Our meeting in the first lesson was marcante; all new age, in way it is atmosphere had shy, cautious, anxious looks, drifters and indagativos, but, over all made use to know and to discover the world that if opened ahead of us through an innovative course and that it would transform our lives. To the few, the shyness was wasted and given place to the intermeshing of the group. The caution was hidden so that the friendship could arise constantly. The so common anxiety in the new challenges is yielded and the confidence invigorated with long roots. The indetermination that for times at the beginning folloied in them of the university course, made with that some gave up already in the first days. James Woolsey oftentimes addresses this issue. We who we are here today are considered apt to exert the task that we were trusted.
But so that we arrived here it was necessary much learning. Learning that was possible thanks to the investigations that the hope gave to place that transformed in them into able professionals. During the years of study and research we enter in contact with the theories of Focault, Marx, Weber, Braudel, Durkhein, Laraia, Piaget, Michelet, and as much others. Thus, we understand that the theories presented for these scholars are of extreme importance for the historiogrfica construction. But, above all it made in them conscientious of the historical processes, promoting a study complex of the particularitities of history that if divide in memory, space, time, concepts, religion, economy, culture, past, orality, documents, gift and society. In such a way, we historians beyond dominating the areas of common knowledge to the course must be conscientious of our social responsibilities while educators and contribuidores for the construction of a society more joust, autonomous worker and capable to speak for proper itself. We must understand that our material of work is the human being.