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Although the ancient part of the Novgorod can be easily reached on foot in just a couple of hours, once the city is considered the largest in ancient Russia. Here Nikitich dumped into the river pagan god Perun, on the shores of Lake Ilmen sang his charming songs merchant Sadko, and from the walls of the Kremlin went on hikes prophetic Oleg and . Novgorod Rurik founded and destroyed Ivan the Terrible. On the river, which flows through the city, along the way "from the Vikings to the Greeks' wooden sailing boat, laden with goods from overseas. Ships of ancient Novgorod went to the northern archipelago of Svalbard, Norway, Sweden, Denmark, Germany and Poland. "Lord Novgorod the Great" was a famous Hanseatic trade union. In "Gold" in times of Novgorod was more than 200 churches.
There is an explanation. The layout of the city was the center – Detinets. From it radiate the streets, and those that are parallel to the , called "break". All of them, in essence, are self-administered and at the same time – individual parishes. Therefore, at each of Novgorod street was the church, and even no one.
They were built by the order as boyars, and the prince of merchants, or ordinary citizens. Now Novgorod on the number of churches inferior unless Kiev – were preserved temples in 1938. From Moscow to Novgorod – a little more than 500 kilometers – the night on a train or 7 hours by car.
Following this line of thought, we emphasize the JOLY boarding (2007, P. 23): ' ' the image (or metaphor) also can be a process of rich, unexpected, creative and extremely exactly cognitivo expression, a time that the comparison of two terms (explicit implicit) it stimulates the imagination and the discovery of unsupicious common points between eles' '. Therefore the paper of the history professor is to learn and to teach history in many spaces and through many ways acquired in the contemporaneidade. 1.2. The marxist conception Although the predominance of the positivista conception, until middle of century XX, some manifestations if had placed against it, since the ends of century XIX. It are of the world of the professional Historians, KARL MARX and FRIEDRICH ENGELS, had considered, with the historical materialism, the first global theory of the societies human beings.
To exemplificar, we remember that the idealistic boarding of the history, assimilated for the common sense, explains its movement for the action of ' ' great homens' ' , of the great ideas or, to the times, even for the divine intervention. For MARX, differently: in the place of the ideas, then the material facts; in the place of the heroes, the fight of classroom. In this process, contradictions in the seio appear of the society, that in the time of The MARX, and still today, result of the antagonistic interests of the capitalist and the proletarian. The marxist conceptions, from the historical materialism of MARX and ENGELS, understand that history if makes with the material factors, and technician economic who corresponds to the conditions where the men if congregate to produce its existence in the work. It identifies the conflict of the fight of classrooms: dominant and dominated, oppressing and oppressed, bourgeoisie and proletariat. The search of social justice is basic in this boarding. History for MARX and ENGELS appears as inclusive science and if it configures as the science of the men; for them the description is intrinsically sociological, therefore it must explain the social side of the human being and, reciprocal, the human side of the social one, from that it dislocates and it inverts the positivista tradition.
Acceptable that the professor develops some activity before dessasvisitas. In the intention of one better exploitation in the knowledge in the visits. The professor must give to preference atrabalho that they can be shared with other people. Thus he will be able reuniroutros groups of the proper school, or familiar, in the intention that the pupils to possamcontar the experience lived during the stroll, and what had obtained aprendernaquele moment, therefore second, Heerdt (2003, p.24.), the indispensvel participation to generate a world more just. CONSIDERAESFINAIS Ametodologia proposal and used in the compilation of this work revealed umaferramenta useful for the accomplishment of research scientific – pedagogical, masseu to be able of action is not limited only to this, its necessary use and to deveatingir the most varied fields of knowing. Freire got good resulted to aoaplicar its ideals of freedom for pedagogical ends as we saw in the city deAngicos. Aoidentificar the ways as the education of History comes being ‘ ‘ transmitido’ ‘ in salade lesson, understands that these conceptions must be object of studies for todosos professors whom they desire to act in this area, therefore we take as deestudo source the conceptions of the pedagogia Freireana, that is, the Pedagogia Libertadoraque of certain form works with these trends, where the mission of educadores to prepare the new generations for the world where they will have that to live. Nanossa searches the professor leaves of being the main element of orienting education for sero, together with its pupil to reflect on the knowledge.
oscontedos, the historical sources of research assume a way role and not defim, supplying subsidies to them so that the individual can operate on seumundo and construct new concepts, helping them to exert it of form amplaa more its citizenship, not as mere spectators, but as eativos actor-participants.