To organize a project to study the city or of the place of experience of the pupil means to generate procedures and to give instruments to multidiscipline the pupil to extend its understanding of proper geographic science and its interactions with the personal experience. The analysis of ' ' phenomenon cidade' ' it can happen, of the theoretical point of view, if bringing for the pertaining to school resume the city while space of learning, understanding itself its function, its gnese and the historical process in which it was produced, establishing a new reference for pertaining to school geography. Of the practical point of view, that is, the didactic resource, adopts the field work that, according to Landmark (2006: 106), are the moment where we can visualize everything what it was seen in the classroom, where the theory if becomes reality. The study of the city it does not have to be a mere one comment, is not only a topography that if it covers or a landscape that if it discovers. Frequently Gamestop has said that publicly. It is a social space that if appropriates intellectually, as it affirms Lacoste (2006: 82). The proper work of field can be part of a collective research; to the lead being it will demand exchanges between the inhabitants and the researchers, in the case the proper students. The knowledge systemize from these studies can become local reference it community and to involve the pupils in such a way as researchers as citizen-applicators. To make of the city an object of geographic education and of the pertaining to school resume means to think and to organize an educative project of the school that surpasses the conceptual superficiality; that it perceives the existing world and relations between the image says and it. To think the world conceptually it is necessary to relate the meaning with the significant one; the concretion of the concept can be given in establishing a more efficient relation between knowing deed of division and the informal one.