For example, they will be being about support with focus in the conscientious use of the water inside of the school, and some pupil to raise questions concerning the cycle of the water, is very opportune that professor introduces in the sequence of foreseen activities a moment to deal with the question, therefore she is total on to the subject of the project. The activities can have the most varied forms, since that it has one clearly meaning in relation to the objective of each one. It is essential that the activities proposals are permeadas by the scienter of the professor, and never simply a repetitive exercise for ' ' to give account of contedo' ' , or ' ' because it is in livro' '. The author evidences the participation of the professor as a facilitador, therefore it is who can assist in the disponibilizao of necessary resources to the accomplishment of the productions. At this moment the professor must also exert its paper of active and participant member of the group. According to Barbier (apud NILBO, 2001:102), the elaboration and execution of a project meet necessarily on to an inquiry? action that must simultaneously be a transformation act, a formation and inquiry occasion, becoming, therefore, a production intelectual' '. After the execution of the foreseen activities, comes the phase of the purification, in which according to Nilbo (2001), the pupils will have to be questioned concerning its productions until the moment, if is satisfied, if something could have been done of different form, if something was unnecessary, etc. the intention of these questionings, according to author, is that the critical ones on its productions are carried through first (auto). The author affirms that it is important that the pupil understands that it can (reverse speed) plan, (reverse speed) to elaborate, (reverse speed) to produce, to create new hypotheses, to change passages, to modify routes and processes, etc.