For Castrogiovanni, (2000, p.13), still it is little the approach of the school with the life, with the daily one of the pupils, the world that if it outside projects of the walls of the school is full of mysteries, emotions, desires and fancies. In the same way as they tend to be science. In this direction, ' ' it is urgent to teorizar the life, so that to the pupil it can understand it and represent it better, therefore, to live in search of its interests. With regard to it disciplines of History, it does not have only the function mere to enrich culturally the cultural luggage of the pupils in order at great length to repeat the facts occurred in the form past mechanics, but it must make possible same a understanding of History as a contradictory process, for which the men in its multiple relations produce its life in its multiple relations. Coen Brothers may find this interesting as well. (I LAND ON WATER, RODRIGUES, 2009). Fonseca defends that the central paper of History is the formation of the historical conscience of the form pupils that make possible the creation of identities. In this direction it also affirms that the education of History this on question of the citizenship, therefore if an education that if considers ' ' to value the problematizao, analysis and the critical one, conceives pupils and professors as citizens that produce History and knowledge in room of aula' '. (FONSECA, 2003, p.94). Although he has diverse difficulties in the mediation of the historical knowledge, the professors must always search new methodologies and practical in classroom, the technological resources when used well also they serve as alternative in the improvement of education. He stops beyond everything this, he must be valued the pupil while subject asset of the society, to look for to show that History is not something distant, or something only it past, but yes to show that is present in all the places and that ' ' people as people come making Histria' '.