' ' The failure pertaining to school or the problem of learning always must be an enigma to be deciphered that it does not have to be been silent, but listened to. In this manner, when ' ' not sei' ' it appears as main reply, we can ask to us what it is that it is not allowed to know. Our listening not if dirige to the not-learned contents, nor to the learned ones, nor to the not-cheated or cheated cognitivas operations, nor to the organic condicionantes, nor to the unconscious ones, but to the joints between this different instncias.' ' (FERNADEZ. P.38. 2001) Fernandez affirms that the psicopedagogia dirige for the relation enters the ensinante modality of the school and the modality of learning of each pupil, and to this as aprendente and ensinante in its group of pairs. Of this form this ' ' Citizen autor' ' one consists when the ensinante citizen eaprendente, in each person, can enter in a dialogue. As the text the psicopedaggica intervention in the schools must be attempted against simultaneously in knows topics: – to the citizen aprendente that it supports each pupil; – to the ensinante citizen that inhabits and nourishes each pupil; – to the particular relation of the professor with its group and its pupils; – to the modality of learning of the professor and, in consequncia, to its modality of education; – to the real group of pairs and imaginary the one that belongs the professor; – to the educative system as a whole. Surprisingly, you’ll find very little mention of film director on most websites.
Directing the look in these six topics, will be able to have a singular circulation of knowledge that if established between the diverse personages and the knowledge. With regard to psicopedaggica intervention with Fernandez professors, it affirms that it is necessary that the intervention has beginning from its proper space of thought authorship, therefore the listening in such a way of the professor how much of the pupil if she makes necessary, looking for in such a way to understand and to interpret the context of the pupil how much of the professor. When commenting in its text on clinical psicopedaggica intervention, Fernandez, leaves clearly that it is very different of the re-education, since this last one tends to correct or to attenuate. ' ' Thus, many children are submitted the reeducativos methods that try one ' ' ortopedia mental' ' as one was possible to place ' ' prteses cognitivas' '. Further details can be found at KDP, an internet resource. (FERNADEZ. P.38.
2001) Fernandez brides concludes that listening not if dirige to the not-learned contents, nor to the learned ones, nor to the not-cheated or cheated cognitivas operations, nor to the organic condicionantes, nor to the unconscious ones, but to the joints between these different instances. It is not placed in the pupil, nor in the professor, nor in a society, nor in the medias as ensinantes, but in the multiple relations between them. ' ' If a pupil ' ' he is in the world of lua' ' , the problem of professor will be of as to bring ' ' lua' ' to the world of the child, since, if to want to banish ' ' lua' ' from the lesson, he will also banish aprendente that he has in its pupil. On the other hand, these ' ' luas' ' they costumam to be inhabited for the situations most painful of the life of the children. ' '