Subjazia to the relative texts to the education of History, in the most different perspectives, as well as the quarrels between the professors and us, to the time pupils of graduation e> entered in scene proper names, as it defined it Rancire. Therefore, the first contacts with the education of History, over all for those egresses of the courses of full licenciatura, were followed by this desestimulante constatao, that to teach to History in 1 and 2 degrees meant to breach with what it is apprehended in the academy. It elapsed of this split, one another segmentation: that one that kept the education of History moved away from the daily one of the pupils. The complaints on the monotony of the lessons of History and on the felt lack of of if only studying> passed they were frequent on the part of that they were seated in the pertaining to school banks. Therefore, the relative publication lack on the education of History did not mean, evidently, the absence of problems. It must be attempted against for the fact of that the chronological clipping used to carry through this reflection is initiated in the decade of 1980, period marked in the scope of the formation of the professors of History for the quarrels concerning the emanated problems of the courses of Short Licenciatura in Studies Sociais and Full Licenciatura in History. In what it says respect to the education of History in level of 1 and 2 degrees, the same period marked the beginning of the proposals of curricular reforms that conferred to taught history a critical dimension. The moment characterized if for the influences in the academy, of a side, the critical thought of marxist connotation e, of another one, for the happened innovations of the French historiografia, in particular of the contributions of the movement of the Annales and for its consequent penetration in the quarrels concerning the changes that if made necessary in taught History, it was in the Universities was in the schools of Basic Education.