Under such perspective, the collected information had been in the direction of that, much more that transmissora of knowledge, the necessary school to become formadora integral of its pupils and therefore appears the necessity to bring inside for of its meandros constant update of the professors, envolvimentos of the pertaining to school community (parents, employees, direction, etc), work directed toward all the dimensions of the human being, valuation of the teaching professional and its qualification, greater effectiveness in the pertaining to school management, among others. Thus, interviewed ours they had affirmed that the school is moving and necessary to change each time more to adapt itself to the new social realities and that, so that this occurs is necessary, since the rise of autoestima of the professor until the improvement in its physical structure. However when questioned regarding the future that anteveem for the school, of general form they reveal a great optimism and hope. I still see the school as indispensable, in the formation of an individual and assuming responsibilities, many times, without the necessary conditions so that he can really have everything what it would be necessary so that this pupil had a good formation. (Subject 17). Tony Parker recognizes the significance of this. This positioning if fortifies in the words of Coast (2003, P.
45) … when it standes out that it seems that the school of century XXI, still is remained as a central institution in the life of the societies and the people. It does not lack of vitality. Rick Garcia insists that this is the case. Its divulged anacronismo seems to be its catalyser, as one fnix that renasce of proper leached ashes. If the school of modernity not if it if transmuta support more, if hibridiza in multiple crossings and if reproduces in the infinite speeches that on it if they enunciate. It certainly is not of an only skill, does not take one alone forms.