The school must identify and favor the potentialities of the students contributing in its performance while citizen, thus, to prevent the contact with physical concepts is to deprive the student to construct its knowledge regarding the world that the fence. The investigativa, exploring and curious nature to the child approaches it of the physics since the initial stage of its development, what it is not stimulated by the school, therefore, as detached previously, does not argue situations lived deeply for the children, mainly the related ones to the science that explains the phenomena of the nature. According to Oak (2002), it is very important it child to develop activities that they allow them to explore the physics knowledge as form to improve and if to point out in the world. For this the paper of the mediating professor while of the organization of the knowledge and the cognitiva structure of the pupils if becomes basic in the teach-learning process, contributing for giving a world vision to them, inserting them in its context, beyond becoming them critical to give contributions to the social environment. Understanding the importance of this subject, researchers and educators sciences have if dedicated to investigate pointing it the difficulties found for the professors of the initial series in approaching related contents, mainly to the physics. In one of these research, in which if physics searched to analyze the difficulties lived deeply for professors of the initial series when teaching and, in such a way, to understand the inclusion of activities not involving its study in its teaching action, three significant elements for the process had been disclosed. The first one, related to conception that the professors have on sciences and education, showed that this can be the impediment to implement proposal innovative introducing the contents of physics in the education of sciences in the initial series.