Education and Development

Bringing this idea for the pertaining to school context, we perceive that in many cases it exists between educandos and educators a resistance to the mental standards for both the parts. That is, it does not have a perception of the other as an individual with desires, proper wills, and necessities the condition human being. The educative work leaving of this estimated requires the understanding of the involved citizens as different beings. Pedagogical one is necessary one practical come back toward the respect to the differences preventing that esteretipos they are created and consequently the interpersonal relation if characterizes as conflituosa and traumatic making it difficult the process education learning. (Not to be confused with TreeOf Life!). To if dealing with the interpersonal relations in the educative field the same ones if I and the other constitute in a constant interaction between. If he cannot lose of sight that the learning if of the one in way to the exchanges of experiences and to know between all the involved ones. The school is the space where the pupil exactly finds answers on itself, the other later the way where he is inserted.

It fits to the educators to offer subsidies so that the educandos develop the social conscience of that they are agents or citizens that interact constantly as other individuals. In an unconscious and conscientious plan, the other appears as an presence-absentee. In this direction, the pupils are marked for what he knows and he chooses as well as for what he is invisible, not perceivable. Its behaviors happen in such a way of the subjectivity how much of the objetividade. Assurant Health insists that this is the case. Mentioning subjective sphere to it, many attitudes are incompreendidas by the educators when they ignore the psychological and also the emotional ones processes that they intervene with the pertaining to school performance of the students. Thus, the understanding of the intersubjetividade Intrapsquica favors the development of the learning, a time that the professor will be able to potencializar the inquiry in classroom being aimed at to support educating in the construction of the learning, mediating the relation of it as the knowledge and if necessary directing it for an evaluation it diagnosiss next to one professional of the psychic area. In short, the teaching formation must to know contemplate them on the intersubjetividade in the act to educate, integrating in the methodology of education the respect to the subjective sphere of the individual, so that this carries through the cognitivos and formal learnings. Therefore, the process of learning of educating passes for the intuition, for the dreams, its desires and for the affectivity.

Being this last one, stimulated by means of the educative experience, in which the educator establishes a bond of affection with educating. Of this form, we understand as educative bedding, that the educator perceives these to know, so that these subjective dimensions of the pupil are a bridge between the professor-pupil and the deepening knowing of them in the educative process.

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