That is, it is treated to concatenate escolarizado knowing and knowing that the pupil formulates to leave of its experience, its values and culture. In relation to the geographic education, to surpass the conceptual superficiality, the method of the analysis of the lived reality is distinguished. In this perspective, one becomes possible the pupils to leave the period of training of mere decoding of quantitative or morphologic information or impressionismo of appearances. When going deep itself the decodings on the city search to understand it as a new organization of the territory, as joint of discontinous and broken up spaces and as part of the real experience of life of the pupil. From there not to retake the thematic pertaining to school in relation what it is next or distant, entorno or the traditional delimitations of the city in types of quarters, for example. Despite such contents are ' ' more fceis' ' of agreement, for the simplification of the object that if it searchs to know, its relevance is miniature? e, for times, deleterious? in an educative project that it searchs to make possible the understanding accomplishes and the appropriation of transforming knowledge on the city as method par excellence for one real geographic understanding of places and spaces.
To study the city does not mean to describe the landscape and its problems, to locate where it has vertical concentration more or less, the difficulties and the abrangncia of the circulation or to only count the economic differences between the quarters. The pupils need to understand that the city not only has some dimensions, that has some cities, that possess diverse space arrangements, gestados in function of the environment but of the urban planning and its economic sobredeterminao. It has that to articulate phenomena as the expansion of the areas urban – and exactly underground (estacionamentos, wiring of light and telephony, subway) – with the productive and/or cultural phenomena that have place in the urban one.