The process of acquisition of the knowledge demand thus particular methods of inquiry, as the natural dynamics that the phenomenon imposes. Considering the Tourism as social, including phenomenon, consisting by diverse facetas of the human development, Goergen (1979) places that ' ' the research in social sciences cannot exclude from its work the reflection inside on the conceptual, historical and social context that forms the horizon amplest, of which the isolated research gets its sentido' '. Thus, considering the human being as to be social, that it acts and it interacts in the cultural way, economic and historical politician, the research in tourism is permeada by the multidisciplinaridade and transdisciplinaridade, in the objective of interpretation of the phenomenon of qualitative form. Science one composes in a set of knowledge on facts and aspects of the reality, Expresses through a necessary language. This characteristic of the scientific production makes possible its continuity.
A new knowledge is produced from something previously developed. It is refused, it reaffirmed, new aspects are uncovered, and thus science advances, characterizing itself as a process. All the activities of the human being, in some way, are forms of acquisition of knowledge. In this direction, it is important to in general understand the development of the science and in special of the science of the social phenomena. Initially the knowledge of the world was based on an only complex matrix, that joined in itself interpretations of all the phenomena of the nature and society. The most significant representative of this integrated vision of world is the philosophy and sciences Greeks.
The social organization and its relations of production, becoming gradually complex, bring the differentiation of its and production systems social applicability, being necessary the accompaniment and study of so great changes. Thus, if four great nuclei of knowledge estratificam: science, religion, philosophy and ideology. The historical analysis sample clearly that these nuclei interacted in the construction of new knowledge, exactly that estimated its were contradictory between itself.
Although the experiences of education of the field are, quantitatively, small in initial period of training, already observes a qualitative perfectioning in its assays, desmitificando the concept of that the present education in the agricultural space is unnecessary, for this met it the edge of the society. An advance found in the education of the field, and worked by the social movements, is that the education perception does not only enclose the school in the field, but also the practical ones found in the families and the community, as well as in the same social movements. ' ' Therefore, the pedagogia of the alternation, in thesis, articulates practical and theory in one prxis' ' (RIBEIRO, 2010, P. 292). Corroborating on this the education, and imposing the end of the school, Pistrak (2009, pp.98-99) it does not affirm in them that: In this exercise, the school (capitalist) starts to be eliminated in the direction of that it is seen as continuity of the way, which possesss other so important formadoras agencies as the school. Instead of the centralizadora position that the school exerts in the capitalist system, considered the formal space of the education, isolated of other equally educative agencies (considered informal), a net of agencies must be placed (schools, party, social organizations, social unions, production manufacter, movements etc.) constituting a formadora net.
Another conquest for the social movements, as the proper MST, was the reproduction of the proper movement, to leave inside and of the education. ' ' The MST is the great educator of the ones Without Land it makes and it inserting the people in the movement of history: a fighter of povo' makes of the worker without (a) land; ' (MST, 2004, P. 23). The news formed will not leave with distrust what they impose to them, but will fight with and the intellectually not prepared favor to the movement.
For example, the wood while substance is power, therefore can assume diverse forms. The according to estagirita form is the act, therefore, as well as the power she is conditional for the act, equally the substance it is for the performance of the form. In this relation between form and substance in the composition of the substance, the act prevails on the power, in how much that in the form, it has the exclusiveness of the act, and in the substance, it has a mesclagem between power and act. The substance, as well as harnesses is responsible for the finitude of the beings, that is, they are limiter of the form and the act. But the beings incorporeal, that they are exclusively formal, they are perfect, immovable and perpetual, that is, they are pure acts. Consideraes final Therefore, Aristotle influenced for the effective problem in the philosophy, on the question of devir, resultant of the fidgets of the daily pay-socrticos, mainly Parmnides and Heraclitus, establishes the concept of act and power and the relation between itself in the degree of importance of the value, the causalidade and the composition and the relation of them with the composition of the substance.
For the elaboration of this work, it is questioned: Of the Didactic books of History that are used in the public net of education, which emphasize questions directed to the daily place? for 6 year, what it is reserved in terms of inclusion of the microregion Southwest of Par, Legal Amaznia, in the Study of the Historiografia of Brazil? 1.ELABORAO OF the DIDACTIC BOOK When if it speaks in didactic Book, remembers soon in an used informative material for the teach-learning, used in Institutions they are State private Municipal theatres or. This material of education appeared with proposal to leave information through its context and history. Since always the man it searched information above all to its redor, exactly that of a skill or another one if it develops traverse of an act the effect. Its craze of information took the creation of a description, congregating information on its half one, its beliefs and development inside of one determined society. From this development in the society, the idea appears of ' ' to organize informaes' '. These then start to be distributed between all for the knowledge of its world and its accomplishments. However, with passing of the years this meeting of information starts to be argued inside of a bigger System that prevails society, and starts to delimit the approach of ' ' cartinhas or cartilhas' ' , name that if gave to the material that before congregated general information taught by the first educators. Of ' ' cartilha' ' it started to call itself book, and later Didactic Book, instrument of education used for the o professor and its alunados.
This material of education is used until today, and it always is in modification. Questionings on the Didactic book are always current and important. Way in general, all the books need to be understood either they for the production process, distribution and consumption.