Already with the liberating directive educator, the soconvidados educandos to think, to make a new reading of its reality, where sepretende to educate to humanizar and for the freedom. The man is a being with very peculiar characteristics. Sele can reflect on definitive thing, if distanciar to contemplate it. Sa species human being can act conscientiously, endowing its action with feelings. Differently of the animals the man is a being that thinks about quefazer, it transforms the world through the work. Then all practical its aescomo need a north to become fullfilled, being semprecondicionadas the simplista reflection despite.
' ' But, if the men are beings to doquefazer this is precisely why its to make is action and reflection. It is prxis. transformao of the world … ' '. (FREIRE, 1987, p.121) At the moment of approach with the reality, the man noconsegue to enxergar it as something cognoscvel its conscience criticizes, that is, manifest it not if of understandable form, is only one approach ingnuaque if this realidadevisvel initiates through the espontaneidade human being when knowing. This taking of conscience is not still the awareness, because this consists of the critical development of the conscience taking. Aconscientizao implies, therefore, that let us exceed the spontaneous sphere deapreenso of the reality, to arrive at a critical sphere in which realidadese of as cognoscvel object and in which the man assumes a posioepistemolgica (FREIRE, 2005, P.
30). Therefore the awareness is more than pure and a simplescontato with the reality. As Freire says: ' ' … does not consist of being front realidade assuming an intellectual position falsely … ' ' (FREIRE, 2005, p.30), therefore ' ' … the more awareness, more if DES-candle the reality, more penetrates in the fenomnica essence of the object … ' ' (FREIRE 2005, P. 30), oqual we are to observe, passing to an analysis process.