Relation professor-pupil and the motivation of the pupil in basic education the daily pertaining to school is permeado by many situations, and amongst them, a fact lived deeply in my pertaining to school period marked deeply my experience as pupil. As pupil, he had that to be submissa and aptica, therefore the professor did not give questioning option. In the difficulties during the learning, she was restrained when it requested a new explanation of the content, and this occurred as many times that mine autoestima if undid, provoking an interior conflict desmotivou that me to continue studying. My family, exactly with low economic power registered, me a particular school to make the Ginasial, since he was not ours I privilege to have this right in the public school. She felt me enthusiastic for being in this pertaining to school phase, but when in the school, this animation diminua, therefore the professor entered in the room and he did not give a good day. She did not have dialogue, this if she summarized basically to the explanation of the contents contained in didactic books. The professor was the transmitter of the knowledge, a dictator, and I passive pupil, who was hours behind a wallet making copies and in silence. Approaching the paper of the school, I cannot leave to consider the influence that the professor has in the life of the pupil and its learning, being served as model in the development of the social abilities.

Considering this boarding, based in theoretical beddings, I search a critical vision on the performance and the methods adopted for the professors in the day the day, its social attitude and the motivation as factor that it conducts learning learning. The education is not static, and the classroom a space where we learn values and attitudes. It hisses (apud FREIRE 2007), argues that the education is free and does not happen in isolated way, individual.

The period that we will go to study, properly said, will be of 1896 to the 1934, tempoem that Vigotskiesteve in the world. Let us see such concept of Marx: ' ' to construct a new society through the Social' ' ; it is possible to conclude that all we want a society, more human being, and better different of what it is currently. The thoughts, then, in this direction had not been only a new society, but also for a central formation that changes the aspect and the thought forming a new man. All Russia started to think about the necessity to form this new man; Then Vigotski is born at this time and all its research pass the being in the development and formation of a new individual. At this Vigotski time the partisan filiation was not filiou to the communist party in relation.

As many social, intellectual phenomena and politicians not only aim at that nothing it can be explained outside of the nature and to think, in a society, but a social group footwear for this necessary vision of a new conception. The State must be lay and if it divides in not secular weather and. However, we consider that the State while Brazil is lay, but let us analyze: It will be that he is same? We see that ecumenical movements had not allowed that the lessons of religion in the schools were purely catholics and that many professors still start its lessons with a conjunct, then do not have a lay State properly said. The catolicismo (in such a way the Apostolic Roman how much the Orthodox one) places all its ' ' males and demnios' ' on the communism. One remembers the used term of this text at the beginning, as: ' ' Eater of criancinhas' ' Then &#039 is considered; ' eater of criancinhas' ' therefore they wanted to leave the children without religion and base religious catholic or, then this seen age, in the religious vision, as a devilish and pecadora action.

The proposal donates to Jose Auri Wedge, in the cited text presents many positive points, which can be applied and be adapted for that they deal with the education infantile. This argues that the subjects to be worked in the Infantile Education or classroom must leave of what the child already lived deeply as the narrative of certain servile story for of a knowledge generating another new knowledge to be acquired by the child. There it appears to the generating words words with real direction for the child having to be related with the objectives of the subjects considered for each level, being able to take the reflection philosophical in the pertaining to school environment. The words appeared from the generating words must be argued and be dialogued. This will be made thus the conversation extends and stimulates the thought, for such the thematic one must be estimulador and ample.

I agree when the author says that the professor (a) must prioritize subjects that create possibilities of the pupils to be reflecting on what they are studying or what he is taught to them. Still the author argues that to be to work with generating words he is necessary to choose subjects that on with the thematic ones are developed in it elapses of the school year if not losing of sight the specific objectives of each subject. In the Infantile Education the subjects are worked in way that the child develops reflective acts as the discovery of the pleasant sensations, friendship, the libertarian courage-pulso and the difference it democratic pulso. I believe that the adequate choice of subjects for the philosophical conversation is of great importance for all those that work in the infantile education and education in general way. We have that to relate definitive knowledge with the reality, with the knowledge that pupil possesss to break the child from there can is developing its knowledge of coherent and conscientious form.