• General 18.01.2013 Comments Off on Pedagogic Autonomy

    Practical the pedagogical ones used for the educator in relation to the blockade and immobilization of the autonomy of the pupil harm the educational process. To teach is not to transfer knowledge, but to create the possibilities for its construction. It is important to respect the knowledge of the pupil, therefore it also is a basic participant in the teach-learning process. To educate is as to live, to block the autonomy is to disable the life, allowing only the survival of educating. The theoretical knowledge must be lined up with the practical application, not separating the practical one of the theory, the authority of the freedom, the ignorance of knowing, the respect to the professor of the respect to the pupils and teaching of learning. The adopted educational methodology in the pedagogia of the autonomy has its foundation constructed for the ethics, for the respect to the dignity and the autonomy of educating, becoming the essential ethics for the work of the professor, being an indispensable tool for the educational activity. To teach is not exclusive activity of professor and to learn is not something only it pupil, does not exist to teach without learning, who teaches learns when teaching and who learns teaches learning, therefore teaching if it learns and learning if it teaches.

    This conjecture horizontally places the professor harmonized with the pupil, making possible its participation in the process of construction of the knowledge, promoting the creation of a climate of reciprocal respect and of disciplines healthful enters the authority of the professor and the freedom of autonomy of educating. They are necessary abilities for educator, the capacity to develop through research, critical, curiosidades and questionings, being guided its pupils to follow the same metodolgica line, relating the knowledge acquired with the reality of the way where they live. To search it is necessary to know to think, to know to think is to doubt its proper certezas, to question its truths, one of the conditions essential to think themselves certain is not to be excessively certain of its certezas.

  • General 09.09.2012 Comments Off on National Curricular Parameters

    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

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