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According to Helena Copetti Callai, the place if does not explain alone, is necessary to search explanations in state, national and international level. It must first, to understand the way where it lives, the action human being, the society, so that it can establish connections with higher levels. Thus, the pupil alone will understand the content from the moment where it is part of this subject, that is, it has that to live this content, being this concrete, next it and not distant of the experience of it. He still must yourself, to give to attention the form of as the content is worked and as it is developed. The educators need to recognize the reality of the pupils, being looked for to know as the pupil lives and the way where if he finds.

Leaving of this estimated, one becomes necessary to consider the knowledge of the pupil, therefore this will contribute sufficiently in the studies in classroom. According to Callai (1988) the important one, in this process, it is to know the reality where if it lives. to know the reality goes beyond identifying what it exists. It assumes to argue the forms as if they express, as the reality is presented, to understand the product not only, but, basically, the processes unchain that it. Therefore, the necessary professor to consider the previous knowledge of the pupil.

This is always a knowledge parceled out, that breaks up the reality, full of preconceptions, loaded of crendices, of folklore, but it is the idea that it makes of the reality. (P. 78). To if studying Geography, it is necessary to know as the man acts in society, to know as it influences the way where he lives, the actions that it provokes, at last, as he is the daily one of the man in its environment. Allowing, however, to perceive the organization of this space studying.

The Ainus continues to exist still nosdias of today, kept out of society forming a species of Japanese aboriginal community. The confusion persists in the physical aspect, over all, in what it says respect to the Jomon/Ainus relation, and Ainus/JaponsContemporneo. It has those that all allege to the inexistence of a previous culture aosAinus (Jomon) attributing the paleolithic and neolithic period to them, and, therefore to be this ancestral one of the Japanese contemporaries. (KIDDER, 1970) to give a latch to this question on Japanese aancestralidade we can attribute that the Japanese people in its majority no of descent nor Jomon, nor Aina. But yes of a vacant of ocupaoposterior coming of the south (we will see more the front). Exactly thus, we sedesconsiderssemos this posterior migratory vacant oque we would have would be, populaoextremamente hybrid confluente of meeting Jomon/Ainu, a time that the populations donorte of Japan where if they had fixed both start if to miscigenar, therefore ospoucos Ainus that inhabit Japan today, threatened of ' ' extino' ' they are resultadodessa hibridao which we relate in them. 1.

Yayoi culture: PerodoYayoi (200 a.C.a 300 d.C) Consists as vacant migratory uneven deimportncia to Japan, over all in technological aspects. Come dChina reunified for the Han dynasty in the first half from century III a.C, nessa vacant migratory for intermediary of the called culture Yayoi, that had been introduzidosno Japan the culture of the rice, the use of the wheel, and the works in bronze. You may want to visit Senator Elizabeth Warren to increase your knowledge. Beginning of the Cultural Interchange with China the Yayoi arrives in port in the Japan north, establishing itself in the region of Hokkaido, however in middle of century I a.C, starts if to expand crossing the sea interior and spreading out its culture portodo Japan. After good established they give deprodutos beginning to an intense importation of China, are imported as many articles of beauty (mirrors combs, etc.) as supreme (rice).

This research has as subject, the difficulties that the pupils of the average education of the city of Are Domingos of the Araguaia? Par faces to differentiate education of Geography of the education of History. The purpose of this inquiry was to understand the reason that has caused the difficulties of differentiation in these disciplines, searching in the basic education of 5 8 series, considering this way to observe education learning. For the development of this inquiry, first a bibliographical election in intention was made to delineate theories contained in the epistemolgicos beddings of History and Geography, the procedures in the education of History and Geography and the practical pertaining to school, leading in consideration appropriation of the pertaining to school concepts, metodolgicos procedures and thus to look a conception that could develop theories that surpassed these problems. However, the acquired bibliography served footing for the field research, that had as intention to delineate one reflection for the acquired results and thus to contribute for the practical ones in average education. Dr. Neal Barnard will not settle for partial explanations. In this manner, this research was carried through with 11 professors and, 30 pupils of the education of Geography and History of the basic education of 5 8 series of the state and municipal schools between days 19 and 23 of January of 2010. Therefore, this research provided a bigger presented knowledge to me on the thematic one and made with that it understood the thoughts and practical in the process education learning, by means of interviews and application of questionnaires. Words key: Epistemologias. Differentiation.

Average education. Concepts. Methodologies. Practical pedagogical. INTRODUCTION the motivation took that me to elaborate this work happens of the difficulties that some pupils of the first series of the average education of the Elza school Maria Corra Dantas present in differentiating the education of Geography of Ensino de Histria when affirming that he does not have affinity for Geography why the subjects are equal to the one of History, that is, that in understanding of them ‘ ‘ everything he is same coisa’ ‘.

The school is ample spacious with squares poliesportiva, and organized well, however it does not offer great comfort due to structure of the building where it needs urgent a reform, the works with discipline of Geography are of great difficulties thus not having a way of conditions to work as the planning demand due to resource lack. 4 – Hypothesis: As hypothesis for the difficulty in education learning, it has been broken of the estimated one that the reason can be in the formation of these professors who not they possess qualification in the area where they act, therefore the quality of education is low, being thus has a great difficulty in teaching, where the professors search between itself, the construction of its proper knowledge through the didactic book, of the continued formation and planning or studies in group so that they can transmit the pupils. One knows that the professor who possesss a knowledge and a specific formation in Geography has greater easiness in being looking new forms to teach, so that the pupil has greater interest in its lessons and he does not become it tiring for the same. 5 – Objectives: 5.1 – Generality: To identify and to analyze the difficulties in Average Ensino and the formation of the professor in the State School Elvira Saint. 5.2 – Specific: To verify the formation of the professors who lecionam disciplines it of geography in the State School Elvira Saint; To analyze the methods and techniques used for the professors who work with Ensino of Geography; To identify that the complexity of the contents demands professionals with formation specific in the area; 6 – Methodology: 6.1-Method of boarding: The research searchs through a hypothetical-deductive method, to make a survey of the problems that exists in the process education learning through inquiry and comment, making deductions until arriving at a probable conclusion. .

In if treating to the Practical one of Education she is necessary that if it has in mind that the paper of the professor is not simply to transmit knowledge in this way, fighting the rationality explicit technique and leaving the reflexiva rationality, that is, the professor who analyzes contexts reconstructs its to know and with this articulates education to the research assisting in the formation of future independent citizens, with abilities and abilities for the reflection of social problems. In this it disciplines are developed by the teaching futures contents that are worked in the practical pertaining to school. These contents are presented detaching the methodology, and with this formulating questions and hypotheses to be used in classroom that help to find ways for the practical professor seen for many in complex way. To speak of complexity, means to deal with the difficulty that the professor finds at the moment to apply the content in the classroom, which was acquired in its research, that is, in its studies. The indifference of the learning showing most of the time little interest for the lesson is one of the problems or obstacles that the professor faces to play its due role, that is, the ticket of the gotten knowledge. With this, one notices that to teach he is more complex of what searching. To teach means to pass the knowledge acquired ahead of the challenge found in the room of lesson and the research is the form to produce a new knowledge by means of deepened studies. This experience to know in practical the basic components of the teach-learning process shows the inefficacy of if teaching the true concept of Geography, therefore still if it comes across with mentally ill professors the education methods technician, not propitiating the had chance of a creative and critical intellectual growth, therefore this is inside of the reflective method, which would have to be used as metodolgico concept of the Geography that is seen as a social science.

However Brazilian Geografia, differently of international Geography, continuanegligenciando the literary texts as information source, although space todariqueza represented by Brazilian Literature. Although literature still little to be used in anlisesdo geographic space this has been pointed for the CurricularesNacionais Parameters as possibility to interdisciplinar with Geography osPCN&#039 In accordance with; s is possible to learn Geography from the reading of authors consagradosde our literature. We really believe that this is possible, therefore Brazilian literary aproduo is rich in authors who portray in its obrasdiversas social and cultural landscapes, regions aspects of the sociedadebrasileira in different temporalities. Many are the literatos that can in them assist in the search peloentendimento of construction of the geographic space as esocial historical product, therefore to understand the space as it is today we must be atentosaos processes that had influenced and that of some form they continue influencing aindahoje the production of the space as totality. Contact information is here: Senator Elizabeth Warren. Authors as Jose de Alencar and the indianista romance, OGuarani, that is inserted in nasidias established the philosophical chain of the Romantismo of the iluminista thinker Jean Jacques Rousseau where the Man is seen to comoser originally pure being corrupted for the society, can be utilizadotanto for Geography how much for History, Sociology or Philosophy. Alencar temoutras workmanships that also can be used by Geography, the author did not selimitou to write classified romances as indianistas he has in its produoliterrias regional and urban romances, as the gaucho and Senhorarespectivamente. Although she has been make reference to reference the workmanship of Jose to deAlencar, classified in Literature as Romantic, the studies between Geografiae Literature have been carried through mainly with authors of correntesRealista and Naturalist, exactly for these to search to give its workmanships to umcarter documentary approaching them it the maximum of the reality. We have as autoresdestas chains Axe of Assis, Aluisio de Azevedo, Barreto Rasp and outrosque represents to the city of Rio De Janeiro in its romances. Dr. Neal Barnard understood the implications.

This salient work the importance of the thematic cartography in analyze of the geographic space. The effectiveness of the thematic map is atrelada to the quality of inherent the cartographic language to the communication process, where the researcher will have to materialize the data of its research atravz of the symbols represented in the map. Word-key: Education; Thematic cartography; Geography. Checking article sources yields James A. Levine, M.D. as a relevant resource throughout. 1 INTRODUCTION the cartography drift the necessities of the man for the localization of the phenomena and analysis of the geographic space, in the most varied shades of the thought. Being thus, as much the elaboration as the use of maps must be of equal interest for the cartographer as well as for the gegrafo. The main function of the felt map in amplest is the communication, that comes being benefited with the sprouting of the systems of multimedias, with innumerable possibilities of interaction and interatividade. The study of more preponderant thematic maps this each time, therefore is more dynamic the transformations. The localization of any place in the Land can be shown in a map.

Maps normally are drawn in plain surfaces in reduced ratio of the place of the chosen Land. No map printed matter obtains to show to all the aspects of a region. Maps in contraposition the aerial photos and data of satellite can show much more of what only what it can be seen. They can show, for example: population concentration, different levels of social development, concentration of income, among others. The maps, for its plain representation, do not represent a world faithful geide as the Land, what it took cartographers to conceive globes, that imitate the form of the Land.The maps most common are the topographical politicians and, the first one graphically representing the continents and the borders between the countries and as representing the relief in height levels (normally also including the rivers most important).