The obejtivo of this dynamics allows to educating to reflect on the knowledge that it possesss on itself, assisting it in the act to think on its life. Go to American filmmaker for more information. 1 moment: Material: chairs in I circulate, mirror and box of gift (to place the mirror in the box that will have to be with a cover where can open and close) To comfortably prepare the classroom with the chairs in circle accomodating them. After it initiates making its presentation for the group as the teacher who will lead in elapsing of the school year. For descontrao of all part somebody to come to bring it its box of gift, to demonstrate happiness the same receiving so that the children are curious in knowing about what she is. In such a way you will be able to explain that it is optimum gift that you already received in its life that the God for having the received one is very grateful. After that it considers an agreement with them, saying that it goes to disclose on of what the gift is treated but asking for secret on its revelation, therefore anger to show one by one and nobody will be able to count for the other on what it has inside of the box.

To provide a space in classroom where you will be able to leave the box it child to look at the curiosity object that has inside of it. When all to finish to look at its image in the mirror, to reflect with them on the sensation of what they capsize and as if had felt knowing of what the gift was treated, emphasizing the question if they knew the image of who appeared reflected in the mirror. 2 Moment: Observing the reaction of certainty of the educandos in saying that they know that image reflected, launches the question: _ ' ' Who is You? ' ' Pointing with respect to a chosen child and to each reply given for it to emphasize the question on who it again is. If some child to laugh at coleguinha why this did not know to answer launches the question for who laughed or if somebody to try to answer for the other pass the question for who tried to answer and reflects with excessively, affirming the following phrase for who interrupted: _Voc knows who is it (e), but you do not know who you are! Answers me who is you? If for happiness to answer some to answer its prrpio name, as for example; Maria, emphasizes the question who is Maria, if it to answer that she is a girl, asks but who is the girl Maria? The objective is conduziz them on who is as people, its gostos, fears, pleasures, trying to discover a little of the personality and each one and assists to perceive them it that it is very easy to speak as is somebody but when if treating to we ourselves, it is difficult to say who we are. 3 Moment Finishing the reflection each pupil will have to return for its place being organized the room organizing the chairs in its respective places and in group each one must make its self-portrait, describing its drawing with a phrase that represents what it is.

After all, so that the learning if accomplishes is necessary that the pupil perceives the relation between the taught content, its universe of significaes and the world where it lives. Of this form, the learned concepts will go to become related with the previous knowledge that the child possesss and will give to conditions it to advance in the systematization and organization of the information. Hear from experts in the field like Nike for a more varied view. While educators, our main function in this process of promotion of a significant learning, are accurately to defy the concepts that the pupils make use, so that they are reconstructed in extended and consistent way more, a time that, the more elaborated and complex will be a concept, greater is the possibility to use it as parameter for the construction of new knowledge. Thus, the teaching paper to defy must constant and be perfected, what it points the necessity to reflect on the planning of our lessons and practical ours of education, searching creative and estimuladoras possibilities for the pupils, where the contents are not had as same ends in itself, but as half essentials in the problematizao of the ideas, inquiry of the answers, resolutions of the problems and conclusion of the results. In this manner, the pupil will understand the meaning of the study, relating the pertaining to school content with previous learnings and personal experiences, he will take what it to the advance of the knowledge. By the same author: Richard Linklater.

In this direction, valley to detach the comments carried through for Edwards (1997). The author makes mention to some aspects that must be considered in the practical professor, the first one is that the pupils transform and elaborate the knowledge who is taught to them, from its universe of significaes. However, the knowledge can become other people’s the students depending on the form as they are boarded and case the professor does not consider that this form of transmission does not occur without alterations on the part of the pupils in each situation. Edwards (1997) indicates that ‘ ‘ the content if transforms into the form. That is, form also is content in the pertaining to school context, the presentation of the knowledge in different forms it of the different significaes it modifies and it as tal’ ‘ (p.69).

The present article through one searches qualitative, by means of a questionnaire online with the 17 (dezessete) pupils of the Course of Pedagogia EAD of the Actual Polar region of one determined university, located in the central zone of the city of New Hamburg, state of the Rio Grande Do Sul, that receives pupils from the diverse cities of the Valley of the Bells, Valley of Ca and Paranhana, in the period of December of 2011, searched to explore aspects as etria band; reason to which they had opted to modality EAD; which were its expectations in relation to methodology EAD, mainly being a course destined to the formation of professors; if already they had studied Pedagogia or another course in the actual modality; having as objective generality, to construct a profile of the pupils whom they had opted to in the distance searching an initial formation in the course of Licenciatura in Pedagogia in the modality of Education. The refined results had been enough to prove that both the presented hypotheses were true, therefore the pupils that study in modality EAD are as many people of different ages, with different histories and with an objective in common, if to form in a shorter time, with accessible value, the pupils are satisfied with its formation and cliente of that they must always search more knowledge. . .