In the school, the professor must be intent the questions directed toward the behavior of the dehiscent one in room, since the same she can be being affected for desestruturas of affective matrix, as much nominates social how much in the familiar one. In the course of the development, on connections the affectivity go if extending, and the figure of the educator sprouts with intense esteem in the relation education and learning, however it will depend on the performance of the same, and one I tie that it is established between both (ANTUNES, 2006, p.49). The new studies always focus the quality of the contents and the form with that they are presented is of ability of the professional who conducts the classroom, but the professors continue valuing more the methods pedagogical of what the interaction in classroom between it and pupil, as practical educational. The possibilities and limits to change a relationship between professor-pupil, exactly being the professors educated and formed through a system of authoritarian and repressor education. Therefore, the relationship that the professor develops in classroom for the process of education learning and as much importance and a subject with infindveis questionings between studious researchers and (FERNANDZ, 2001, p.48). The interaction concept, acquired in the formation of the professor and/or its professional experiences, beyond practical of interaction between professor and the pupil (authoritarianism and the false critical speech), the paper of the interaction in the pertaining to school culture and construction of the active citizenship through the interactions. When we argue on the influences of the process of escolarizao of the professor in practical its in classroom, developing in the professor a critical sense between the speeches and possibility of the methods and the practical one, thus rethink, the interactions in classroom (SODR, 2006, p.55). Quarrel The interaction in classroom is one of the aspects that count for the good development of the phenomenon ' ' aprendizagem' '.

The main one of them, me seems, fruit of the pedagogical requirement, is the demand of necessary knowledge so that it can share with the pupils. Beyond the well-known disinterest of good part of the same ones in what the professor has to offer to them. ANALYSIS INTERPRETATIVA Before more nothing we need to consider the relations. Staffs, with colleagues, controllers or even with the proper pupils, without counting the social reality where he lives the professor. You may want to visit Russell Caldwell to increase your knowledge. Vygostsky (1989) affirms that each citizen is not only active, but interactive, constructing to knowledge from interpersonal relations intra and. It is in the exchange with the others and the intrapessoalidade, that we internalizamos social information, papers and functions. Creighton Wright helps readers to explore varied viewpoints. For the author, the experience in society is essential for the transformation of the man of being biological in human being.

It is for the learning in the relations with the others that we construct knowledge that allow our mental development. The professional formation of the professor depends on a composed educational project of education and research, also based on the life experience. Under the optics of Pablo Freire, it is basic that the professor makes of its proper experience, a source of construction to know, allowing to one better understanding of the forms of confrontation of the problems of the pertaining to school life and the use of the knowledge in the creation in new ways to learn and to teach. According to Freire, the necessary educator to inquire about its history and culture, to become conscientious of being and come-the-be-knot-world, what he also implies in diving in its experience and feelings, in a world of connotations, values, affective correspondences and social interests. Of generic form, the words professor and profession possess similar meanings.

The country comes especially passing problematic an educational one as for the professors, who are: the low wages, forcing the professor to have an incompatible hours of working with the docncia, the lack of continued formation, pssimas conditions of work and mainly in one school as this, without espeifica formation in Geography, as to contribute for an election of contents and choice of methods for a classroom without knowledge of disciplines and no experience? The professor if does not worry about the update of Geography, in general not if they compromise to the learning, but yes in fulfilling with the sequence of the didactic book and the plan of lesson. One is about the importance of the questionable taught knowledge, most of the time, the pupils do not give importance to disciplines of Geography does not know its paper in the formation of a conscientious, participativo pupil and to know the difficulties in education, notices that in it practises the pupils are not learning Geography. The consequence of this process could not be another one: the pupil does not perceive as participant of the geographic space that studies. The professor is the mediating agent and must have clear and well definite objectives, to analyze information in accord with the proposal of its work so that not the risk occurs to get resulted diffuse, it must awake the interest and commitment of the pupils in knowing the Geography as subject social of this context. Being thus what if it can understand it is that, a school where does not exist until the moment a professor with formation in Geography, as to search an experience lived to transmit its pupils? The professor with formation searchs in its knowledge so that they are capable to dominate the contents. It knows that it will not be easy to conclude this work, therefore so that this happens is necessary the basic persistence in this research, the concern with education and the learning, in end with the form that this being lead the education in this school, however with much tenacity and effort will search through comments in the course of the school year of this school where work during some years and I have observed this great difficulty appeared throughout these years, that has been harmful at the moments where the pupils appeal to the search of interests in competitions and vestibular contests, is enough that if it makes an interview to the pupils so that if it has a reply on the subject, not only in Geography, but also in some others you discipline in which the same situation happens.

The professor knows and talks with it on the child and the work of it in the school; In low note case, he does not wait to be called: he goes to the school to know what he is happening; He keeps a relation of respect, affection and consideration with all the professors; He decides the problems between you directly, its son and the professor and alone appeals to others in last case; He creates the habit to observe the pertaining to school materials and helps in lies of house; When its son will be with problems, shares them with the school without omitting facts nor to judge attitudes; It comments with friends and relatives the pertaining to school successes of it, for minors who are, to strengthen auto-esteem and the autoconfiana. If we speak in contemptuous way of the school, we do not value it. If our children alone hear negative things its respect, hardly will go to see it with good eyes, will create resistance to this space and to that they work in it, they will not understand its importance, and how much she is transforming. The feeling that will grow in the child, in relation to the school, will depend on as we feed this feeling. When we ask to the child what it learned, as it was its day, beyond being a chance to demonstrate affection, we will be strengthening the importance not only of the frequency the lessons, but of the participation in the activities, with the colleagues. We can use to advantage the chance to say that we believe it, to praise its works, to value its potential.

To participate means not to wait something to give wrong for then correcting. We must anticipating in them. If we cannot talk personally with the professor to know as it is the income of the child, its behavior, can order a ticket in the notebook, in the agenda, we can telephone.

Ahead of a space where we are product of the way where we live and where the machine in them bombs of all the sides, beyond an immense diversity of options presented to the society, the paper of the professor is each more arduous time. The professor has that to have conscience, responsibility and comprometimento with the paper that exerts in the way of this society each more individualistic time, where even so in modern times, if he is that we can say, still we enter in conflict if takes advantage the law of strongest or if each individual is valued for what possesss. The professor must have conscience of its paper as transforming agent of the society of which he is part and everything that are its return, is not enough to go for a classroom to lecionar mathematical, Portuguese, physical or any another one disciplines, but also to know to hear the sadness, anguish and the joy of its pupil and to vibrate with its victories. For more clarity and thought, follow up with Creighton Wright and gain more knowledge.. He fits to the professor beyond giving the content of its disciplines, having proper responsibility with its pupils, directors, parents and with its familiar ones, who are in its houses. Although the system has the machine its favor, as the medias: television, periodicals and others, where if are passed what really it favors a small group of people, being of this form the great majority in abandonment and stimulated by the consumerism, which only serves each time more to increase the inaquality. The professor must possess comprometimento with its work, that I believe that in fragmented way he can make the difference for ways of values that lost and had been forgotten, not voluntarily, but for the awareness of material values above of moral and human values, which we are submitted spontaneously by the medias and diverse laws approved for parliamentarians, they are these reasons who leave the battle of the professor most arduous, but also is rewarding to have the conscience that was part of history not as mere spectator but as agent of transformation for a society more joust, human being and with little inaquality.. Learn more on the subject from Frank Storch.