In this direction, knowing description is also a fiction of literary matrix, even so does not leave of being a narration of displayed likely facts through a personal style of writing. The probability of veracity, calacada in scientific methods, supplies a version of the credit facts worthy, but that, still yes, it consists amongst one of the possible alternatives of explanation of the past. History while it disciplines has the commitment to supply a picture of the past, of form to convince the reading public, but it also exists a commitment with the bureaucratic techniques and particular methods of each time, questions and the practical ones of receptividade. The commitment in portraying the past through the told facts it is only one alternative amongst as much other possible ones, that it will be reconstructed by the researcher, with the aid of the sources and also of the creativity. In this direction, the reconstruction of the past is task of the gift, from estimated the inherent theoretician-metodolgico to each temporality, of the lived deeply experiences and emotions, respecting the inaccessible reserves of silence, shunting lines and gaps to the researcher. The central objective is to bring for the gift lived absentee e, of this form, power to interpret it, to decode the reality by means of its indications and vestiges, being desired to arrive at those forms for which the humanity expressed it exactly itself and the world. Thus, these representations of the past are presented as imagtica construction, a form of particular knowledge of our society, acting as part of the social reality and contributing to configure it. Each social space is, therefore, endowed with a proper inteligibilidade, permeando norms, interests collective, moral and ethical values, principles of the individuals. To investigate one given social reality estimates to count on a coordinate set of representations, a structure of directions, meanings that circulate between its members, by means of different forms of language.
Eas contradictions, is accented to the way of life and treatment of aventureirosda forest. In the narrative of Galvo, the enslaved mass lived in ' ' straw house deubi, without furniture, luxo' ' in a situation degradante and played ' ' with all amisria of vida' ' where ' ' a resqucio of the freedom that had went to lose parasempre' '. In this extraordinary and fabulosaterra, the tragedy human being is part of the scene of a so inhospitable place as eraa Amaznia of Francisco Galvo. Propitious place for the abandonment of aparelhamentodo been. The narrative injects presents them as places ' ' without scales, semfarmcias, without the minor conforto' ' where ' ' if mind still affirming itself falsely sociais' queexistem laws; ' , but ' ' what it exists is the misery the shame, aindiferena, marasmo' '. the government alone if made gift at times deeleies, what it is not very different of today, ally to ' ' colonels debarrancos' ' that ' stimulated the seringueiros; ' to unload in the plate dogoverno' ' ; when some seringueiro deviated the vote for the adversary ' ' nomais worked, being rank of bubuia in a canoe, high night, without remos' '.
Isto, was taken the death as a tame lamb. The education was privilege of few, in Land of Nobody the children of the master only had access to the studies, being educated in ' ' better colleges europeus' '. The seringueiros as viviamnum regimen of slavery, had this denied right. the few that to sabiamler and to write had learned still in the Cear, or some college of capitalquando its life concentrated a little of dignity, as it is the case of Anatlio, protagonist of this Amazonian plot. But exactly the ones that withheld the conhecimentoscientficos and of the letters were atrelados to rings and, did not know to make maisnada, as it describes Galvo in the meeting of the promoter with Nadesca and Anatlio: ' ' A formed man is forever imprisoned to the ring.
The object was elaborated by the author Hermit of the Passion, is an object directed toward pupils of Average Ensino, having as objective to provide to educandos a panoramic vision of the main events of the History of Brazil in century XX. We believe that this object can be interesting as resource for the education of disciplines of History of Brazil, where fits to the professor to not only have the domain of the object in itself, but above all of the proposals of subjects/subjects lessons that this object considers so that its use functions as a didactic-pedagogical instrument to assist that dinamize the lessons, instigating questionings and quarrels. However, this process we believe that the professor/educator never must use virtual objects of learning as substitute of only illustrative material lessons or as for its lessons, but, to use them as complementary resources auxiliary and. 4 FINAL CONSIDERAES the virtual objects of learning through its use can contribute with a vision criticize and problematic concerning it disciplines of History of Brazil, that is, an active history where all participate of the historical process, where it fits to the professor in this process to be the mediator, playing main role in the elaboration of the quarrels and questionings to be considered in classroom to it disciplines, where they must have its stimulated use not as substitute of lessons or illustrative materials, but as resources or instruments auxiliary propositores of questionings and quarrels.