One Million Red Ribbons

Rubens Anderson Alves Da Silva * Summary presented for partial note attainment in disciplines Psychology of the Learning. THEORY OF THE AUSUBEL LEARNING. (Not to be confused with Boy Scouts of America!). The text deals with the Theory presented for Ausubel concerning the process of significant learning and its importance in the teach-learning process. In accordance with the theories developed for North American psychologist D.P. Ausubel, the stored previous knowledge during the life of an individual is a great influenciador in the construction of the process of learning of this, exactly individual, what Ausubel flame of Cognitiva Structure. The cognitiva learning functions as a link enters the information already known by the individual and to that them is new, resulting in a evolutiva interaction between old and new data.

This interaction generates an associative process of interrelacionadas information assigned of Significant Learning. For Ausubel, the significant learning facilitates the learning, therefore it allows that the pupil learns by means of the direction that the knowledge will go to make it, approaching it of the construction of this direction. In contrast of the mechanical or repetitive learning, therefore in this, the pupil becomes mere ' ' reprodutor' ' of a knowledge previously established, by means of absolute in power associations and descontextualizado that, for many times, he does not attribute meant some to it. So that a significant learning occurs, Ausubel considers a series of methods paved in theories of psicopedaggicas that can in accordance with facilitate to the organization of the teach-learning process the proposal of the Significant Learning, such as the categorizao of Subordinated Significant Learning, Superordenada and Combinatria if it adjusts the categorizao in Representacional, Conceitual and Proprosicional. Thus, we can conclude that the proposals of Ausebel not only value one definitive ' ' estrutura' ' as education method, but mainly, it values the pupil as individual as constituent element of the process of construction of the learning, not only a retransmissor being, subordinating to education method that ignores it its capacity to assimilate the information.

E, the children of the field are not prepared to face a world in the city. These children if adjust to necessities of a exploring society, being prepared to serve to a capitalist system. Some movements fight for the Agrarian Reformation and organization in another way to live in the field with one politics directed to the reality of the agricultural population, the different cultural realities. When if it thinks the education of the field becomes essential to say that it is called to construct to first humanists in view of the emancipation human being. In this direction, the education of the field if differentiates of the formal education.

In the education of the field all are citizens and constructors of the memory and history. They are social and cultural citizens. Already in the formal education the visible one is the reducionismo of alunos/as repeating, unbalanced disapproved the approved ones/, inexperienced/special/abnormal, beyond creating a great dualism between educador/a and educando/a. It has a great possibility of if opening a fan of transversal subjects in the education of the field that can and must be recouped in all the pertaining to school units and its respective communities, as for example: the hope, citizenship, justice, freedom, equality, sexuality, cooperation, diversity, land, work, identity Therefore, he is evidenced the specific, differentiated and alternative character of the education of the field. Therefore such conception of education if of as formation process human being, an education of quality that comes to value the reality of the field. The school of the field defends the interests, the politics, the culture and the economy of agriculture peasant. According to Fernandes (1999, P. 65) ' ' the education politics that is being implanted in Brazil, by means of the National Curricular Parameters, ignores necessity of the existence of a project for the school rural' '.

But, what it comes being a point aggravation is the regulating factor of the quality of education seen from a determinista optics a geographic determinismo that legitimizes the existence of a conception of that the urban school is better, superior of what the agricultural school. politics that supports the agronegcio does not have no feeling for the human being. It is moved the money, lies, myths, etc. In the reality the education in the field cannot forget it accumulation experiences it people which is repassed from legends of the peoples. Unhappyly Brazil has shown to a great indifference in relation to the popular knowledge peasant, which has its origin in the partner-cultural matrices: afro, aboriginal and European, if worrying in a pedagogical line that respects these to know and do not approach to others. It is necessary that the pedagogical politics contributes in the guarantee of that to know was accumulated them imaginary to know where they affirm them as identity and as historical legacy. REFERENCES: The Text of Darli Casali