Average Ensino

The work and the citizenship are foreseen as the main contexts in which the capacity to continue learning must be applied. The basic formation to be searched in Average Ensino will more become fullfilled for the constitution of abilities abilities and disposals of behaviors of what for the amount of information. A curricular organization that answers to these challenges requires, to unfasten the resume enciclopdico, means the curricular contents with expression forms and communication to adopt diversified strategies of education that mobilize little the memory and more the reasoning and other abilities etc. the interdisciplinaridade must go beyond the mere juxtaposition of disciplines, the same also is involved when the citizens that they know teach and learn feel procedure necessity that in an only vision it disciplines can seem heterodox, but make sensible when called to give account of complex subjects. It is important to emphasize that the interdisciplinaridade assumes axle integrator, that can to be the knowledge object, a project of inquiry, a plan of intervention. In this direction it must leave of the necessity felt for the schools, professors and pupils to explain, to understand, to intervine, to change, to foresee something that defies one disciplines isolated and more than attracts the attention of a look perhaps several. The centers of interests of Decroly which, leaving of a motivador thematic nucleus for the pupil and following the process of comment, association and expression integrate different areas of the knowledge.

Diverse educators had considered methods that leave of a situation or subject that can be motivadores, but ovide Decroly (1871 1932), applies a method based on the evidence of the fact of that the people over all interest to satisfy the proper necessities natural. Decroly uses different arguments, established in its experience as man issuingly sensible programmarian and to the problem of the society. The same it says ' ' The education has that to be for the life it is based on vida' '. Concluimos saying that the methods many times are alone in the theory because in the practical one it is different. The professor in century XXI passes for a period of revolution in the education area, where the same the all moment is charged, but does not have investment, thus becoming difficult the correspondence between pupil and professor.

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