MonthJuly 2012

Di Pierro

Thus, the State firmed some accords with cities and institutions private and in 1970 the government was classification as ‘ ‘ analfabetismo’ ‘ ‘ ‘ shame nacional’ ‘ that it would have to finish in short term of ten years, being excused any argument of pedagogical character. Supplementary Ensino also implanted with the intention to recoup the delay and to form man power for the national development that passed thus, to organize the old examination of maturity. Compatible the modernization economic partner (HADDAD and PIERRO, 2000, P. 116). Still for Haddad and Di Pierro, after the ending of the militarism in the country in 1985, was promulgated the Federal Constitution of 1988.

Foundation was created To educate it in substitution to the MOBRAL. However, dived in a new context, the country turned it containment of public expenses, had beginning the educational reform in 1985, what it again relegated the young education of adult still in the position delinquent. Authors Haddad and Di Pierro still affirm that many educational programs and politics had been developed in elapsing of history, but little really was verified in accordance with the reality. Therefore, we arrive today with great movement of magnifyings of it offers of vacant in public education, what it has presented insufficience, therefore the conditions of education had not folloied this picture. A set of situation of extreme poverty is visible that contributes the pertaining to school abandonment. Therefore this new panorama of social and educational exclusion is resulted of educational movements elaborated by the commitment lack.

Thus demonstrating, that this young adult passes for the education system, but they do not obtain to recognize communicative situations that if involve with autonomy. However in 2003, the young education of adult returned the agenda politics to make front to this reality. 1.3-Pablo Freire and its contribution in the eradication of the illiteracy When he says yourself in adult Young education of mean to say that they are people that for some reason had not had chance to study in the certain age or for some factors moved away that them from the classroom.

The Pupils

Still valley the penalty to designate that Wadsworth (1997, P. 74), supported in the piagetiana theory, it summarizes the characteristics of a child in the development of the concrete operations (7-11 years), in the scope of the affectivity. We know that the school is a necessary environment for the cognitivo and affective development, Capelatto (2002, p.8) says that ‘ ‘ the affectivity is the dynamics deepest in which the human being can have, and to give initiates at the moment where the love happens for another one. ‘ ‘ The school has as function to provide to the pupils possibilities to evolve as human beings; the pedagogical work must make with that the pupils fulfill rules, imposing itself limits. In this manner, Capelatto (2002, P. 14), alert for the fact of some schools to be worried only about the amount of contents, forgetting itself the affectivity, of the part human being: ‘ ‘ They are moved away thus from ‘ ‘ to be humano’ ‘ , treating the pupils are known only number by it of registro’ ‘ On the same concern, according to Ribeiro and Jutras (2006, p.39) ‘ ‘ the affective dimension contributes for the acquisition of positive attitudes in relation the professors, you discipline to them for given them and for the cognitiva learning of the pupils in room of aula’ ‘.

The affectivity has an enormous importance and responsibility in the educative relation between professors and pupils. It favors the learning of pertaining to school contents (RIBEIRO; JUTRAS, 2006). The dedicated writings to the function of the affectivity in the infantile development are not many in the workmanship of Piaget. We stand out an analysis of ‘ ‘ Unconscious affective and inconsciente’ ‘ (PIAGET, 1972) it makes the relation between its theory and the Psychoanalysis, and a 1972 article in which it argues, with sufficient clarity, the question of the relation between affectivity and cognition.

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