Thus, we verify that dialogued expositivas lessons, intercalated with the writing in the chalk picture, had been good a half one to inhibit the colloquies and to call the attention the pupils for the set of ideas that was being formed. We perceive the importance to escape of the dependence of the didactic book in the first lessons, when the pupils did not bring obtain the same. In the analysis of the adopted didactic book in the school where we carry through the period of training, we verify that it is a little confused, encloses the three years of collegiate education and the teacher regent of the group does not use it. Therefore, she was necessary to select only the pertinent texts and activities to the lessons that were in the didactic book and to take off copies all the pupils or to recommend the reading in house as complement to the lesson given in the day, but still thus using the didactic book as research instrument, elaboration and deepening of the lesson plans, as well as its indicated instructive activities auto as activities pupils to develop them in house, in reply the evaluation of the boarded contents in each lesson. Surpassed the challenge of the didactic book, the use of diverse other resources in the lessons of Geography contributed for the agreement of abstract formularizations of information that, visualizing, if become easily concrete.
The use of maps, tables, small videos and images already were current for the groups, therefore the teacher regent always gave to importance to the diversified instruments and available resources of education. Resources these the disposal in the quantity of the college and also of the teacher, who I eat researcher always was brought up to date with the available information and of easy access, over all with the advent of the Internet. In the period of training we work with the population content, as Pedagogical Politician of in agreement college is specified in the Project and orientaes of the teacher regent.