Better to understand the intrinsic relation between fiction and historical history numcontexto and locating the author in the time and the space that it writes, we appeal at many moments to the concepts of Leonardo Affonso and SidneyChalhoub that disclose in them: ' ' for historians literature is, at last, testemunhohistrico' ' (CHALHOUB & PEAR TREE, 1998, P. 6). A related site: Brian Roberts mentions similar findings. thus, being ' ' testemunha' ' dahistria it passes in them to unmask the historical facts of the time where the foiambientada fiction, on the experience of the writer. Under this Sevcenko look it considers ' ' literature that it says aohistoriador on the history that did not occur, on the possibilities that novingaram, on the plans that not if concretizaram' ' (SEVCENKO, 1999, P. 21).

In Francisco Galvo, we collate in them with the distortion enters the time delanamento of the workmanship that occurred in 1934 and its ambientao in 1906. Paracompreender this relation of historical time and the ficcionista time, recorremosao philosopher Paul Ricoeur, who in its Tempoe workmanship narrative, in offers some multiple reflections to them concerning the time, amongst them the proximity enters the intentions of the social historian and the doromancista how much to the act to tell. The philosopher affirms that histria' ' reinscreve the time of the narrative in the time of universo' ' (RICOEUR, 1997, P. 317). To explanar its conception, the philosopher speaks of historicizaao of the fiction, supported in Weinrich, standes out that the time does not have proper function, not to serindicar the organization of the narrative, by means of its indications, such as, verbal osmodos and times, that make with that the reader can catch the distenso domomento in greater or minor degree. In this in case that, the paper of the workmanship, Land of or escola’ conceives suaarte? ‘ ‘ (CHALHOUB AND PEAR TREE, 1998, P. 8).

We finish the same as one breveparalelo on the contribution of the freireanas conceptions for deHistria education, making of form today criticizes and analytical a diagnosis of deHistria education, that is, our national identity, supplying tips that seroteis in our formation. To improve our didactics of education is the itemprimordial in this research, the necessary professor Historian to use eixostemticos that are significant for its educandos, as well as must seaprofundar more in its lessons for then being able of collective form to explore seustextos of critical form, to as well as study the historical time, the mudanasocorridas ones in our society. Robert Thomson understood the implications. 4. BIOGRAPHY DE PABLO FREIRE 1.1Nasce in Recife the educator politician Pablo Freire According to carried through research (BRANDO, 2005, p.63), is born in day 19 of September of 1921 was born in Recife Pernambuco, in the quarter of Yellow House, the educator Pablo Freire. When boy, learned to aler and to write to the shades of hoses in the yard of its house with its paisrabiscando with gravetos, letters and words in the soil as it the same emphasizes in umade its workmanships (FREIRE, 1995, p.25). To the 10 years it is changed with its family for acidade of Jaboato of the Guararapes, region Metropolitan of Recife. Pablo ReglusNeves Freire was one of the four children of Joaquin Temstocles Freire, dapolcia officer to militate and of its mother Edeltrudes Owner, living the infancy and the properly poor juventudeno to the extremity, but of few ownerships. To the 16 years, he entered ' ' course ginasial' ' in the Osvaldo College Cross as scholarship holder, but during it was essavirada in its life in its adolescence that Pablo Freire started it desenvolverseu great interest for the education, necessarily for the Portuguese Language, precebendo that the education was in the truth the way for a better world etambm for its transformation. .

To appreciate a photograph is, normally, one instant of pleasure, derecordao, of what already we saw or we live or simply we know we eadmiramos. Many times we observe, in the photograph, details and scenes quaisnem of them at least participate, but that in certain way they evoke souvenirs that in the sosignificativas or that evoke instants that we would like to eternalize. (…) Afotografia exerts powerful attraction on they contemplate that it or they study, possible comodocumento of multiple interpretations and answers. He is not only obelo, exotic or the original of a photo that arrests our attention, but apossibilidade to know a certain reality, inside of a certain context. (…) But the photograph is not depleted in its aesthetic potential.

In this direction, we could affirm that the importance of the photograph as source for ahistria' dom would inhabit in this its to allow to yesterday visualize and the other emseus contours of verdade'. (…) The reading of the photograph it always demands aformao of sequences to complete its message and a quepermita hierarquizao to penetrate the internal relations of the social status or an expressive ordenaocronolgica. The reading can be made by qualitative metaphors ouatravs of symmetries and assimetrias that bind the universe to the human destination and ordem social, or through binary codes that in significadoslatentes will supply to them, from manifestos as clothes, the habitation, the gestures, oalimento and the physical expressions and marks. (…) The photograph must serconsiderada as cultural product, fruit of social work of sgnica production. A message that if wants to transmit, intencionalmente' '. (SENNA, 2008, p.80-82) One of the subjects most excellent of the histriario-grandina formation, the question of the Port and the Bar, is debated large-scale porvariada documentation. In this direction, a documentary enrollment on the temapermite ' ' that the reading bar contact with some of the microcosms they queconstituram the universe represented for the historical process of the melhoramentospretendidos ones and entabulados in the direction to decide the problems of access to principal' door of entrada' of the Rio Grande Do Sul ' '.

It was evident in the workmanship that the author, although to referenciar great authors, who it is very limited to the concepts presented for Marx and Engels. Without wanting here to present some judgment of value, the author could have more deepened a little in authors as, Lnin and Gramsci and even though the proper Maquiavel, we know that the same ones had been cited in the text at some moments, however, for the largeness that represent for the Formation of the Modern State, little they had been cited. In the generality, speaking now of the positive aspects, the text of Modest Florenzano, he is sufficiently enlightening, since for being simplista, one becomes of easy agreement the concept of State, and its development during the course of History, passing for the absolutism until the formation of the Modern State in the Europe. To read more click here: David Zaslav. Jose Joaquin Melo Pear tree – the Education and the Roman State Graduated Pedagogia for the College of Philosophy Sciences and Letters of Mandaguari (1985), Graduated History for the College of Philosophy Sciences and Letters of Mandaguari (1988), Mestrado in History and Society for the State University So Paulo Jlio of Mosque Son (1990), Doutorado in History and Society for the State University So Paulo Jlio of Mosque Son (1998) and After-Doutorado in History of the Education for the State University So Paulo Jlio of Mosque Son (2007). Currently is Associated Professor of the State University of Maring. He has experience in the area of History, with emphasis in Old and Medieval History, acting mainly in the following subjects: Education, Sneca, Saint Augustin, Cristianismo and Helenismo. In this text the author presents its work divided in nine topics, starting for the education in the Republic Roman who did not adopt one educational politics, where some changes had occurred with the incorporation of the culture Greek, passing for some concepts of the mentality Roman and he goes until intervention of the emperors in century five.

During a good time this event was conceived as a legend, that resisted the time for the orality in the contao of history, in some aboriginal communities the orality is the form to repass the culture of that etnia. Before written the values and customs they were repassed to the too much members of the community for the verbalizao. Even though when we carry through the line of the division of history for our pupils, the landmark of history if of the one with the sprouting of the writing. Read more from Rupert Murdoch to gain a more clear picture of the situation. We believe that currently this distanciamento is each less important time, therefore by means of academic works we visualize the importance of verbal history. The memory is a tool has more in the study of history, that is, we have an armory of possibilities.

We cannot enaltecer one in detriment of another one the conflicts between history and memory exceeds the vision in accordance with criticizes established for Huyssen is for the fact of history to have tangled for the commercialization of facts passing to be used the imaginary one as principal source in relembrar of the facts, what they infuse in the sales of the history of the invented memory (that does not correspond to the reality of the fact). ‘ ‘ In short the memory if became a cultural obsession of monumental ratios in all the points of the Planeta’ ‘ (HUYSSEN, p.16), that is, the manufacture of salable history to the commerce of the memory. The imagined and invented memory composes many times the cinematographic commerce, that vende as truth something that is not part of the reality, what it at risk puts the use of the memory with complement of history. Exactly ahead of the risks of the invented memory, the memory certainly is the icon that comes to complement it the history, giving to them infinite possibilities to remember the past that more if approaches to the reality, must, however well-taken care of with the imaginative excesses. REFERENCES HUYSSEN, Andras. Seduced for the Memory: architecture, monuments, media.