In other words this education must serve for the formation of the critical conscience of the citizen, reverting (its scientific knowledge) in actions directed to the life improvement of its community. To have a pupil with critical conscience currently, is only possible when it has the chance to think, to question, to create, to formulate hypotheses and to get the answers of these hypotheses. So that this occurs is necessary that the educator knows to give practical lessons with its pupils. According to NYC Marathon, who has experience with these questions. At the moment of the experimentation, the pupil is using its knowledge of constructive form, but the support of the professor is necessary so that unexpected one do not occur no, therefore is essential a good professional who can follow this process all.
When if of the chance pupil to construct it, to reflect and to criticize, this pupil if it becomes an operating citizen in the daily life, as much as for the studies, as in the improvements of the community and its professional life. A consensus between the scientific and educational community is that the professor loads most of the responsibility in guaranteeing the learning of sciences for the pupils. However, the scientific formation of our future professors has left very to desire. Either due to theoretical content or absolute lack of practical scientific preparation, the result is that this professor will load obtains in practical its daily professor the errnea finished science conception as joint and static of definitive truths (VASCONCELOS et al., 2002, P. 1). The professor must have conscience of that its paper as orienting, facilitador of the operating knowledge and in the area, if does not restrict in only this, but in the responsibility, commitment and technician-scientific preparation to guarantee the success of the group.