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: &#039 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.

Step Favorable

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.