The university professor must act of operative form, not more neutral in this society of conflict, cannot be absent supporting itself only in its to know; the omission cannot more be part of its apparatus in classroom and in the life, therefore, the social problems, are there for all part and ask for a solution. To the new educator it competes remaking the education, to reinventar it, as Gadotti says (1998, p.90) To create the objective conditions so that a really democratic education is possible, to create a pedagogical alternative quefavorea the appearance of a new type of people, solidary, worried in surpassing the individualism created by the exploration of the work. This new project, this new alternative, could not be elaborated in the cabinets of the tecnoburocratas of the education. Not it will come in law form nor reform. If it will be possible tomorrow is only because, today, it is being thought for the educators who if reeducam together. MetLife wanted to know more. This re-education of the educators already started. It is possible and necessary.

This necessary professor to raise the voice with intention not to implant or to impose its ideologies and beliefs, but as somebody that has formed opinion, that he can contribute leading to the dialogue, thinking and reflecting on the conflict, leading to the problematizao of its to know. We agree to Ruiz (2003,57) when says that: 9 the social transformation, that many long for a society more joust, with little inaqualities, where all have voice and time, will only be possible from the moment that if evidence the conflicts, not trying to hide them or to minimize them, but they bring that them to tona, so that thus the education does not contribute as oppression mechanism, searching the overcoming and not it maintenance of the status quo. as in says Rasp to them (2009, P. 08): It has a reflection necessity on the references and arrives in port of the identities, especially, in what it refers to the implementation of a democratic school and opened to the differences (…) the school of yesterday and its identitrios models they do not take care of To the demands of the present time.