Freire contributed with the question of the awareness and ticadentro and is of the classroom, looking for of this form to adopt in the practical deensino of the professor an action-reflection-action in all educational conditioning, allowing a change in the fatalista speech of that the failure pertaining to school not estaatribuda only to the incapacity of the educandos, but also the formation precriados professors. Word-key: Construction of knowing, education, reflection criticizes, history, practical of education. 2. Abstract This work allows US you reflecton an education that respects the human peculiarities, taking US you aninvestigation related you the Freire and his literary legacy, which portrays theimportance of community in teaching in relationship of complicity between to thelearner and educator in the construction of is, thus breaking with the barriersby which education is going, among educators promoting critical reflection ofthe history of the educational process, making parallel: education bankeducation x problematizing. Freire contributed you the issue of awareness andethics inside and outside the classroom, looking this way adopt the practice ofteaching to teacher (a) an action-reflection-action educational conditioningthroughout, allowing change in the discourse that fatalistic school failureis not attributed solely you the inability of learners, but also the poortraining of teachers. Keywords: constructuion ofknowledge, education, critical reflection, history, pratice of teaching INTRODUCTION ' ' Umexcelente educator is not a perfect human being, but he is somebody that has serenity to empty esensibilidade for aprender' ' 1. Oensino de Histria has much time comes being guided for a tecnicista model, where according to 2 Vasconceloses its variations, occured between decades of 60 and 70, noFuncionalismo was based, what it reduces the education of the same one to a set of techniques, regrase historical memorization of facts and dates without recital. The modelotecnicista of if teaching and if learning in the public institutions and privadasde our society, limits the pupil, allowing that the same it can give to nfasena its Problematizao, making one does not analyze criticizes social practical its.
Ahead of this problematic one that Brazilian aeducao comes passing in elapsing of the years, we elaborate the Work deConcluso of Course, work this that it aims at to contribute for the deensino quality in our country. For this we use in the first one I capitulate as source depesquisa the educator pernambucano politician Pablo Freire, who much contribuiunas rooms of E.J.A for the reduction of the illiteracy in our country. All suaexperincia with this new pedagogia, called for many as PedagogiLibertadora, had beginning in the city of Angicos, being then adopted more tardecomo one government program, the same government that tried to exterminar programapor to be a program of popular culture, and consequentemente its creator pelassuas politician-pedagogical ideas. The Pedagogia Freireana, heading dosegundo chapter of the work had origin and destination in the thematic doanalfabetismo, therefore Pablo Freire saw the education as a freedom form social etransformao, a p