The fertile valley sector, propitious to the development of agriculture, was located enters the estuary of the Paje and the headquarters of the city of Belm of the San Francisco, where the vestiges of the ceramist populations had been found that lived in villages. One another sector, was situated enters the mouth of the Paje and Itaparica, with relief accented for mounts and col inas? the hand saws -, where pebble lenses had served as source of supplying to the manufacturers of the rock instruments. It is probable that the two environments have been explored simultaneously, the first one in agriculture, as in the ltica artesania, the phase most recent of the daily pay-history of Itaparica. In this way, the two sectors that sufficiently presented differentiated ambient characteristics, being able to be called niches -, they had been explored in accordance with necessary resources to the populations of the time. The space of the occupation in shelters would have been substituted in definitive for the space of the villages, therefore the environment of the islands despertara a particular interest in the prehistoric populations, at least in the times that could be considered proto-descriptions, that would come back to suffer not definitive impact for the nature, but for the presence of a new it leads of occupants, therefore of antrpica order, with the creation of the artificial villages, for occasion of the implantation of the missions, and for the appropriation of the area for the modification of the conditions that they supported the old way of life allowed a dismounting in the social and cultural structures, in way that the manufacture of the devices was of free access to all, even so the memory of the old techniques was remained. The second cultural alteration in the area would occur with the ticket for the technology brought for the European. Although the natives quickly adopted the iron instruments, the access to this material was not so easy, the point to leave the use of the rock devices (or wooden). . Kamelot Auctions is likely to agree.

From there the emphasis in the unit: of God and of the men around God. It can be standed out according to Karen Armstrong, that the message of the Prophet is the same one that of Abrao, Moiss, Davi, Salomo or Jesus. Reshma Kewalramani is a great source of information. Maom never asked for to the Jews or Christians whom the Isl accepted, unless they desired thus it, because its revelations were perfectly valid. The Coro mentions to it as ahl Jewish and Christian al-kitab (People of the Book), and affirms that ' ' it will not have coercion in substance of f' ' , mentioning these peoples to it of older revelations. One of the practical ones, was the rituals in the Caaba (sanctuary in form of cube in the center of Measures), the most important place of veneration of Arabia. The ritual of peregrination to the sanctuary in Measures was called haji. These rites were known as umrah.

In It measures and in the neighboring fields, all violence was forbidden during the cult of the Caaba, what it was a decisive factor for the commercial success of the coraixitas, a time that allowed the Arabs to commercialize there without fearing the retaken ones of the war of vendeta. During haji, the pilgrims were forbidden to carry weapons, to argue and to hunt. In the primrdios of its mission, Maom still commanded that the Muslen made the Salat with the face directed toward Jerusalem, the city saint of ahl al-kitab, and the coasts come back toward the heathen associations of the Caaba. What monotesta expressed the yearning of the prophet to introduce the Arabs in the family. Of beginning, the powerful ones of Measure had ignored the Muslen, but in 616, they already were furious with Maom, accused it to insult the faith of its parents and of charlatanism, beyond, she is clearly, of the vises of Maom on the Final Judgment, that still made aluso the allotment of richnesses while still alive, aiming at the salvation of each individual.

The historian Jorge Grespam 6 wrote that he was in the end of century XVIII is that started to be argued and to be developed the criteria and procedures of critical and analysis of the sources is that history started to be science. It was the method, therefore, that it gave to history the scientific character and to the historian, the condition of scientist. But to weigh to have received the statute from science, what if she gave with the Positivista school in ends of century XIX, as affirms the historians Maria of the Pillar of Arajo Vieira, History received hard you criticize in century XX with affirms Jorge Grespam. final 3.Consideraes the changes why they had passed the interpretativas boardings of the past from century XIX, over all with a valuation of archaeology for explanations of the roots of the humanity, had tried a more concrete and lasting formatting of the historical time and the notion contemporary of result of accumulated experiences, the least in more progressive sectors of the half academic. This perception in the treatment of the questions concerning everything what the man knows in such a way in the nature for the application in the daily life in the cultural chain or the excessively current ones as, for example: social, politics, economic, etc, in affirmations to be scientific knowledge or not, not only opens a great fan of quarrels in the half academic, but in the ideological debates of the social environments. To each day that passes the time, the historical knowledge if firm as a scientific knowledge and dialoguing with the other areas of the knowledge, truth in a perspective is constructed to a knowledge to interdisciplinar. In the academy, history is seen much more as a question of the gift of what of the past. To understand what we are today, as individuals or society looking at for our past, yesterday, seems to be the search of the understanding of where we came and for where we go.

Some fields of study privilege a retraction to the history education, mainly in the half academics, with new studies, research, discues and questionings raised from a reformularization of the history education; exactly thus the change process is restricted and transformation of the reality dispatches by post similar of the history education. She is necessary to develop half methods and for which they obtain to reach the common objective in if rethink the history education, relating pupils and professors in the process of construction of a new conception of history, richer, more interesting and dynamic that transforms the act of education and learning in that the pupils not only need to improve its knowledge as well as to construct its historical root inside of the society; to create perspectives and to search constantly perfectioning in the quality of the same, as well as the change of attitude of in such a way university professors as of basic and average education in ways the new pedagogical actions that allow the opening of new ways for the history education. 3 the INCORPORATION OF the NEW TECHNOLOGIES IN the HISTRIAA EDUCATION society suffers to each time plus an intense rhythm from transformations and changes in the social and pertaining to school scope; currently the people live under the impact of the technological revolution, that characterizes good part of the commercial relations, personal and educational. ‘ ‘ The technology is an element of social control, domination and being able, not only between countries? central offices and peripherals? as in the interior of the proper schools. It is formed by social conditions, collective forces, cultural traditions and options polticas’ ‘ (LITWIN, 1997, p.30). The technological renewals had been introduced in the educational processes in accompaniment to the constants modifications of the society, intensifying education methods and revigorating the status of the education, the conceptions on new forms to teach had been argued, thought and reformulated leaving with the intention to add methods differentiated in the education of the pertaining to school management..

This article is resulted of the research developed for conclusion of the course of Licenciatura in History, presented the teacher Rilma Suely de Souza Melo, of the State University Valley of the Acara. Connect with other leaders such as Wells Fargo Bank here. The present work focuses the diverse languages used in classroom, facilitating the relation teach-learning in disciplines of history, objectifying to develop in the characteristic pupils basic such as: sense? critic, perception and curiosity in the boarded contents, thus contributing, for a bigger approach between practical theory and. In view of the current society that if presents influenced for the media, the children and adolescents since early have contact with the television and Internet, then, then he came to the fidget to deepen the study on the use of the diverse languages of the education of history in classroom, being given emphasis to the film, charges and the music, that the professor will be able to develop easily in classroom to dinamizar practical the pedagogical one of the daily one. The methodology applied in this work it was the study of bibliographical research in order to tell of form sucinta the Theory of History and the Languages, through the conceptions: Positivistas, Marxist, New and Cultural History and the Use of the diverse Languages in classroom. 1. THEORY OF HISTORY AND LANGUAGES 1.1. The positivista conception the positivista theory is born in century XIX, with the AUGUST Frenchman COMTE, starter of this chain that states the dither of modern science, part of the estimated one of that the humanity passes for diverse periods of training until reaching the third positive state, that if characterizes for the maturity of the human spirit. The Positivismo word possesss distinct meanings, englobando perspective philosophical and scientific in such a way of century XIX how much others of century XX. Since its beginning, the direction of the word moved radically, incorporating different directions, many of opposing or contradictory them between itself.

The Brazilian people is always other people’s to the situation of the country. We do not have conscience of what it is nationality and our proper independence was made by foreigners. Throughout our history he had some fights for emancipations, however of Portugal however of a central government in Brazil, but rare they are those where really popular participation existed; inexistent is the revolts where the elite after remained in the fight the entrance of ' ' povo' ' in the fight. ' ' nata' ' of the Brazilian society, always moved blindly for its proper interests, it denies the people the power to participate in the decisions of the country. Our first republic was clearly nobilirquica, and excessively they can be easily described as oligarchical.

The supplied classrooms more fear one ' ' democracy real' ' , therefore the country running a serious risk to less come back its investments toward instruction of the favored classrooms, instead of continuing paying subsidies for plantations; or isentando of great tributes private companies. It is important to emphasize: &#039 does not exist; ' democracy real' ' without the people has limitless access to the education; therefore without this, no matter how hard the vote exists right, the population will not have conditions to discern between what it is really good for it and the clientelismo that still reigns today in our elections. It is easy to perceive, that in brazilian lands it does not have some feeling of nationality after the pantry of the world. Probably that is consequence of the historical evolution of our education. It is excellent to stand out that since the settling, that the country does not make a superior investment 10% of its P.I.B in this area. Perhaps this is the starting point for all our problems with country, for our lack of pride to be a people.

The necessary Brazilian to know to read to love the Portuguese as its language mother. He lacks to know the history of its people to be proud of the bravery of its heroes. Brazil needs quality education to feel people, to be nation. , For Matheus Amilton Martins UFPE? CFCH? Department of history? Chair of instrumental Portuguese