In if treating to the Practical one of Education she is necessary that if it has in mind that the paper of the professor is not simply to transmit knowledge in this way, fighting the rationality explicit technique and leaving the reflexiva rationality, that is, the professor who analyzes contexts reconstructs its to know and with this articulates education to the research assisting in the formation of future independent citizens, with abilities and abilities for the reflection of social problems. In this it disciplines are developed by the teaching futures contents that are worked in the practical pertaining to school. These contents are presented detaching the methodology, and with this formulating questions and hypotheses to be used in classroom that help to find ways for the practical professor seen for many in complex way. To speak of complexity, means to deal with the difficulty that the professor finds at the moment to apply the content in the classroom, which was acquired in its research, that is, in its studies. The indifference of the learning showing most of the time little interest for the lesson is one of the problems or obstacles that the professor faces to play its due role, that is, the ticket of the gotten knowledge. With this, one notices that to teach he is more complex of what searching. To teach means to pass the knowledge acquired ahead of the challenge found in the room of lesson and the research is the form to produce a new knowledge by means of deepened studies. This experience to know in practical the basic components of the teach-learning process shows the inefficacy of if teaching the true concept of Geography, therefore still if it comes across with mentally ill professors the education methods technician, not propitiating the had chance of a creative and critical intellectual growth, therefore this is inside of the reflective method, which would have to be used as metodolgico concept of the Geography that is seen as a social science.