the development of abilities in the educational system, in any level and modality of education is a necessary condition, that allows in them to face the complexity of the world and our contradictions. (2001 P. 14). To work this complexity is part of the craft of the docncia, a time that, in the exercise of one practical reflexiva the professor materializes it from a contextual pedagogical work, respecting the singularidades and diversities. teaching profissionalidade in this context is permeada of a continuous and permanent effort and many times of fight if to make entire or to breach with the educational contradictions, that generate the confluence between old and the new, the cognitivas confinements, the conflict of values, methods, positions, the relations of the professor with knowing before its formation, its conceptions, its desires, its identity and ideology. When affirming explicit that the abilities are action capacities, Perrenoud (2001), salient that to reveal abilities professional ahead of a complex situation it is to be capable: to identify to the obstacles and problems to be surpassed; to consider realistic strategies in terms of the time and the resources; to plan and to implement adopted strategies, proceeding for stages, taking care of the necessities, mobilizing actors and reevaluating the situation; to respect legal and ethical principles; to control the emotions, the moods and values; to cooperate with other professionals and of to after extract all the teachings during and the action.

(PERRENOUD, 2001, PP. 139,140). In accordance with Perrenoud, the functioning of these abilities to know exceeds them, is erudite, theoretical, of the sense common, procedural, atitudinais, individual or shared they (2001, p.141). Therefore for it the ability if establishes in a situated dimension, where the knowledge are mobilized for the action, that is, to act and to take decisions concrete, integrating to know in all the dimensions to them of the being.