Necessary correspondence enters the analysis of content and the reasons of the pupils in the learning and education process. Theoretical recital of the professors in the content of also disciplines and in its didactics. Therefore, the description-cultural boarding carried through by Vigotsky finds the differentiation of the concepts acquired between the description-cultural development and the technician-scientific learning elaborated by its successors, mainly Leontiev and Davydov. Between both, it rests untouchable bedding of the mediation of the citizen with the social environment in which if it develops. It fits, at this moment a panorama that disclose to the observer the theoretical concepts until here boarded and the practical ones analyzed in the institution-field under the emphasis of the paper of the professor as articulador of technician-scientific education and the description-cultural development. A new methodology consisting in the strategy of a conception articulated between the description-cultural development and the technician-scientific learning that a social environment conceives and instructed inserted citizen in its as transforming factor of its reality demands subsidies that allow to the convergence between both the aspects. The performance of the formador professor as mediating between the subjective interioridade and the objective exterioridade is turned toward the formation of the professor.

In this direction, it is given to the professor, while professional, the basic paper that co-ordinates the relationship enters the description-cultural nature of citizen with the technician-scientific structure of a society, a mediator between the development and the learning. LIBNEO (1990) already alerts for the hypothesis of that very probably the professors of basic education whom they use methodologies inspired by Piaget they even though make, it with the lenses of Pestallozzi (1746-1827) and with the lenses of the traditional pedagogia. It still continues: ‘ ‘ some adopted pedagogical orientaes in the schools more or less would be consolidated in the scope what if ‘ could call one; ‘ pedagogia more atualizada’ ‘ , namely: the active paper of the citizens in the pertaining to school learning, the construction of concepts from the representations of the pupils, the relation between the knowledge and the reality, the formation of values by means of the resume, the creation of interaction situations and cooperation between alunos’ ‘ (LIBNEO; 2007).

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