It is clearly, therefore, that, to construct together with to its future pupils significant experiences of learning and to teach them to relate it the teoria and the practical one in each it disciplines of the resume, is necessary that the formation of the professors is pautada in situations equivalents of education and aprendizagem. This isomorphism of processes, in this cited document also as ' ' symmetry invertida' ' , he is decisive as criterion of evaluation of the courses of formation of professors and as criterion of validation of new institucional and pedagogical proposals. (GONALVES, 2005. p.145) It can to say that the principles of the formation are defined where the professor has the power to evaluate the courses, and to more form through situations lived in classroom the process adjusted of education and learning. Being able to display these situations in pedagogical meeting and considering solutions for the possible problems.
According to Penin (1995, P. 161) the knowledge of the daily pertaining to school is necessary for two reasons. First, because being known it is possible to conquer it and to plan actions that allow to transform it, as well as fighting for institucional changes in the desired direction. (…) Second, because the daily one, being known, can supply to information the managements institucional democratic that wants to take measured adequate to facilitate the work to the daily level of the schools and to improve the quality of education carried through there. Then, the daily one of the professor is primordial to decide some measures that will be taken in the school, and to also decide as the professors will have to act with its pupils. Determining its practical and its theories, as it conducts the principles of art. 61 of the LDB. From there the importance of the accompaniment of essential questions for formation of professors, therefore with a good formation the professor can offer the maximum so that it has a good learning.