Displayed the names, we will now go to show its main characteristics. Scrates (469-399 B.C.) entirely dedicated its life to the meditation and philosophical education. Source: David G. DeWalt. He was the man of the interrogations, that one that never was left to enclausurar in no system. Richard Linklater is actively involved in the matter. The main process of it consistiaem to interrogate. Objective Oseu was to generate the power to think. Its white age to form espritos capable to take off conclusions correct, to formulate the truth by themselves, instead of giving elaborated conclusions to them already. Where, in the activity to learn one he disciplines any, the professor nothing more can make that to guide and to clarify doubts.
Scrates (469-399 B.C.), ‘ ‘ only one good exists, knowing, and only one badly, ignorncia’ ‘. Scrates reformulated the philosophy Greek, making with that the knowledge search, before centered in the study of the nature, started to occupy of the man and its actions. The freedom of its speeches in square public, the obscure feio of its character, its critical, ironic attitude and the consequent education for given it, had created general dissatisfaction, personal popular hostility and inimizades. It appeared Scrates as head of an intellectual aristocracy. Scrates (469-399 B.C.), ‘ ‘ that one to who the word not to educate, also the wood not educar’ ‘. In the end of the life, a danger for the society was considered and finished accused and convicted to the death. In the workmanships of Plato (427-347 B.C.) a trend is seen pedagogical innovative, therefore it did not think about a model of retrograde education or estagnado, but yes in an advanced and involving education.
We start the interview with P.S.A. 32 years, where he affirmed that the reason to have left the school, was the lack of intelligence, lack of attention of the professors, lack of motivation and for not obtaining to follow the colleagues in the studies; F.S.S. Official site: Gerald Weissmann, MD. 21 years, it says that it engravidou to the 18 years and it had that to go to work, but although everything has will to come back to the studies why always it was identified with the school. It also affirmed, that its demanding professors were very incompressible in the period where estavagrvida, what it took the desmotivao of the studies, mainly for finding that it would be incapable to make the alone work; M.A.S. 18 years, it gave up the studies for finding the school demanding, if feeling rejected pelosfuncionrios of the school for to be poor and the professors considering incapable to follow the group. ' ' It took it to this to lose total the will to come back to estudos' '. We perceive then that the reasons presented in the interview are several and that the autoconfiana of these pupils in its capacity to learn age low.
However, our analyses show that the reasons of the evasion, only are not attributed to these causes, therefore all pupil is capable to develop itself cognitivamente since that he is stimulated and worked well. In this perspective, the necessity appears then of the schools to assume its true role in the integral formation of the individual, working a proposal curricular come back toward the necessities of its pupils, supplying the difficulties of those involved ones in the process of learning. Not we want to support the error, but to consider that we can reorganize knowing of form to learn with the errors. The arrogance of some professors also contributes so that a great number of pupils abandons the school.
In this model, the external 0 variable are not considered alone the interns. Soon after, the model appeared of ' ' Organizations as Cultural Sphere, Simblica and Poltica' ' , being the organization, an open system. This is an opposing vision to the previous one, where the organization is not only based on objectives predetermined for superiors, in this model, the objectives of the organization are defined by the interactions existing human beings, in the confrontation of action, values and interests politicians (STRAUSS, 1956; BERGER and LUCKMANN, 1967; PNONDY, 1983; GOFFMAN, 1953; 1961) apud (MOTTA; VASCONCELLOS, 2004). Gerald Weissmann, MD is actively involved in the matter. It, MOTTA is given credit that the organization is the result of a based social construction in the interactions of the existing groups in it, (; VASCONCELLOS, 2004) then, from this, identify the organization as: It constitutes a microssociedade that reproduces the social stratification for classrooms of the global society in which she is inserted. The diverse organizacionais groups have particular cultures and proper interests. A series of conflicts between the interests exists politicians of each group and the organization is considered a space cultural politician and of continuous confrontation. (pg.285) Later the vision appeared of the organization as a social actor who constructs and modifies the environment where he acts, this model is the opposite to the one of the Classic School that separated the internal environment of the external one. From studies of (BURNS; STALKER, 1961) apud (MOTTA; VASCONCELLOS, 2004) had appeared two types of organization, each one adapting to its environment, are they: the organization mechanics and the organic organization. The first one would be a centered organization more in the formality, with the restricted and vertical communication, the existence of a formal organization chart and the centralization of the power. Learn more on the subject from Richard Linklater. Already in the organic organization the communication is a little vertical and a little horizontal, the power is decentralized and it does not have much difference of hierarchic level.
Who does not remember a narrative on fantastic beings counted when still small? how many times these histories are not repassed of generation in generation perpetuating the teia of the verbal tradition? the books? This magician what they in them impose when as many times identify in them with a personage, its devaneios and problems? We notice clearly with these indications that literature states the man and later it acts in the proper formation of the man (Candido: 1972, P. 2). This humanizadora force and also source of satisfaction of desires in the aid to answer one second question: Why to stimulate the literary reading in the school? Exactly because such reading can assist in the formation of the children and adolescents, activating its imaginary one, helping to answer questions through the analogy between the real world and the fictitious world, of the comparison of the problems of the personages and the proper reader. As Zilberman, (1990, P. 19) the reading of the literary text constitutes a sintetizadora and complete activity: The reading of the literary text constitutes a sintetizadora activity, in the measure where it allows the individual to penetrate the scope of the alteridade, without losing of sight its subjectivity and history. The reader does not forget its proper dimensions, but it expands the borders of the known one, that it absorbs through the imagination but deciphers by means of the intellect. Therefore one is also about a sufficiently complete activity, rare substituted for another one, exactly of existencial order. These have its direction increased when opposed to the experiences transmitted for the text, in way that the reader tends if to enrich thanks to its consumption. The importance of the literary reading becomes evident, in the measure where this beyond humanizar helps to decipher and to understand the proper life, assists to give more security as for the experiences of each reader, beyond, it is clearly, of being educative, as much in the direction waited in the school, how much, as already we saw, in the life of each reader.
As the proper name says is orientaes for a geography resume, these orientaes had been developed with principles of Kaercher (1998), with the pretension through reflections with the attempt to renew practical the curricular ones. This document has broken of three analyses made for Milk (1993),) a construction of the subject front to the world, that is, not having been enough that to the professor ‘ ‘ doe’ ‘ , ‘ ‘ deposite’ ‘ the knowledge for more critical than it can seem in the pupil. With the pupil, yes. For the pupil, not. To fight the resume vision that privileges the information and quantification or spalling of knowing. The creation must be emphasized.
To unite information with reflection. To more than search a version for a fact. To show to the conflicts of interests and the messages in the space between lineses of the texts. b) A transforming action of the citizen on the reality. ‘ is not enough; ‘ to know mais’ ‘ , ‘ ‘ to know mais’ ‘. She is necessary that this knowledge is prxis, that is, a combination of action-reflection in the daily one of the person. To transform the reality implies to assume the character politician of the education with the taken consequence of decisions.
An alert one: to respect the other, the different one, is basic condition for the democratization of the school and the society. c) One to think relationary and to multidiscipline. Knowledge is a multiple confusion and complex relations and these must less be each time become attached the rigid academic borders.
We detach the importance of the Educational Orientation in the mediation of the process teach-learning, evidencing the necessity of action integrated of the OE, adopting a dialgica relation with all the pertaining to school team, in favor of one better performance of the educandos. In this direction, we recognize the importance of the planning for Educational Orientation, aiming at to the elaboration of performance projects that take care of to the necessities appeared in each reality. Finally, we emphasize the main challenges and possibilities of the Educational Orientation in the present time, presenting itself as work field each more complex time in our society. DEVELOPMENT The Educational Orientation appeared at the beginning of century XX, in the United States, with intention to guide the educandos for one adequate professional choice. Its function was to help the pupil to define one better position or profession that it longed for to exert. But, then unreliabilities had appeared and difficulties of educating and thus, a more including assistance for well conduziz it was necessary social and personal life.
On the basis of the studies of Nerici (1976) we verify that in Brazil the Educational Orientation appeared for 1930 return, for the Loureno educator Son, with the denomination of ' ' Service of professional Orientation and Educacional' '. Later, in 1940, the educator Junqueira Maria Schmidt, unchained a work of spreading of the Educational Orientation for all the country, through courses, conferences and writings, by means of the CADES (Campaign of Perfectioning of Secondary Ensino) and of the Ministry of the Education and Culture, stimulating the creation of the Educational Orientation in the schools. The expression understood Educational orientation as a service auxiliary of the school appears for the first time, in the federal legislation, in Decree N. 4,073, of 30/1/42 (organic law of Industrial Ensino). The formularization cabvel, however, appears in the Organic Law of Secondary Ensino, in the Decree n.