We can define the human being as an extremely complex being, endowed with innumerable capacities and abilities, but only distinct, had to the aspects biological, cultural and individual that mark the life of each one. We are well different ones of the others: we are born, we grow and we live in varied sociocultural contexts, with experiences of singular life. Of this form, our process of learning either of pertaining to school or practical contents day to day happens in different way, in agreement still with our previous knowledge and interests. He is not possible to teach so divergent people by means of only a proposal metodolgica, in contrast, in an education situation and learning, especially in classroom, the educators must use a diversity of methods and techniques to make possible that all its pupils learn and are reached and sensetized, in the diverse ways, for what he considers yourself to teach. This does not mean that the professor cannot prefer a methodology the other or even though to follow a metodolgica line, but hardly all the pupils will learn in the same way. When we extend this fan for the carrying pupils of necessities special, the question of the methodology if becomes still more specific and must be adjusted to the peculiarities of each individual. After all, as to teach a blind pupil using of a methodology ' ' comum' ' , mainly when the contents are abstract and without meaning for the child. In this direction valley to detach the comments carried through for Edwards (1997).

The author makes mention to some aspects that must be considered in the practical professor, the first one is that the pupils transform and elaborate the knowledge who is taught to them, from its universe of significaes. However, the knowledge can become other people’s the students depending on the form as they are boarded and case the professor does not consider that this form of transmission does not occur without alterations on the part of the professors and the pupils in each situation. Edwards (1997) indicates that ' ' the content if it transforms into the form. That is, the form also is content in the pertaining to school context, the presentation of the knowledge in different forms it of the different significaes it modifies and it as tal' ' (p.69). Bibliographical reference: EDWARDS, V.

Relation of the citizens with the knowledge. In: The citizens in the universe of the school: a etnogrfico study in primary education. So Paulo: It stokes, 1997, P. 67-136.