As result it is observed that the bases to develop the contents are well precarious, therefore takes advantage the dimension technique of the development of the ability in itself, not of this as instrument to develop the contents. This constatao can be made in didactic books and the proposals of planning of the activities. more still, is evidenced that it does not have concern with the basic abilities to locate, to guide, to compare, to interpret, capacities important analyzes to make it geographic. It is also perceived that it does not have consideration with the geographic learning, therefore as well as are not worked the abilities that would support the ability to learn to analyze the space and to extend the geographic knowledge the specific contents of pertaining to school Geography are not also boarded. Academics of the licenciatura in Geography when observing in the schools, the work that is carried through in the initial series, evidence that he does not have consideration eats geographic learning, that is not boarded the contents and nor worked the abilities necessary to learn geography. As the teaching formation for the professor of the series initials more are centered in the pedagogical quarrel and didactic, it would be to believe that this dimension would be the fort of the professors who act there.
From the carried through comments the constatao is of that in pertaining to school documents, the pedagogical plans and the speech everything presents as construtivista and with the incentive the pupil to think and that the knowledge is constructed in the interrelao professor and pupil, but in the reality, is not this what it happens. The lessons are extremely theoreticians, want to say expositivas and with the pupil making research. These are made with one determined subject, that the pupil must look for to learn, but that in he practises means to make copy of books and in some cases, each time more frequent in the Internet.
