How much to this topic, the critical one made by (MOREIRA and VASCONCELOS, 2009, P. 99), standes out that the evaluation in the education of History finds many barriers because the professor does not locate while appraiser, what he implies to leave to reflect on its performance in classroom. The evaluation that could be continuous, permeada of all the process teach-learning starts to happen at evaluation moments, that is, the model continues traditional, so criticized the necessary professor to have care in the elaboration of questions. Those evasions, example: ' ' It says everything what you know on assunto.' ' Or still, ' ' It thinks on definitive assunto' '. In this in case that, the professor must be prepared for the most unexpected answers, a time that these types of question of the edge for this type of reply: ' ' This subject is very flat, or, I do not know nada' '. Given to these circumstances that the history professor needs to pautar itself in the concernentes questions to the learning, identifying themselves what it means to learn History in the context of significant activities for the pupil, in addition, if cannot forget that the evaluation must assume the formative character.

This does not mean to abandon old practical: it means, before everything, for the professor, to allow itself to reflect on its content and forms to teach. FINAL CONSIDERAES To speak in education at this moment of contemporaneidade and radical changes where we are witnessing constantly for the media and the world are a challenge which the teaching professional is being the focus of the attentions. When if it has support and subsidies of the school and the proper state it is excellent to construct and to delineate steps for a good education, but the lack of everything this makes to generate certain paradoxes around the professional of the education that does not find ways to stimulate the pupil to have taste for disciplines, creating of this form barriers between professor and pupil and knowledge.