The main objective of the professor is to assure the didactic unit enters education and learning through the education process. Education and the two learning are facetas of one same process. The professor plans, dirige and controls the education process, in view of stimulating and exciting the proper activity of the pupils for the learning (LIBNEO, 1994). To the professor he competes selecting, to organize and to problematizar contents in order to promote an advance in the intellectual development of the pupil, in its construction as to be social. However, it is of great importance that the professor stimulates the pupil to formulate assumptions and questions, therefore this procedure allows to know the intuitivos representations and concepts, guiding the process of constructions of knowledge (PCN, 2001). The preparation of the professor of sciences is today recognized as the critical point in the reform of the education in sciences. What if it sees is that a great part of the knowledge that professors receive in the courses from initial or permanent formation, despite can be more or less legitimated academically, had not been produced nor legitimated by the practical professor (KRASILCHIK, 2004).
The integration of the University with the Schools of Basic and Average Education and between the theoretical studies and the practical professor has not been pointed for researchers in Education in Sciences, in the world all, as one of the causes, among others, of the inefficiency in education (PCN, 2001). In Brazil this subject is in the guideline of any quarrel on improvement of education and a great concern in this area exists. Amongst the steps to be taken one it is to improve the qualification of the professors and the pertaining to school environment, come back toward the good attendance of the pupils in the public net. To acquire knowledge itself of the existence of different sources of explanation on the things of the nature and the world is so important how much to learn scientific concepts.