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References[3] and tinea cruris [4]. In a survey of the prevalence of dermatophytes in New Zealand, E. floccosum was the second commonest 1. Demidovich CW, Kornfeld BW, Gentry RH, Fitzpatrick JE. Deep dermatocause of tinea cruris and comprised 112 (15%) of all 746 dermatophyte infection with chronic draining nodules in an immunocompromised phytes isolated [5]. patient. Cutis 1995; 55:237 -40. Ketoconazole is effective treatment for topical dermatophytosis 2. Allen DE, Snyderman R, Meadows L, Pinneil SR. Generalized Miand some systemic fungal diseases [6]. The drug's disadvantages, crosporum audouinii infection and depressed cellular immunity associwhich include hepatotoxicity, inhibition of cyclosporine metaboated with a missing plasma factor required for lymphocyte blastogenesis. lism by cytochrome P-450, and inhibition of testosterone and corti-Am Clinical Infectious Diseases 1997;25:155 externalized catheter versus a subcutaneously implanted device in cancer ᭧ 1997 by The University of Chicago. All rights reserved.

RESUMOAs estratégias didáticas de ensino devem ter em conta as teorias de aprendizagem como fundamento psicológico do processo de assimilação. Na evolução da teoria Histórico Cultural, iniciada por Vygotsky, se desenvolveram vários conceitos como: a zona de desenvolvimento proximal, a Atividade, a formação por etapas das ações mentais e os conceitos e o Ensino Problematizador. O artigo pretende articular a proposta de ensino problematizador de Majmutov com o processo de assimilação e sua direção desenvolvido por Galperin. Considerando que o processo de aprendizagem passa por ações materiais e sociais até chegar a ações mentais e individuais, a proposta de Galperin permite um bom planejamento didático com etapas de orientação por parte do professor e por etapas de execução, explicação, generalização e automatização das atividades pelo estudante que garantem aprendizagem consciente na medida que são cumpridos os objetivos de cada etapa com independência. Para Galperin e seus colaboradores um procedimento eficaz neste processo é a resolução de problemas e por isto existe uma aproximação com Majmutov, que fundamenta sua proposta didática na filosofia materialista dialética e na psicologia histórico cultural explicitando com mais precisão como construir o problema docente e os processos de solução lógicos -analíticos e heurísticos que não se ABSTRACT Didactic teaching strategies should take into account the learning theories and psychological foundation of the assimilation process. In the evolution of Cultural History theory, initiated by Vygotsky, will develop several concepts such as the zone of proximal development, the activity, the formation in stages of mental actions and concepts and problem-solving education. The article aims pronounce Majmutov proposal on problematizing education with assimilation process and the direction process developed by Galperin. Considering the learning process goes through material and social actions to reach mental and individual, the proposal Galperin allows good educational planning stages of guidance by the teacher and execution stages, explanation, generalization and automation of activities per student to ensure learning conscious to the extent that the objectives of each stage are met independently. To Galperin and his colleagues an effective procedure in this process is the resolution of problems and that there is an approach to Majmutov, which bases its didactic proposal in dialectical materialist philosophy and cultural history psychology explaining precisely how to build teaching problem and the processes logical solutionanalytical and heuristic that is not in a Galperin. The authors propose the Activity Problem Situations formed of four actions and exemplifying.

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The teaching-learning process should be based on cognitive psychology, with motivational methodologies that activate mental functions in the student and provide the teacher to lead the teaching process in a problematizing way. In this perspective the present this article proposes to analyze the learning process of the Problem Situation Activity in Spatial Geometry performed through a board game; based on the theory of stage formation of mental actions of Galperin and the problematic teaching of Majmutov; in the second year students of higher technical education in Agronomy of the Agro technical School of the Federal University of Roraima.  The research uses qualitative and quantitative data, but the main focus is qualitative. The data collection instruments used was written tests and interaction with the game. The methodological procedures of the investigation are divided into four stages: i) diagnosis, iii) planning, iii) execution and iv) feedback and correction. Before the analysis of the qualitative and quantitative results of the diagnostic, formative and final evaluation, it was concluded that the activities and didactics carried out in the four moments of the research contributed to learning and understanding in the execution of each action performed by the students, considering that the performance of the majority of the students was quite satisfactory and progressive in relation to the mathematical content of Plane and Space Geometry