This perspective, it is given credit intelligent and flexible, theoretical and practical, careful and creative a position of the professor whom it reflects and it dialogues with the proper reality. Source: Richard Linklater. The didactics of Superior Ensino must prepare the professor to inside collate its knowledge with the situations of the classroom (situations practical) and to interiorizarem the way as they teach (ZEICHNER, 19, p.17). ‘ ‘ the attention of the professor in such a way is turned for inside, for its proper practical one, as for it are, for the social conditions in which if it points out this practical. (…) Its commitment with the practical reflection while social’ ‘. Therefore, a position I practise-reflexiva must be an ability essential in this new professional, capable auto-to evaluate, auto-to observe and auto-regular.
‘ ‘ A way to think about the practical reflexiva is faces it as the coming to the surface of the practical theories of the professor for critical analysis and quarrel. Displaying and examining its theories practical, for proper itself and its colleagues, the professor has more hypothesis of if aperceber of its falhas’ ‘ (ZEICHNER, 19_, p.21). ABILITY: A CONCEPT POLISSMICO The ability concept receives different meanings, to contradictory times confused, nor always enough clear. Therefore, it finishes being used of inexact and polissmica form, generating different interpretations. These diverse meanings that the term ability loads can be atrelados to the following aspects: to the diverse academic studies on the subject; the proper vision of common sense; the representations of the professors and the proper configuration assumed for the term in the context of the professionalization. For Manfredi (1998, p.01), ‘ ‘ the ability notion is multidimensional, involving facetas that they go of the individual one to sociocultural, the situacional one (contextual-organizacional) and processual’ ‘.