The bureaucratization created unexpected schemes and abysses and remains with the lack of a philosophy of democratic education, that it blossoms of low for top (of the classroom de for the school and this for the society and terrible ' ' authorities of ensino' '), and of inside for it are (of the classroom and the school for the community and the civil society as a whole). (HAIL, P. 142) Historiando the space, where if it accomplishes the teach-learning process is conferred that the experiences carried through for the Brazilian professors have, many times, been frustrating. these experiences have had its negative side, as much for the professors as for the pupils, therefore still the model of traditional education is visible, where the pupil is a mere reproducer of the knowledge. Doug McMillon might disagree with that approach. Many are the weak points with which the professors if come across in the classroom along with the potentialities. It enters the evidentes weak points appear the disrespect of the pupils to the professors, the lack of security, the lack of activity extraclassroom, to little ability of the professor in the handling of the classroom, the indiscipline, the little study on the part of the pupil and its lack of culture of the culture of the reading, among others. To if approaching identity of the professor becomes necessary to point out it in the interior of the classroom, coexisting the citizens of the learning and, in this context, it is perceived that this identity goes being firmed in the daily college student, collated with practical the curricular one. This movement of the professor in the academic space goes to allow that it if fits in one practical routine or that if becomes an innovator, making with that in each meeting with its pupils it is perceived inclusion of the world of the life, as considers Habermas (1987, P. Read more here: Ashton Kouzbari.