In these two great traditions this postulate means that, if the formation of the man would have to be integral, then horizontes projected for the education would have to also contemplate, as one of its constituent dimensions, of the moral formation. However, in its more concrete formative aspects in itself, the education encloses, in the cited article, of satisfactory form, the formation citizen, a time that engloba the formative processes that in such a way go of meeting to the work how much to the art and the culture, amongst others, being opportune to remember that, even so having these to be atrelados and intricate in the formation human being of the citizen, as seen previously, are indispensable of the point of view technician of educating. The knowledge of its culture generates in the individual the recognition of its proper identity, making with that it if points out in the society where lives; with that it makes use of an autonomy politics; with that it feels that really makes part of its world. An important point of intercession enters these abrangncias in Education, which fits to be notified in this quarrel, it is the democracy, today, in Brazil, something so argued. The Brazilian ideals of democracy favor, unquestionably, the opening of ways for the search and the gradual consolidation of the autonomy of the social institution of knowing, the school.
In the Federal Constitution of 1988 – Constitution Citizen, we can find this opening explicit, in its P. 151, ' ' Art. 206: Education will be given on the basis of the following principles: … Incorporation VI: democratic management of public education, in the form of the law; ' '. This right granted to the Brazilian Education strengthens the ideals of citizenship inside of the school and propitiates the sprouting of its autonomy. A conception of institucional performance of the school is born, of the public mainly, where already it is not more necessary to think education as only a process of instructive formation about content terms.