Professor: assumindo desafios para uma nova escola

Abstract

This project aims to develop a basic research on professional education since the school through a golden period in its history: advances in technology, qualified teachers, laboratories, public policies for education, election for directors etc .. Even with ali this, an bright opaque not love those who are inside that processo Much needs to be done. We emphasize also the emotional relationships in the classroom and put this relationship as a challenge to the educator post-modern, and this should act in a way that expresses your interest in the growth of students, thus respecting their individuality, creating a more pleasant and conducive to learning. The relationship between teacher and student must be of friendship, exchange of solidarity, mutual respect, finally, is conceived not develop any type of learning, in a hostile environment. Sut we must not forget that the respect that a child has the adult is unilateral, giving rise to two distinct feelings: love and fear, but also perceived by the child when involved in situations resulting from their disobedience. It is the existence of these feelings is that the unilateral respect. Therefore, if there is affection in practice mutual respect, so necessary for the development of personal relationships in whatever way the human and, through it, learning flows more easily. The school today, more than any other time, is a place where human relationships are built. Therefore, work is of fundamental importance not only content but also the emotional relationships. The interaction between them is also important for the adaptation process to the student at school. The good professor's relationship with the student develops in search for hope that the individual has to know himself, to find a definition for their lives. It is the springboard for the development rights. Want to know, have a desire to learn, are the first that the child can actually learn. So it is clear the importance it has for us, educators, knowledge of the affection, whether through the emotions, the driving force of the shares or the desire and the transfer to the better development of student learning and, consequently, to better relationship between this and the teacher. The school must therefore turn to the quality of their relations, enhancing the affective development, social and not just as cognitive