The guarantee of accessibility to the constructions, as determines the ABNT and the municipal laws, depend on the complete elimination of the barriers architectural. In the constructions, these obstacles occur mainly in accesses, areas of horizontal and vertical circulation, openings (doors and windows), sanitary, dressings room, swimming pools and movable. (water throughs, wallets, tables). 5. The IMPORTANCE OF the ART AND the PHYSICAL EDUCATION IN the INCLUSION the visual arts, beyond the traditional forms (painting, sculpture, drawing, engraving, architecture, device, industrial drawing), include other modalities that result of the technological advances and aesthetic transformations from modernity (graphical photograph, arts, cinema, television, video, computation, performance). Each one of these visualidades is used in particular way and in some possibilities of combinations between images, for intermediary of which the pupils can express themselves and communicate themselves it in different ways enters. The current world characterizes for an use of the visualidade in inigualveis amounts in history, creating a universe of multiple exposition for the human beings, what it generates the one necessity education to know to perceive and to distinguish feelings, sensations, ideas and qualities. Therefore the study of the visualidades it can be integrated in the educational projects.

Such learning can favor understanding so that the pupil develops its sensitivity, affectivity and its concepts ampler and if it locates critically. 6. FINAL CONSIDERAES the basic education would have to aim at basically to the preparation for the exercise of the citizenship, fitting to the school to form the pupil in knowledge, abilities, values, attitudes, forms to think and to act in the society through a learning that is significant. This implies in an analysis of the instruments and processes gifts in the educational institutions. Some questions intrigue the mind of many educators and they are always points of quarrel in the educational meetings. What to teach and with which objective? How to favor the learning significant and what it is this? Why and so that to evaluate? That instruments to use? Test? Note or concept? In my opinion, to argue evaluation and learning, involve much more of that to argue ' ' forms of avaliao' ' or ' ' metodologias' '.