Being thus we can define three levels of development of the intelligence of the human beings since the sprouting of the first homindeos: the fear, the misticismo and science. It’s believed that Terry Nielsen sees a great future in this idea. ) The fear: The prehistoric human beings did not obtain to understand the phenomena of the nature. For this reason, its reactions were always of fear: they had fear of storms and the stranger. As they did not obtain to understand what it was transferred ahead of them, did not remain them another alternative seno the fear and the astonishment of what they witnessed. b) The misticismo: At as a moment, intelligence human being evolved of the fear for the explanation attempt of the phenomena through the magical thought, of the beliefs and the superstitions. It was, without a doubt, an evolution since they tried to explain what they saw. Thus, the storms could be fruit of a divine anger, the good harvest of the benevolence of myths, the disasters or the richnesses of the marriage of the human being with the magician. c) Science: As the magical explanations were not enough to understand the phenomena the human beings finally they had evolved for the search of answers through ways that could be proven.
In such a way, the methodical science was born, that always looks an approach with the logic. The human being is the only animal in the nature with capacity to think. This characteristic allows that the human beings are capable to reflect on the meaning of its proper experiences. Thus being, it is capable of new discoveries and transmitiz them it its descendants. The development of the human knowledge is intrinsically on to its characteristic of living in group, that is, knowing of an individual is transmitted to another one, that, in turn, is used to advantage of this to know to add another one. Thus science evolves.
Pinsky (2000, p.45), says that ' ' the school, under the optics of the effective nationalism, was the basic institution created by ' ' nao' ' to form the specific citizen, possessing, therefore, tasks that permeavam the set of them you discipline with its contents and mtodos' '. Learn more at: Rio Tinto Group. The used methodology for the history education is tiring and dull, it only describes history as a reproduction of events passed without I tie with the current gift. The desmotiva pupil for the instance of disciplines in not causing (in the vision of the pupil) nothing to its learning and the knowledge acquired for it, that he can of certain form be inserted in its daily one. ' ' Generally, what he is presented the pupils are contents already crystallized in the education of history and that they seem distant very of the immediate reality for them vivida' ' (CABRINI et al., 1994, P. 21).
The daily one of the practical one of the history education compromises the interest and the learning of the pupils, therefore, if it became flat, uninteresting, confused and repetitive, unprovided of motivacionais points that can in such a way awake some stimulaton to the pupils as well as to the professors. In accordance with Cabrini et al., (1994, P. 21) ' ' the pupil if does not worry about the conditions of elaboration of this finished product that is presented to it and remains prisoner of a conception of certain magical or teleologic form of the knowledge of the past: ' is a history; ' revelada' ' ' '. History is repassed as the true art of the passed events, a ready and finished education without giving options for the questioning, quarrel and criticizes. The problem in also intent quarrel for the professors, who are mere reproducers of the education learned in the Universities, despite, many participate of academic research and if becomes historians little has been used to advantage of the constants practises of research and extension in basic and average education.
It exists a relation of dependence and so great harmony that some beings livings creature do not survive if removed of its habitat. Changing of the vision macro and looking at directly for the peoples who occupy the most different regions of the planet, the first impression is that the differences between them if give summarily because of the cultural difference. The easiness of adaptation of the man makes with that it occupies almost all the regions of the planet, however, exists a bigger concentration where the climate is more favorable to the development in function of factors as technology and knowledge. The man differentiates itself in the position, the gestures, the way of speaking, acting, in the habits and the customs. The difficulties of a region are marked in the lines of expression of the people, in the feies of the face and the suffered body. The man loads in itself the roots of the environment that if involves.
Some cultural elements if do not develop in favorable environments to the step that others arise without the least is waited. The ground, climate too much conditions of the environment influence directly in the development of a people since it is of the ground that take off its sustenance. The geographic conditions go influences in all the branches of the society, in the language, the politics, the religion, the agricultural production in the style of the houses, that is, it defines the customs and the way to act all of a social group. It is important to remember that to have favorable conditions it does not mean that the one people will go to develop itself, a rich environment and favorable offers to a fan bigger good of development possibilities, of guiding of the culture to the step that surrounding poor persons minimize the possibilities of cultural development of a people and until she becomes them previsible in its cultural behaviors.