' ' For this optics, it is perceivable to understand the education as complex phenomenon that, as practical social, is carried through by and with human beings, but modified by the action and relation of the involved citizens, professor and pupil. this points in them with respect to a distanciamento of the understanding of the didactics, originally sight inside of the normative scope, as 2 considered Comnio i, under the prism of the lapsing of methods and technique to teach that, still today, it appears arraigada in the mind of many professors. In this direction, if in it designates a ressignificao to them of the didactics, the one that brings for the bulge of the quarrel the practical professor as base for the constitution of new knowing in didactics. Still according to related author, they are the demands of the practical ones that they go to give the configuration knowing of them above designated, a time that education occurs in specific social contexts, as the lessons, the schools, the systems of education and, in this case ' ' the task of the Didactics is to understand the functioning of education in situation, its social functions, its structural implications; to carry through an auto-reflexiva action as component of the phenomenon that studies, because it is integrant part of the tram of teaching (and not a external perspective that it analyzes and it considers practical to teach); to set in relation and dialogue with other fields of constructed knowledge and in construction, a perspective mlti and to interdisciplinar, because education if does not decide with an only look; to proceed the constant critical rockings from the knowledge produced in its field (the techniques, the methods, the theories), stops of it if to appropriate, and to create new ahead of the new necessities that the situations to teach produzem.' ' (ANASTASIOU, 2002, p.49) If on the other hand this prism presented for the author in them extends the direction of the didactics that, distanciando itself of the false one idea to have as north ' ' valid creation of techniques and methods that can be applied to any situation of ensino' ' (Idem, ibidem, P.) on the other hand it approaches in them to the understanding of that the actions that the activity to teach demands to know on the basis of them accumulated its true object of study consists.