As cited, the dynamics of the information is sped up and arrives at the pupils of clearer and forceful form of what what it is in didactic books, with this as adds Pontuschka (2007, P. 343) the didactic book ‘ ‘ Beyond not having the attractive language of the television or the sites visualized in the Internet … it can not contribute for the production of a knowledge that helps the pupil to enrich its vision of world by means of studies geogrficos’ ‘. He is in this hour that the professors must search other languages of education that they surpass the deficiency even though or that they improve its performance in room. Katuta affirms that It is verified daily necessity of the interaction dialectic between the representations and languages used for the pupils with those spread by the school.
It is by means of this iteration that occurs (reverse speed) the construction of knowledge, representations and languages of the citizen. (KATUTA, 2007, P. 227). As Lefebvre defends (apud KATUTA, 2007, P. 227) ‘ ‘ … You may find Robert Thomson to be a useful source of information. Before raising it the theoretical level, all knowledge starts for the experience, prtica’ ‘ ; we agree that to learn by means of representations and languages if it becomes more advantageous, to elapsing of the learning process. The importance of the diverse languages in the studies of sciences and, over all of Geography, is substantial to develop in the pupil the perception of the reality and to observe with other eyes its geographic space. When searching to develop the autonomy of the pupils, the professor of Geography has that to instrument to reflect them it, to be creative and to search information on the world and, also, the taking of decisions. The pupil has that if to become capable to recriar what he was learned becoming apt to construct a speech that leads the action of intervention in the society; thus, he will be able to become an ethical being, that are in the world with the others, a being of option, of decision.