In the conception of Gramsci the education must take the people of the common sense to the good-sense. The good-sense is the capacity of agreement of the reality, of the knowledge of the requirements of the action in such way that acting of the man in such a way in the individual scope, how much collective, either clarified for philosophical conscience, that is, this maximum of explanation of the directions that guide practical ours, so that it is not one practical mechanics, instinctive or one practical total conditional one as it occurs, for example, of the too much beings livings creature. Its to act is not lead by intellectually elaborated significaes. In accordance with MORIN, 2004.p.47 As the objective of the education said Durkheim magnificently is not to transmit always more numerous knowledge to the pupil, but ' ' to create in it an interior and deep state a species of spirit polarity that has guided in a direction defined, not during infancy, but for all via' '. The education fits to cultivate common-sense, the philosophical conscience and consequentemente the exercise of the critical reflection. When it is looked at to the education, in general way, as formative process, is always this idea, that is of tradition of the philosophy occidental person. It is when the individual I left the daily pay-conscience for conscience in the case of the expression of the common sense for the philosophical conscience, that is the formative paper of the intellectual development of all human being. The questioning, that is, the investigation, however, is that the common sense does not obtain to see pra that the philosophy serves. No longer necessary good-sense of the philosophical investigations has intention to sharpen the desire of correction search and accumulates to know: this is not science and yes philosophical questions. The formative process as if of the one in the school that is the ideology and eventually an ideology that if opposes to another one, that is what it is asked for of the school.