Who never woke up in the way of a night desiring to come back toward those pleasant situations of its imaginary world? Or who never if scared with nightmares of this Metaphysical universe that we adentramos during sleep. The prehistoric man also dreamed and had its proper conceptions concerning these questions that are so beyond the material limits. To understand as it functioned the world of the prehistoric dreams and you influence them to which that these had under its half one are the objective of this work. However, valley to stand out of the extreme difficulty found in such taken over on a contract basis by the fact to inexist registers written concerning the subject. When it is said in a so transcendental subject, little of what it is known can be used to advantage. To conclude this article, however, although all the found obstacles, requeriu the use of based scientific methods in the comment and the comparison of data.
The cultural anthropology in ‘ ‘ emprestou’ ‘ in the good one felt of the word, its techniques of search concerning the truth of the man, allowing the analysis of primitive cultures that coexist with our modern world, that, for some anthropologists, are reflected of the study object that as much we want to understand: the prehistoric man. Biology, and the ramifications of natural science, as the Darwinismo, in turn, were of extreme importance in this study and without its scientific methods we would not get no objetividade and exactness as was intended. The social being was treated as a whole, an invariant alive organism in its independent organic esquematizao of space-time. Using of the modern rationalism we acquire the capacity of enxergar with more clarity the past. The creative dreams and its relations with the development of the surreal thought, the interpretation of dreams and its linkings with the difficulties of the private life, the individual value concerning the interpretation of the abstract are only some of the subjects treated in the present article.
Kabbalah considers all beings as a manifestation of the basic properties of creation – a desire for pleasure. This property is driven by all: the great villain and the great righteous. Even at the level of our relatively small passions desire to determine not only actions but also to evaluate the actions of others. For example, the desire to order, which comes in an atmosphere of confusion, corruption, uncertainty about the future leads to overestimation of even such seemingly odious figures such as Stalin. What attracts some and horrifies others in Stalin? What usually making the epithet 'Stalinist'? – Stalin's repression, Stalin's camps, Stalin's time (even Stalin's empire and Stalin skyscraper). We consider here some of concepts whose membership Stalin era is unlikely to challenge and new 'Stalin's falcons', and those who hate the very name of Stalin.
The first is the phenomenon of Stalin's power, authority sole and unfettered. Second, 'communism' – that's how Stalin referred to political and social system to which the iron hand of a great country led. And third, the order guidance is unequivocally attributed to Stalin. Three of these concepts and more weighty, because even that which is most often used with the epithet 'Stalinist', – Stalin's repressions were one of the ways of the power, becoming dear to his heart, the type of society, and impose order – in the sense of Stalin himself. Thus, the power. As already mentioned, the essence of creation, the external manifestation of which we are all of us (and even the 'Stalin') – this desire.
The historical problematizao, to the being transposed for education, it also brings multiple possibilities and questionings. It can simplify since the capacity simplest to construct a problematic one in relation to a study object, from the questions ece of fishes for historians and pupils; it can also mean simple investigations to the study object: Why? , As? , Where? , When? Concomitant to these questionings the boarding from the renewals theoretician-metodolgicas of History, as well as of the new pedagogical conceptions, the pertaining to school use of the document with the objective to stimulate the comment of the pupil can be cited as example, to help to reflect it. The pupil has been led to construct the direction of history and to discover its contents through documents, because the knowledge does not have to be supplied exclusively by the professor, but added to the empirical knowledge of the pupil. For this, the didactics is basic element in this process of transformation of what it is taught and the meaning historical/social of what if it teaches. History possesss meanings that need to be understood by the educandos so that it has transformation. This change alone will be able to occur from the moment where the professor to start to reflect on its practically and mainly in the objectives that it intends to reach with it.
2.2.Contedo the what concerns the boarding of the contents, is known that each professor, in its practical professor, faces serious problems, therefore suffers diverse pressures? to finish all the chapters book, to all give the planned content to it. It is the shock between amount versus quality. The absence of a reflection has lead the professors, when selecting contents and methods, reproducing an exceeded pertaining to school culture already. The task to teach can become sufficiently complex, mainly when the educator does not have content domain, or of determined subjects that demand multiple knowledge, that is, of other areas as the anthropology, sociology, philosophy, biology and psychology.
This can seem a paradox, after all the proper etimologia of the word history comes of a root Greek who means ' ' SABER' ' , and even so our imagination does not know borders, cannot know what the future in the reserve. But if we will have in mind that the objectives of science are to expand the borders of the knowledge, then historical science can contribute very to reach this objective. So that it serves history? After all in sciences we want to understand the reason of the things: Reason the sky is blue in the Land and yellow in Mars? Reason the water wets? What it takes in them to make these questions and to study this or that subject? It is through history that we can explain as the societies that had lived in the past had committed errors that today does not commit more due the information left for these ancestral ones that its good and bad experiences had registered. Thus science is a continued effort that always requires new heads and new ideas that help in them to enxergar new directions. Our decisions while men and scientists can influence all a society and nor always in positive way.
The great moments of the history of the humanity want in the areas of Social Sciences, want in the Physics, the Mathematics, Biology, Chemistry, etc, are registered in documents that portray the action of the man in the time. Science historical this is everything because it in any area of the action registers the happened human fact is human being. To conclude, Ciro Flamarion Cardoso, ahead of all the quarrels stopped for many theoreticians in the diverse areas of the Philosophy and sciences human beings, conclude that ' ' history is a science in construction, therefore it does not search absolute and perpetual truths, that the conquest of its scientific method not yet is complete and that the historians still are discovering the adequate ways of analysis to its objeto' '.