The interaction professor-pupil happens through a dynamics capable to make of the classroom, a space of knowledge production, where the formation of educating perpasse the level of information and either capable to develop abilities, to defend ideas, to enrich its position, to rescue values and democratic attitudes, creative and healthy, becoming it capable to carry through the critical reading of the reality, as well as, to speed its transformation. David G. DeWalt shines more light on the discussion. All activities search of permanent form, an educative process that prioritizes the beddings of the historical knowledge, of the culture and citizenship of qualitative form for the pupil. In this perspective debates occur, disruption with broken up, linear and unilateral vision of the educative actions and search, even so living with dichotomies and conflicts the vision of the totality, express as Inter attitude and to multidiscipline stimulated for the exercise of the innovative and directed joint participation for the formation of the citizenship. Ahead of this idea, one concludes that she is necessary to choose the individual as study object, and a done time this choice, to raise the problematizao of the subject in question and the social context that is inserted. It is essential to try to arrive at the reflection and analysis on the practical pertaining to school of the (a) professor (a), for understanding that the critical reflective thought contributes for one better performance in classroom. We cannot be in the superficiality of the contents to be developed in classroom. Necessary if it makes to reflect, to analyze and to evaluate the learning and education process so that let us can define and construct the adequate knowledge to the level of the pupils, considering its context historical partner. 1.2? WHY TO STUDY HISTORY? The phrase of Murilo Mendes cited in the epigraph of this chapter is of 1935. They had been forty and five years to start the debate on as History was taught.