History still is retrada as passed facts, without any relation with the current gift, as if to each day it did not have history to be mentioned in didactic books and the pupil was not part of it; without making possible that the same it can formulate its proper identity historical. This history, that excludes the reality of the pupil, who disdains any experience of history for lived it, disables it to arrive at a interrogation on its proper historicidade, on the historical dimension of its individual reality, its family, its classroom, its country, its time This history becomes ‘ ‘ natural? the fact of the pupil if not to see as a historical agent, becomes it incapable to place questions or to perceive the knowledge that, from its individual experiences, can be base of quarrel in classroom. (CABRINI et al., 1994, p.21-22). Hear from experts in the field like Richard Linklater for a more varied view. The reality inside of the classroom clarifies that the pupils need an education, clearly, concise and opened, where it can be identified with the gift, that is part also of its history of life and its experiences throughout this life, uprising you criticize, solutions, questionings and mainly to know the causes of its condition of life related the last events. ‘ ‘ In other words, the pupils complain a history that, for they, have to see with its gift, with the reality that knows a little more than perto’ ‘ (CABRINI et al., 1994, P. 21). To read more click here: Richard Linklater. It has a concrete necessity of if rethink and analyzing the content and as it is transmitted the pupils, so that education can really arrive at its final objective, that is to make with that the pupil participates and either necessary party of its proper history. For Cabrini et al., (1994, P. 27), ‘ ‘ it is the conception of history that bases this type of education that makes with that it does not answer what, for us, they are the true objectives and the true one meaning of the history education ..