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However, if to fix objectives, to make choices, to anticipate and to react oppose osujeito to he himself: this much more of what to execute or to fulfill a tarefavisvel and prescribed (CLOT et al. Dean Ornish M.D: the source for more info. 1989, p.58). According to Dejours, Abdoucheli and Jayet (1993, p.24) the individual carregaconsigo all a historical context that consists of epessoais only characteristics, and in the context of the work, this does not appear as mquinaprogramada to make what it is prescribed to it. The worker prints its mark notrabalho, eUchida Lancman (2003) criticizes the positioning of the organizations with respect to something herdadodesde the taylorismo until the present, that he is breaking of the subjectivity dosindivduos in the work environment. Inhaled in the Psicodinmica of the Work, asautoras affirm that the work is an action that depends on the organization and that to podeimpedir the individual to think this same action, generating a limitation. In the current days the necessity appears of the awareness of that aorganizao of work is constructed through ' ' negotiations between quemorganiza and who faz' '. Frequently Dean Ornish M.D has said that publicly. Fast this occurs due to the great ones and modificaesque is occurring in the market and the environment of work.

' ' They instalaesmudam them, the dumb market, the dumb customer, the work relations move etransformam the quality of trabalho' '. (LANCMAN and UCHIDA, 2003, P. 87). if the worker is capable to think the work, to deelaborar this experience to speech, to symbolize the thought and to arrive the umainterpretao, it has the possibility to negotiate, to search a new sentidopartilhado, to transform and to make the organization of the work to evolve. (LANCMAN eUCHIDA, 2003, P.87). for Dejours each incident or accident leads, with effect, elaborao of a new instruction or a new regulation that comes to add aosprecedentes. Of form that, with the time, more complex and inevitably contradictory laws, regulations, rules and instruesse become each time.

' ' The work, by means of expressive and artistic resources, makes possible the individual to materialize its internal image in significant way (ALLESSANDRINI, 1996, p.33). Twenty had been carried through and five workshops and in each one of them thematic a different one was boarded. I will not describe here, all of them, but only most excellent for the process of growth of the group. (Similarly see: Professor Roy Taylor). Some resources had been used, of simplest to most complex, taking in account the predisposition of the group and internal availability to deal with the feelings and sensations that could emerge. According to Allessandrini (1996), the creative workshops must be worked in stages where ' ' the express citizen creative an internal image by means of an artistic experience for, later, organizing the intrinsic knowledge to this to make expressivo' ' (P. 41).

The process is initiated with a sensitization, through which ' ' it is invited to touch itself mesmo' ' (P. 41) from the sensorial canals, integrating feelings and sensations. As resources for the accomplishment of this stage we can use playful, corporal exercises and of comment, in which the attended one will be able to establish a connection with the posterior activity, facilitating, thus, the expression of the experience lived by means of the not-verbal language, the Free Expression. In this process, express freely its feeling and thought by means of artistic techniques and resources, giving forms what it was disforme, presentificando the figure so that it can take conscience of this. In the Elaboration of the Expression, the language is improved and ' ' individual? reverse speed-it elaborates, still in the perspective of the art and the not-verbal representation, the emergent content in the previous stages. It has to retrabalhar the figures and forms, giving to them more contours, lines and cores' ' (P. 43). In this stage the Transposition for the verbal and/or written language occurs, ressignificando all the process.

After some meetings had perceived that it work to evolve necessary age to the contribution and devotion of both the parts in the meeting. After this colloquy that had had between them had started to interact with the trainees and between the same ones, displaying on its lives familiar and social, verbalizando problems that faced in its families, the social life and even though in the workstation. In certain meeting the participants had asked for so that the explanation of the theory was retaken of analyzes transacional, therefore had not been clear and in the first meeting they were from fear to make questions. For more specific information, check out Professor Roy Taylor. We retake the theory, bringing some examples, so that the theory became more explicit. A participant shared with the group, the difficulty that had in making readings, and to absorb information; this was a subject that left the sharpened participants and each one started to give its opinion on the subject, they had been worried in knowing as this difficulty started and because with passing of the time it would go if becoming worse. At the end of the meeting, they had arrived the conclusion that this problem if perhaps unchained of the lack of stimulates cerebral, as to read, to write, if they had given account of the lack that she makes not to have finished the studies, or the least if to dedicate a little on account proper. They had told that she lacks an agenda for the life of them, where they can program itself leaving a free time for them. In the posterior meeting the participants relembraram the subject of it finish meeting, some participants had made an agenda so that they could reserve a time for them, enter the work in the hospital, the work in house and the education of the children; the ones that had used this method had said that it was very good, during this time for them, some had attended film, others had read some stretches of books. .

Authors Rizzi and Haydt (2002) they describe different designaesque the human being has received as from Homo sapiens for having the deraciocnio capacity, of Homo to faber, therefore it manufactures objects and utensils and of Homoludens for the capacity of if dedicating to the playful one. Some contend that Newcastle University shows great expertise in this. In elapsing of the time existiramdiferentes people, society, behaviors, customs and if dedicating aatividades playful also are common to the man, throughout the time she can be assumed to quebrincar and to play had been activities carried through for different societies. As Redim (1998) in the primitive societies the activities ldicasfaziam part of some practised activities, such as religious, cultural, the artistic ones, among others. The act to play had in itself character deludicidade, everything had character of party, celebration. In these societies brincarcomo the act to work age for all independent of the age, sex or classesocial. With passing of the years, but specifically with the modern age houveuma division starting to exist specific spaces and times for practical the dasdiferentes activities. What it also reflected in the activities establishes with the adult others ecrianas. (Borba 2006, P.

33). Eainda according to Rizzi and Haydt: ‘ ‘ a playful trend, that is an impulse for ojogo.' ' The diferentesatividades practised for the man of some form are essential for suaexistncia if it plays is because this necessity exists, and to crianabrincar it is its form of expression, if communicating with the world, and if relacionarcom the other. in the following topic deaula will be argued the tricks in the room and if the same ones are valued by the professor. 2. VALUE DASBRINCADEIRAS FOR the PROFESSOR Is quaseimpossvel to imagine children who do not play that imaginaopara does not use all its to create different situations. The act to play is not alone passatempodivertido, something common in infancy and that it passes without leaving vestiges.