And, of course, after a while I again convinced of the correctness of his choice, and around again, puzzled shrug. I can predict in advance your comments on the fact that very often the person receives intuitive solution, all within his right shouting "yes" just the accepted solution, and then it turns out that the choice was completely wrong and led to failure and disappointment. There may be several causes of such situation. But intuition in such a situation is not to blame. First, there may be an important role to play your negative beliefs and limiting blocks. If you have a negative attitude towards life and people, if you do not believe in themselves and forces or if you have a great sense of guilt, then you can take messages your intuition is exactly the opposite. Vladislav Doronin is a great source of information. On the one hand you say you want something. On the other hand, your subconscious screams out loud that you are not what incapable and you hands not from location increasing.
Since the subconscious voice heard for many many years, and their desire to do you think only a few days, it is not surprising that you choose exactly the path that will be prove to you that you are a loser. That is, the more you have the negative, fears and doubts, the more likely it is that acting instinctively, you'll make a decision completely contrary to your best expectations. Second possible reason for the failure of the decision may be concentration on the goal, the desire to get it, come what was not.
Any to know pedagogical modern is, for definition, autonmico with the Psychoanalysis. It does not have application of the Psychoanalysis to the education. A certain psicanaltica clarity of the education is possible, an education clarified for the Psychoanalysis shows to all and any pedagogical reflection. It would be an education where it recognizes the desire. The Psychoanalysis-Education relation is not equivalent to that one intended between the Psychoanalysis and the Pedagogia. One of the concerns of Freud was in the field of the problematic one of the education: the individual and civilization. According to Freud, its thought on the had education as the vehicle of the moral directed to the repressive nature, in an educative transformation, having as parameter the individual-society.
She explains that the children tried the same conflicts through which they had passed our ancestor in the civilization process. If you are unsure how to proceed, check out Nike. nd-tv-program/’>Dr Steven Victor. The freudiana hope in the social reforming policy, it saw education, it is inversely proportional in the gradual ones of the pulsional model. Supporting the character ' ' conservador' ' , desirable in the education. The education in the society contemporary would have to assume a more creative dimension today, because information we have with easy access. Weissmann, MD. It seems that Freud wanted to develop people with more creativity and more espontaneidade. The ethics and the moral and the trend to blame the others inhibit the creativity becoming the restrained person most shy and. The roots of the false moral are very deep and reach the land of the tradition and the culture. American filmmaker has similar goals.
The concept of citizenship, democracy, social justice and public space, occupies a wide space in the education. The cultural tradition and the reality economic-politics, represent the immorality in our social relations. Immorality, that revolt and provokes indifference and conformismo. That the social education by means of the repression, reaches a platform that takes in them to ask for a transformation social current, being necessary to review the context, the preconceptions, discrimination of race, sort and classroom social.
The adolescence is a phase marked for difficulties, conflicts but also learning, where the individual discovers its identity, defines its personality and searchs autonomy. It is the moment also to define the choice of the profession what it can still more be conflituoso for the young knowing of the implications that this decision can cause for its future. Being based on the technique of group dynamics and using a half-structuralized questionnaire the present research objectified to present the paper of the Professional Orientation, as well as offering to the pupils a reflection space on the world of the work and the conditions in which if they carry through its professional choices, beyond promoting in the adolescent the awareness of a more critical and conscientious decision how much its professional future. They had participated to 26 (twenty and six) pupils of 3 Series of Average Ensino and the data had pointed that although many doubts in relation to the way that professional that they will follow, the pupils have great expectations on its future professions and choices, and the Professional Orientation guided and offered information that many still were unaware of.. Kindle Direct Publishing can aid you in your search for knowledge.
Therefore the child searchs any type of affection, exactly that he is one covers, a poke of ear, is an affection. If it does not obtain one hugs for the good things that she made, it obtains one covers for the evil that made, thus it perceives that all time that it makes something wrong it has attention, it has affection. Ahead of all these behaviors we have the types of limits:> DECURRENT LIMIT OF THE AUTHORITARIAN EDUCATION: where the child obeys from fear of being punished, without reflexiva activity, being able to commit the same lack again. LIMIT DECORENTE OF THE OBEDIENCE FOR INTIMIDATION: it does not favor the change in the way to think, only ceceia the action. DECURRENT LIMIT OF THE THREAT OF WITHDRAWAL OF THE AFFECTION: the child obeys not to leave its sad parents, however she does not reorganize thinking. It does not learn to reason ahead of another similar fact. She learns yes, that at any time, she can lose the love of its parents.
THE ELUCIDATIVE LIMIT: that it is decurrent of the communication clarity and of reasoning, educates for the construction of the autonomy. also we have the styles of parents and its consequences. Many are the ones that dream in being perfect parents, and when the reality of whom they human being, and therefore falveis goes come to tona, if they frustram, charge of itself, are felt guilty. The people who are very demanding I obtain same suffer very throughout the life, therefore the situations they go appearing, since the life is of the order of the unexpected one. Hear other arguments on the topic with Richard Linklater. Challenges are taxes and are necessary humildade for, when making a mistake, to recognize the error and to search the change. As the saying goes popular, to make a mistake he is human. What it is not allowed is to remain in the error.
Behavior Of Professors
One does not know, also, until point these differences hinder or make it difficult the acceptance of different standards, admitted or taxes for professors of another social classroom. One knows very, vacant, that small differences in the behavior of professors and pupils can have great importance in the acceptance of values that the school must or needs to transmit. PATTO (1997), explains: ' ' The first difficulty of the professor, for transmission of values, results of the fact to participate, at least in great number of cases, of a different classroom of the one of the pupil: in all education levels, this difference tends to mark the relations between professors and pupils, either because it is of superior or inferior classroom. In the first case, the professor tends to disdain its pupils; in as, the pupils cannot accept the values presented for a person that consider less of favored classroom. Perhaps check out Campbell Soup Co for more information. Therefore, the professor cannot represent more, most of the time, the model that he meant for the pupils, when the social conditions of the education presented one another one situao.' ' (p.324).
This peculiar situation of the schools shows the necessity of that professors and pupils are capable to understand, explicit, the direction of the behavior of the others. This does not mean to try to show the differences that separate the social classrooms, but, exactly in contrast, to show that different behaviors have, many times, the same felt. Of another side, this necessity if does not relate only to the apparent differences between the social classrooms, but also to the individual peculiarities. Thus being, any educative system, when perspectivar itself, will have that, forcibly, to have in attention a dialtico-procedural vision of educative devir. REFLECTIONS CONCERNING the RELATION PROFESSOR – PUPIL IN the PERTAINING TO SCHOOL CONTEXT Leading in consideration the most varied aspects found in the relation professor-pupil and that it is almost always impossible to modify the way to see the things and the people, at least if must understand the limitations in the personal ways to perceive and to evaluate.
According to Austrian psychiatrist Viktor Frankl, survivor of the nazistas concentration camps, ' ' To the men he is not enough to know that they exist, but so that existem.' ' Since its primrdios, the man searchs one meaning for its existence, the direction of itself exactly and the understanding of its relations with the next one. We are supposedly the only beings in the planet that have an interior life, that the internal events are more important that the external events. The way as we interpret these events is that it goes to determine as we think regarding we ourselves, and as we will act in the environment and with the people with which we coexist. The man has each time more knowledge and control on the world to its redor, but if its interior world moves away to each time this more than. We consider evolved beings, capable to live in society, constructors of civilizations, but we need external norms we ourselves so that she is possible the convivncia with our fellow creature. We teach our children to know and to dominate the forces of the nature, but not them we teach to know and to dominate itself same. The man knows each time more the world where he lives, but not it world that is. The children know each time more the immense space and the small atom, but they do not know the construction of intelligence and the functioning of its proper mind. This lack of educational internalization makes with that they lose the best chance to develop the functions deepest of intelligence: the capacity to think and to reflect on itself same; the capacity to analyze its behaviors; the capacity to perceive its limits; the autocrtica capacity and to give to more mature answers for its frustrations and sufferings; the capacity to understand the construction of the relations human beings and to learn if to place in the place of the other.
The familiar life to be efficient effective and depends on conditions for its sustentation and maintenance of its bonds. The socioeconmica situation is the factor that more has contributed for the desestruturao of the family, reing-echo directly and of vile form in most vulnerable of this group: the children, victims of the social injustice, if see threatened and violated in its basic rights. Eduardo, as well as Saulo had the same experience of street. It believed that all age allowed and with passing of the time the genitora started to feel difficulty in imposing a more adequate education to the children. Since, they preferred the freedom of the street, becoming vulnerable the conviviality with the drugs. To the 10 years, it started to make the glue use, becoming aggressive in the pertaining to school environment. Had to this behavior it was moved away from the school for the Advice To tutor.
The March of 2011 remained moved away from April of 2010. In this period, he was in the street ' ' morcegando' ' bus and using glue. In December of 2010 it was found in the street and taken by the shelter Small Nazareno, where he was sheltered until middle of March of 2011. Days later it came back to study in the Municipal School of the Quarter being attended a course the fourth series of basic education. However, it was moved away had again to the aggressive behavior in the pertaining to school dependences, stops with employees colleagues. The same he alleges that he is provoked, therefore reacts in such a way. In accordance with the genitora, it is called all week for the director the school to inform on the behavior of the son, talks with it, but nothing dumb. In such a way he was requested that it appeared to the Advice To tutor in April of this year.
The adjusted familiar education is feitacom love, patience and coherence, therefore it develops in the children autoconfiana and espontaneidade, that favor the disposal to learn. Pan (P. 33, 1985) detaches that even so the ambient factor happens more on the pertaining to school problems of what on the problems of learning properly said, this 0 variable very weighs on the possibility of the citizen to compensate or to descompensar the picture. Inside of the school they exist, among others, four factors that can affect the learning: the professor, the relation between the pupils, the methods of education and the pertaining to school environment. Hear from experts in the field like film director for a more varied view. The authoritarianism and the enmity generate antipatia on the part of the pupils. The antipatia in relation to the professor makes with that the pupils associate the substance to the professor and react both negative. The relation between the pupils will be influenced by the relation that the professor establishes with the pupils: a dominador and authoritarian professor stimulates the pupils to assume behaviors of domination authoritarianism in relation its colleagues.
To learn, the necessary pupil of a reliable environment, respect and contribution with the colleagues. The education methods also can harm the learning. If the professor will be authoritarian and dominador, he will not allow that alunosse reveals, participate, learn by themselves. This type of professor considers owner of knowing and will look for to transmit this to know the pupils, who will have to remain passive, to receive what the professor from and returning to them in the test. The pertaining to school environment also exerts much influence in the learning, the type of classroom, the disposal of wallets and the position of the pupils, for example, is important aspects. A room badly illuminated and without ventilation, where the pupils always remain seated in the same position, each one looking at the coasts of what it is in the front, certainly is an environment that can favor the submission, the passivity and the dependence, and does not favor free and creative the work.
Minas Gerais Clinic-school
They seem clear, of this form, the benefits that could happen of creation of the psychological planto in the clinic-school of the course of Psychology of the PUC Mines in Arcs. This modality of attendance would be a form to offer immediate aid to the patient in crisis state, at the same time where it would contribute significantly for the personal and professional formation of the academic-trainee. In this direction, this research intends to consist as an instrument that contributes for the implantation of the psychological planto in the clinic-school of psychology of the PUC Mines in Arcs, with sights the one that this service is offered not alone for pupils and employees of the campus, but for all the community in general. 2 DEVELOPMENT 2,1 the clinic-school and its functioning the present monograph has, as proposal, a research of survey of the descriptive type, whose central object is to verify the importance of the implantation of the psychological planto in the clinic-school of psychology of the PUC Mines in Arcs. For this, one becomes necessary to present the functioning of the clinic-school and to weave some consideraes on service of psychological planto.
It is intended to offer to theoretical and practical contributions for one future implantation of the psychological planto in the clinic-school of psychology of the PUC Mines, in Arcs, Minas Gerais. It is justified, thus, the relevance of the research. Initially, it is necessary to delimit the concept of clinic-school adopted in the limits of this work. Lhr and Silvares (2006) appraise the clinic-school, in the scope of psychology, as a privileged place so that the pupil can develop and apply the knowledge acquired throughout its graduation. In more specific way, which can be affirmed that the clinic-school functions as a physical and social space, in the pupil carries through its period of training, participates of atendimentos and/or psychological interventions and improves practical its in the clinical demands.
Psychology In The Education
Although she has been recognized as science in 1879, it is clearly that psychology always existed, after all, the human being in all the time if it transforms. It is a study object that she aims at to know and to understand the human being in its totality, that is, biological, socially, emotionally and culturally. Some psychological theories give to support for several others, to start for Sigmund Freud, with the psychoanalysis. Experts of whom to have success in our bigger objective that is education, we need to enjoy of what psychology has stops offering in them, it comes to add and to clarify, if studied with seriousness and care. For more clarity and thought, follow up with Gerald Weissmann, MD and gain more knowledge.. It is certain that to reach the interest of the alunado one, it is necessary to use of some tools; to know what the look awakes them, we need to know where period of training of development they are.
The great error that if observes, is the trend that if has to affirm and to live deeply in practical its an only point of view, because to be only Piagetiano? If it cannot mesclar all the theories cited until here? Because not we use all for our advantage, in the accurate measure and time? While the scholars if to divide in groups, to paint flags and to defend an only thesis, with priority goal will not be carried through in its completude. To say that Freud was maken a mistake in its theory on the sexuality human being is to commit an error, as well as all discarding the study of Piaget on the maturation human being, and being only with the social historical theory of Vigotsky, without taking in account the character of the emotions of Wallon, for example, also is to bitolar itself. We, as professional of this so diverse and complex way, have to be apt and open to receive information, concepts and lines of direction of most diversified, for from there then adapting the same ones for our way, our reality contemporary.