From then on, we could try to understand the vision of Bloch and Febvre, in which the human being is seen as dynamic, that it provokes changes and he is innovative. From now on, with this relation with other sciences, it is that it starts to blunt the possibility of the woman to be inserted in the field of history and is only from 3 generation that this happens as already it was mentioned previously. In accordance with the argued texts we can conclude that the School of the Annales had great importance in the construction of the historiografia, therefore during its period had occurred some changes in the ideology, the culture and the intellectuals, creating a new form to see and to make history. Also it was basic so that the women entered of time in the historiografia, a time who had always been exclusas simply for not having space to play a role considered excellent for the society of that period, and until then only ‘ ‘ homens’ ‘ they made history. FINAL CONSIDERAES the central idea that permeou the present article during its construction were exactly to try to show of clear form as if they had developed the three generations of the School of the Annales and you influence them to which that they had had for the insertion of the woman in the historiografia. Moreover, we argue on the changes that had occurred also provoked for the ideas of this school, referring to the form to write the narratives of the facts.

We wait that this article serves so that the people interested in knowing this chain historiogrfica can understand how much it was influential ahead of important changes that they are perceivable today in ours day-by-day.

Proper it already starts if to recognize as territory of the diversity, contorcionista of the uncertainty, prisoner being able of them they fold that it. But a school that says the language of its time-space could continue making the difference in the socialization process and education of the human beings. Thus, we make ours the Pepper words (2004), for who the school can until moving of name, but needs to exist as a learning space, of systematic education and acquisition of the culture. Studies appeared, in the last few decades, on the intelligence and the learning present discovered innovative that denote the necessity of the school and its protagonists to rethink the form as they work and as they act in relation to the forms as the pupils learn. New conceptions and theories question practical pedagogical standardized and uniformizadas used for the professors, demonstrating that all can learn of different form, for different methods, in different styles and different rhythms, come to the meeting of a basic postulate defended by Becker (2004), of that we must respect the capacity of learning constructed until that moment for each citizen. I recognize ' ' … that it has learning capacity if it was constructed and if to continue to be, indefinitely, reconstruda.' ' (2004, P. 44).

These constataes demand a new organization of the work of the school and acting of the professor. Although let us know that we learn of different forms, science did not obtain to demonstrate as if they give these differentiated processes, increasing the blackness in the direction that the school must give to the conduction of the pedagogical work. The more the neurocientistas help in to understand them these causal mechanisms underlying, bigger it will be our capacity to understand the mysteries of the learning of the human beings and which the paper that ours environment and experiences exert in this capacity.

This formation coexists with two aspects that are the profile of this professional and the graduation course qualifies who it, to develop its work, as technician, researcher and professor, therefore, are what he expects of a gegrafo in the current world. Therefore, the graduation course will have not only to form professors, but yes, to prepare and to structuralize these future gegrafos very, introducing a solid formation, that is, based, so that they they have capacity to exert its work in the diverse fields of performance that the course offers. Thus, they will have to recognize its functions social techniques and, therefore its formation demands the theoretical recital in such a way how much the practical one in the exercise of the profession.

In such a way, it is demanded that this professional is qualified to act in all the areas that geography offers. Therefore, it must have the domain of the techniques of research and the territorial planning, as well as of the docncia. This requires a dynamic professional who is always innovating in search of knowledge to extend its luggage, therefore geography is a science that is related the diverse areas as the Geology, Oceanografia, Climatologia, Sociology, Economy, amongst that they are not static and as well as proper geography they follow the dynamics of the world, changes the all instant. 4. CONCLUSION: The complexity and diversity of the geographic object become the thematic unit of this science something each more distant time, at some moments until irrelevant ahead of the potential that geography has of adentrar as many areas and in general giving to its enormous contribution the scientific community and the society. Although science in question already to have covered an enormous road and to possess a great quantity of published works exists a gamma of thematic possibilities to be explored that little or had been never worked, that is, the object of study of the gegrafos is inexhaustible.