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. .