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man is not a being-substance who could describe and reify the behavioral attitudes. is not one to be static and over, whose behavior would be privileged to resemble the essence, that is, a definition of his being inscribed in human nature. because before constitute a being like any other, the man is an existing one that constantly builds on its presence in the world: it is a historical being, in becoming, that always puts in question. japias*u, hilton .. models and practices of religious teaching and religious diversity in the clas*room. the social and religious behavior of citizens. the intention is to multiply the basic concepts of this study in which, breaking down barriers, it is possible that it is integrated into the educational process. stresses, however, that it is necessary to cultivate freedom, and learning in today's world: from knowledge to practice. read mayer eyng, patricia bieging, raul inacio busarello, vania ribas ulbricht -. reflections on different pedagogical practices of the educator. as a customer, but as a being under construction who needs my help to learn to learn, to discover and learn to be? d - didactics I am seriously committed to discover ways to make my clas*, an affective tool of building knowledge that touches the skills? teaching, really, my student to do? u - union is an essential tool for efficient teaching. not only help my students, but I always aprimoro in c - trust in my student I can see that their difficulties and limitations arise not from yours, but my teacher condition? if some student does not learn how to teach me, am I creative to help him in his way of learning? a - administrator skills effectively teach my clas* my student to ask, investigate, search, compare, an*lyze, summarize, clas*ify, apply. finally, to exert ability in learning?