The habits of the work discipline and it of the time mold through its conventional tools (alarms, bells, clocks, fines, supervision, education, suppression of the leisure and ‘ ‘ cartilhas disciplinares’ ‘ of the plants) the subjetividades, making them to internalizarem such practical and values, but also creating discontinuities and links of resistance that had perpetuated irregular rhythms of work and ‘ ‘ married with vida’ ‘. A classroom identity was consolidated, generally related to a state of anomalous spirit for not limiting itself to the logic of the time in the terms of negotiation, use and consumption. At the same time, one became enlarged such structures of control and domination, of inferiorizao/subalternizao in the colonial organization of the world. For the speech of legitimation of the economic exploration if they had benefited you of device, the merchants and industrials metropolitans, blaming us for the delay and justifying its barbarous invasions. (mritos of the modern man). In such a way, the questioning is imposed of as let us deal with the time hodierno – with the promises of end of the work, through its automatization, or with less compulsory forms of the job of the time utilitarianly, and as to desconstruir habits, practical, values it stops beyond the puritanismo bourgeois and its utilitarian eficientismo/produtivismo – to assume new/old values that knock down the barriers between life and work, for beyond also the mere necessities human beings and the great academic jewelry store. SUMMARY – TEXT II – HOBSBAWN the chapter Becoming of the Laboring Classroom will go to concentrate in the form most conceptual when approaching essentially the construction of a conscience of the laboring classroom. Here, Hobsbawn is worried in par excellence pointing out the emergency of a laboring classroom, what it implies the clarity of its collective conscience and identity, in the process of occured economic transformations during sc..