This work presents a theoretical boarding on the practical one of the professor and inside focuses four basic elements of the didactic performance, which had been called of challenges for formation and practical professor in the history education. They are: objective, content, methodology and evaluation. The objective of this study is to propitiate some reflections on the challenges faced for the history professor, in its professionalization while constructor of history, in way that to these takes it reflections to rethink its practical and to search improvement for its performance while educator. From the considered objective, one became a bibliographical research in books, magazines, research on-line, beyond relating such theoretical knowledge to the empirical knowledge, while educator. During the research it was verified that when if has support and subsidies of the school and the proper state it is excellent to construct and to delineate steps for a good education, but the lack of everything this makes to generate certain paradoxes around the professional of the education that does not find ways to stimulate the pupil to have taste for discipline, creating of this form barriers between professor and pupil and knowledge. Word-key: Formation, objective, methodology, evaluation and Education of history. In the deep one, the deep one, nobody form nobody.
It exists, yes, an autoone; ‘. Antnio Nvoa Discutir on the teaching formation and the education of History demonstrates to the eminent concern with the formation process and professional performance of the professor and as it becomes related in daily pedagogical practical its. It is known that the history education has acquired great changes in recent years. Already it is not more permissible than a historian develops its imprisoned lessons the definition of dates, formed concepts, that is, a lesson that does not reach the considered objectives that are to form individuals of critical vision before the historical facts.