Then, the necessity exists of that the professors search examples of geometric concepts that can be identified in the classroom or the domnios of the school, as, for example, to identify the point of meeting between two competing straight lines showing it as the point of meeting between two walls. This aspect of the teach-learning in geometry if justifies, therefore we can be incurring into definitive pedagogical errors that, many times, can be irreparable, if to leave that the pupils are submitted the certain methodologies or curricular contents that do not allow a detailed analysis of these actions. Thus, it is important to determine of the theoretical point of view, one practical pedagogical one that takes care of to the necessities of our pupils. In this perspective, when reflecting on new proposals of education, we must consider the multiples and varied elements that are gifts in the pedagogical action of the professors, therefore diversified pedagogical interventions that use varied didactic resources can become more attractive, pleasant curricular activities e, consequentemente, more efficient. In this direction, Rose (2010), affirms that the organization of the contents must consider the social relevance and the contribution of the pupils in the construction of the geometric knowledge through the lived deeply resolution of situation-problem in the daily one. Of this form, it is very important to stand out that it exists the pedagogical necessity of that the teach-learning of the mathematics and geometry is related with the understanding and acquisition of the angular knowledge and its presence in the daily one through boardings and resources that allow the advance of the pupils in the reflexiva analysis of the solutions of of the problems considered through significant and contextualizadas activities (AUSUBEL, 1982). Thus, it is of basic importance to show to the pupils situation-problems in the organizacionais environments surround that them, as, for example, the classroom, privileging these spaces with the identification of forms and geometric concepts. .