Why is a change of civilizations? In the most general terms the answer would be: because the dominant civilization has lived her allotted time history, has exhausted its potential and went to the last phase of its life cycle. At its beginning it was a young, energetic, full of strength, contributed to better meet the growing needs of the population, high economic growth, the rise of the spiritual realm. But then these features been exhausted. Source: Ping Fu. Technological, economic, social and political arrangements, scientific and technological, educational and cultural potentials of the largely outdated, worn out, push a radical innovations. Growing gap between the excessively increased, spurred by a period of recovery needs – and increasingly limited opportunities to meet them. Can not say that this tangle of contradictions arise once for the entire life cycle of civilization.

The trajectory is more like a "camel trehgorbogo": there is usually three times the rise, after which there is a recession, crisis. First ascent – the relatively brief but high – there is the phase of formation, the rapid spread of a new civilization. Active forces of society are obsessed with the romance of creation, update the productive forces and forms of appropriation and distribution provide high rates of economic growth, improving the level and quality of life during the crisis-suffering population. But it soon becomes clear that prosperity is short-lived, largely built on the ruins the former, leaving the society, the enthusiasm of youth, whose term is limited. A period of disillusionment, the first crisis of the early stage of civilization. .

History Education

First, we must consider that History is science basic human being in the formation of the pupil, for the possibility to make to understand it the reality that the fence and, consequently, to endow it with critical spirit, will enable that it to interpret this same reality. However, formation of critical spirit does not mean, necessarily, to take pupils the distinguished ideological position, but to enable them to discern it some lines and chains from interpretations, that if can give to the historical facts, in its had contexts, and, from there, to allow the learning to carry through its choices politics, social, economic and cultural. On the other hand, historical science has its methods and instruments of analysis that if want respected. The education of History, necessarily, must take in consideration these premises, also, with the purpose to stimulate vocations for this branch of the human knowledge. Thus, the document study and the several the constitution to know pedagogical in the initial formation of the professor for the education of history in the basic education affirms that: Of the historiogrfico and educational movement, in this period, it is possible to learn a new configuration of the education of History.

It had a magnifying of study objects, of the subjects, problems and historical sources. The referenciais theoretician-metodolgicos are diversified, questions, until then, debated only in the university arrive at the basic education, mediated for the pedagogical action of professors who do not content more with the paper of reproduction of old manuals. (FONSECA, 2004, P. 149) In this affirmation, the historiogrfico movement in the context> educational very it is spread out, for certain chains, according to which, the education is not neutral; in the deep one, it inlays the idea according to which History would have to be developed from an ideological line tied with the social, unjust and exclusive reality, of which they are victims, vast world-wide parcels of the Brazilian population and.