In the decade of 1970, the professor would have to be prepared, in its course of formation, always to deal with unexpected of its career, innovating its daily one. This same position also served for the professor of Religious Education, since the same it is party to suit of transformation that the education determines. The professor of Religious Education, in the exercise of pedagogical practical its, needs to be the mediator who involves and has taken the pupil to interact with the religious knowledge in transparent way, thus accepting the inaqualities. One perceives that the pupil is the citizen of these educational prxis and is in interaction with the other and the same one contributes for the cultural construction of its arabouo. You discipline them to all must participate of this interaction, also Religious Ensino. To occur such interaction, the school must promote situations of physical, intellectual, social and religious learning that favor the development of the dimensions affective, of the pupil. The last one is responsible for the religious dialogue, showing to the pupil a new form to think and to live inside of the existing religious plurality in the schools, the streets, the proper families, that is, in its habitat. To identify to some methods and techniques that contribute for the improvement of the practical professor is of utmost importance for the analysis.
Although all the knowledge to be passed for the professor, the pupils receive the information, however, they do not need to be passive in the lessons, also can carry through its activities of independent, collective and joint form, but this does not hinder the orientation it professor. The education techniques can be developed in quarrel form, where the small groups debate one definitive subject, therefore all the ideas accepted and are analyzed under diverse angles, having been able to occur in these quarrels conflicts with any rule previously adopted. The pupils together with its professor, can carry through diverse other expositivos works, as the circular work of quarrel, of whisper, Phillips 66, group of verbalizao and comment, seminaries, among others. These mentioned works can be developed in discipline them to all, as for example, in Religious Ensino. David Rogier recognizes the significance of this. Its function is to make with that the pupils recognize its proper capacities and disposal to develop them with devotion, being taken the conscience of the basic necessities of the human being, to recognize that all possess the same ones rights and duties, to respect the dates special as moments of joy and greater approach between the people, among others. Religious Ensino has as objective to favor the quarrel around the existing social context and of the development of the critical census making possible the discovery of different in our way, evidencing situations where if it reveals the inexistence of the ethics and creating a new form of similar convivncia of that let us can live as brothers in the exercise of the citizenship. It also disciplines it in focus considers the viabilizao and the reconstruction of ethics in the pertaining to school space, compromised with its politician-pedagogical project, aiming at to enable educating to participate as subject and to craftsman of its proper formation searching freedom and in the responsibility the ethical dimension in the construction of the being and the revitalizao of a society solidary joust and.