Freire Knowledge

I stand out the comment made for the author to the modality of preschool education, modality this sufficiently forgotten in practical them quarrels politics you publish them, when we speak in base of educational systems. Fourth Letter (Of the indispensable qualities the optimum performance of professors and progressive teachers), Freire, qualitative promptly the predicativos for our formation, where the pedagogical humildade of to the tonic to the look stops with our educandos, the humildade of in them listening to in the absence of the permeia knowledge that the new, the stranger for the both the parts, the respect we through ours being reflected in the other. Arrogant knowing needs to be desvencilhado, in progressive walking of the knowledge, the respectful love to the knowledge acquired, revisited and many times not understood, takes the progressive professor to be a perpetual researcher, valorando the moments of possibilities of construction of knowing, breaking authoritarian mooring cables, so intrinsic in our pedagogical, independent historical formation to exert our function in public or private spaces, ' ' The humildade in the aid to know this thing obvious: nobody knows everything; nobody ignores everything. All we know something; all we ignore something. Without humildade hardly we will hear with respect to who we consider demasiadamente far from our level of competncia.' ' (FREIRE, 2009, p.59). The exercise of the look has its especificidades depending on that academic condition we find in them and practical effective and the affective one of the distanciamento that we give the social reality that the education is lived deeply in the foundation of the public schools of our parents, exactly it passes sufficiently to be distorted, ignoring the nature of the social construction and politics of the movement so basic citizen for efetivao of one practical progressive, above all honest I obtain and with the pairs. The end of the Letter is explicit, the philosophical pedagogical chain of the Realism of Lev Vygotsky and its ramifications in its desenvolvimentista psychology, education as social process, of the experience constructed ahead of the relation of the man with its environment, generating the understanding of knowledge, consolidating one of the ideological lines of Freire. .

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