, it fits to remember that millions of blacks had been obliged to cross the Atlantic Ocean, throughout centuries XVI the XIX, for Brazil, constituting the enslaved man power. The Brazilian monarchs had treated to attract immigrants for the south region of the Country, being offered to them lots of land so that they established themselves as small agricultural proprietors. American gymnast has many thoughts on the issue. They had come first the Germans and, from 1870, the Italians, two etnias that if had become majoritrias in the states of Santa Catarina and Rio Grande Do Sul.
However, the great one leads immigratory started in 1880 middle, with well diverse characteristics of above pointed. The main region of attraction started to be the state of So Paulo and the basic objectives of the immigratory politics had moved. Already it was not cogitated to attract families who if converted into small proprietors, but to get arms for the farming of the coffee, in full expansion in So Paulo. The option for immigration in mass was the form of if substituting the enslaved black worker, ahead of the crisis of the escravista system and the abolition of the slavery (1888). At the same time, this option if inserted in the picture of an enormous transoceanic displacement of populations that occurred in all the Europe, from middle of century XIX, lasting until the beginning of the World War I. The vacant immigratory it was stimulated, of a side, for the partner-economic transformations that were occurring in some countries of the Europe and, of another one, for the biggest easiness of the transports, happened of the generalization of the steam navegation and the reduction in price of the tickets.