Inside of this model, two appear discipline: ' ' Education Moral and Cvica' ' ' ' Sociais&#039 studies; '. The first one with the objective to create the obedience, passivity, faith and mainly the patriotism. Second it is the junction of Geography and of the History, forming an only one disciplines whose contents total were emptied of critical and politicized contents. From 1980 with the opening politics and the emergency of Critical Geography in Brazil, a process of radical transformation is initiated and the contents had started to center the attentions in what it says respect to the work and production, fruit of a marxist position. Credit: Kai-Fu Lee-2011. Education is turned toward the relations between society, work and nature. Classab points that the critical ones against classic Geography mainly from 1990 had been strong and appears with force the call in such a way Humanistic Geography in the universities as in the schools. Making one soon retrospect we see in the development of the education of Geography in Brazil, the influence of some philosophical chains.

At the beginning, fort presence of the positivismo, resulting one to look at description, without deep reflections, position that remains with the theoretical-quantitative revolution. From the decade of 1970, with the emergency of Critical Geography, the marxism appears with force in the geographic reflections, the critical thought starts if to draw in the universities. In this exactly period, decade of 1970, the gegrafo Yi-Fu Tuan (1980) initiates a new chain of thought in Geography, Geography Humanist. Of fenomenolgica theoretical base, this new boarding of Geography conceives the space while lived space, this new philosophical perception allows the valuation of the perception, the attitudes and the ambient context. It values the individual and its feelings of belonging for the place where &#039 lives; ' topofilia' ' attachment to the place. Thus, we see that many possibilities exist to create an education of Geography in accordance with the interest of teach who it.

Eugenia Meyer, tells that to work with diverse documents, sisudas biblio-hemorografias, that the objective has to illuminate on the past and the human behavior, are total different to have the alive history ahead of itself and to have also the wonderful possibility to question it. Therefore for Meyer, each carried through interview was a life lesson. It declares that to work with veterans of social movements, or basic experiences in the history of its country, it was much more simple that if to launch in the estruturao of history. The author leaves clearly that to work with women she has different implications to work with men, therefore not if it deals with an ideological question, and yes of sort, therefore in some occasions the women can be much more distrustful and until distant, incapable to share its privacy, and in the case of the men, many occasions they see the interview as a challenge its hombridade, and therefore, have a true necessity to haunt and of convincing in them if becoming its abetter, from the fact of that they are certain that we believe them and approve all its history. The author also tells, that in ones of its interviews and unconscious form she was immersed in the introspection and proibidssima transference, therefore met making questions that was not directed the interviewed one, and yes proper itself. Meyer, to the look for this past, with the intention to recoup of the esquecimento the memory of the people, notices that it recoups its personal memory, and also remembers that somebody spoke to it that had ability to make until the rocks to speak. More in the truth what the author was really capable to develop, it was the capacity to listen others e, later, to listen to itself same, and to keep a permanent dialogue in its interior, always in function of what the others had counted to it. The text ' ' The end of memria' ' it leaves very clearly in the occasions where the author and interviewer Eugenia Meyer if transform into citizen of the interview, and declares that if it felt desconfortvel, and so it are of the place, therefore each one of us we have a story to count and to share, is only as soon as will win the esquecimento. All this fight has a bedding, that it is to fight against the esquecimento with the objective to hinder that the memory arrives at an end..

Thus, the pertaining to school manuals present the contents not only discipline of them, but ' como' this content must be taught (1998: 72). To have access to these books is of basic importance, to only put from 1995 if of a universalizao of the distribution of the didactic book contemplating all the curricular components and series of basic education, to put the elaboration and edition of didactic books if give in its smashing majority in the Southeast of the country where authors and woman editors finish giving more emphasis to the historical aspects of the southeastern reality, keeping out of society or forgetting the peculiarities and the especificidades them other regions Brazil, and this if still more reflects of form fort in the schools of small cities of the region North that adopting these books do not obtain to be identified in the historical context. As Rasp (1995, p.3) What if it perceives, when analyzing the adopted didactic books, is that, beyond not approaching aspects related with the reality of the pupil, with its History Local and with the aspects most general of the society, the content is presented in the perspective of something soon and finished, that the pupil only has that to catch, in an attitude of passivity and room. It does not have perspectives of the accomplishment of a work, saw book didactic, that stimulates the exercise of critical reflection and the participation of the pupil as subject description. (Rasp, 1995, p.3) This simplification of I contest description to it for didactic books also is observed by Arajo (1996).

' ' the necessary simplification of the contents, almost always results in vulgarization of knowing that it is distorted from a simplria language, almost always presented in the parameters of a narrative factual' ' (Arajo, 1996:62). Lajolo (1996). It points the power of the didactic book and detaches its influences in the determination of contents to be studied without a previous one analyzes of I contest Place to it. .