From data gotten through the bibliographical research and of the research of field it was compared reality for the depositions of inhabitants of the city to extract the new historical consistency, searching to unmask facts until then unknown for the ruropolense society. The didactic organization of this study is distributed in 3 chapters: The first one deals with the act of ' ' To make history for ensinar' ' , aiming at to show that he is possible to construct history from social experiences of the pupils, professors, of anonymous citizens, and to recount current facts through verbal stories, relating with the academic research, organizing given correlating to the facts of official history; in as I capitulate, in such a way presents the description of Rurpolis and information on its partner-economic aspects of the official history of the city how much in the vision of the inhabitants; third I capitulate discloses the consequncias that the city suffered with the desistance of the Project and independent its walked to continue its trajectory of survival. 1.FAZER HISTORY TO TEACH. 1.1ENSINAR HISTORY. Education of history currently comes moving considerably, in view of that more is not thought about transmitting history on the basis of the research and interpretation under different points of view, of different citizens for diverse looks, as demands this new way to treat history according to study of auxiliadora Maria Schmidt and Marilene cainelle (2004) in teaching history, in what it relates to the local concept of history and the education of history, is observed as it says to the authors that ' ' one of the main problems related to the use of history is the definition and the abrangncia said conceito' '. The authors justify its workmanship explaining that to teach history she is not to transmit the facts occurred of the past, also, suggest in its book that professors must teorizar on the subject, debate the subject, work activities, extend debates and comment bibliographies.