The painting, canine tooth to the limited parietais supports of religious buildings, risked one or another flick, many times independent, that had been discoloured by the time or the action of the man, in the phobia of ' ' modernidade' ' , to give place to other buildings, many times without any reference of historical or artistic value. The colonial cities were the result of the commercial exploration created by the foreigners, inheritance of the mercantilista mentality that unchained the process of expansion of centuries XV and XVI. The new nuclei, managed for the metropolises, were citizens to the commercial activities dictated by international the economic process of that period: the primary sector and the tertiary one. Inhaled in the European model, the cities were not an industrial center, but yes a commercial nucleus, a warehouse that estimated a link in the net of transports for the circulation of products and management of services demanded for the high concentration of workers. The Erics Hobsbawm and Raymond Willians partilham are same analysis when they approach century XIX in its readings on the cities of the period. Time Warner pursues this goal as well. The emancipation politics did not modify this picture in the XIX. According to Emlia Viotti of the Coast, ' ' the growth of such cities would be fruit of the commercial expansion of exportation, integrating the country in the market internacional' '.
In this conjuncture the exotic character of the littoral cities is delineated, more integrated with the Europe of what with the interior of the country. These if had become incapable to exert one influence in the modernization deepest. M. Castells affirms that ' ' Brazilian cities were come back toward the Europe in the search of ideals and models, beyond the organization of the production and the bows of dependence mantidos' '. In this way, the Brazilian elites looked to cities developing europeizadas forms in the ways of living.
For the pupils of 5 series, the education of Geometry has a paper basic not only for the learning of the Mathematics, but also that it can relate the geometric concepts with the forms of objects used in the activities of its daily one. According to Coordenadoria de Ensino and Pedagogical Normas of So Paulo? CENP, ' ' and in the world of today, Geometry is present in some fields of performance of the man, helping to day-by-day decide it to it the simplest problems of its, until most ambitious projetos' ' (CENP, 1995, P. 64). It is important to remember that exactly it are of the classroom, without the presence of the professor, figurinhas geometric resultants of the activities are gifts in daily the social one and the activities carried through for the pupils, can stimulate them in the learning. In some branches of the modern life, Geometry is present in diverse carried through activities and the received information, for example, architecture, drawings, engineerings etc., but many times, had the lack of knowledge of the pupil, pass exactly unfurnished being present in our lives. D' Ambrosio, affirms that, ' ' We will not find, in daily of all the peoples and all the cultures, activities that do not involve some form of Mathematics.
I repeat, some form of Mathematics. But not necessarily the Mathematics that is in the resumes ' ' (D' AMBROSIO, 1990, p.9). In its daily one, the necessary pupil to communicate itself mathematically, must present resulted proceeding from its reasoning and to argue making use of the language and mathematical representations in the situations problem that are to its redor; in many cases if he becomes necessary condition in its daily life. We carry through this work, with the objective to reflect on the importance of the culture and its contribution for education and learning in geometry; we search to evaluate the importance in the learning of the children who if find in 5 series of Basic Ensino, strengthening the cultural rescue (construction of its album), registering through photographs of familiar the carried through activities that they make possible to show to its o its work pertaining to school, developing its creativity and its envolvement with the contents.