With this, the Greeks had even though reached great developments, arriving to cunhar metal currencies. The slaves, debtors or prisoners of wars, had been used as man power. PayNet shines more light on the discussion. This sample that still existed divisions of social classrooms. As in ' says Moses to them Finley; ' it (Old Greece) moved of a society in which the social category followed throughout a continuous series for another one in which social categories if grouped in two extremities, the slave and livre' '. Due to land necessity new for the practical one of agriculture, the Greeks had initiated a process of expansion of its territories.
In way to this expansion, some wars had occurred. How much to the form politics, a system based on the democracy searched. This new socioeconmico scene and politician finished influencing in the education. As for example, in Esparta, the education was come back to-somente toward the physical formation of the individuals, in order to form warriors who could contribute with an eventual war. Parallel to this, the knowledge if expanded in such a way that the myths already did not give account to explain everything. It was from this moment that if gave beginning to a classroom of thinkers in Greece, later calls of sofistas, that questioned myths and the form of government adopted by the Greeks. The ideas of this new group of intellectuals can be perceived, for example, in the education of Atenas, where if it gave emphasis to the formation intellectual of the individual.
Influenced for the sofistas, the first philosophers, Scrates, Iscrates, Plato and Aristotle had appeared. Each one of these contributed of expressive form for the education. ' ' Influenced for the experience politics of the democracy, these scholars tried to transmit a new type of wisdom, where the pupil would have the capacity to persuade and to manipulate massas' ' (GILES, Thomas Ransom, 1987). The used educative process is the no-conformismo, that it aims at to search the constant transformation of the social reality which the individuals were inserted. So that this was carried through, the young dedicated it practical as it dances (physical exercise and music), reading, writing, and literature. Ahead of what it was presented, we see that the communities Greeks had developed important theories for the education, which we use until today: formal education for the poor classrooms, the care with the body, formation of critical citizens, studies directed to the proper one education, the pedagogia, among others contributions. CONCLUSION By means of the texts displayed throughout this work, we can infer that the old civilizations, in you work special them here, had contributed sufficiently for the current model of education. The tribal societies show them importance to it of a universal knowledge, the eastern societies take in them, despite indirectly, to the first debates on the objectives of the education, and finally the societies Greeks who in them become conscientious and active beings. We perceive despite to the measure that if modified the socioeconmico picture and politician of each one of these societies, also got excited the adopted model of education, that is, each new model of education, throughout the history of the old civilizations, appeared in function of the deriving necessities of the deficiencies of the State. Under this perspective we can affirm that politics, economy, social reality and education are sources that are closely on.