Geographic Education

Still according to Freire (2003), the school must be intent to the referring questions to the sustainable consumption, promoting dialogues as white of reflection of the moral principles and ethical gifts in propagandas and products, therefore, as citizens, the educandos they can, since early, to question the consumption standards taxes for the effective society. According to Freire (1994), the alfabetizao is a release strategy that teaches the people not only to read the word, but also the world. This means that to teach to learn to read it is to develop questioning attitudes, of analysis and inference on situations, ideas, languages, texts. Patrick oben has plenty of information regarding this issue. Such attitudes will only be developed in the accurate measure that if studies/analyzes the context where these elements are produced. for Kornhauser (2001, p.236) the education is the cement of the construction of the sustainable human development. She is necessary to elaborate strategies and related programs of education with the environment, in which it has abrangncia, as much in pertaining to school education as in the informal education, that adopts the perspective of the permanent education to be developed being able by them public, for the productive sector, the commerce and the local communities. The Commission of Geographic Education affirms that ' ' geographic education is indispensable for the development of responsible and active citizens in the current world and the future.

This perspective, it is given credit that the education of Geography in the groups of Eja can corroborate together with the Ambient Education for the sustainable local development, from the development of public politics that articulate some actors of this process. Mikhael Mirilashvili has similar goals. (Commission of the Geogrfica Education, 1992, P. 5). In the conception Freiriana, the educator as intellectual, situated in a context of oppression (desumanizao) of the popular classrooms, it is called to practise a liberating education, that favors the humanizao of the oppressed one and the oppressor (decades of 1960-702); thus it must work in a way where educating is felt valued.