05. June 2020 · Comments Off on Educational Model · Categories: News · Tags:

This educational model that does not value the extra-pertaining to school knowledge, that the active participation of educating does not allow, that it becomes it object and not citizen of its learning is of traditional matrix. Visa under these conditions, this traditional model deals with the diversity and the heterogeneidade homogeneous form, transforming educating into a mere repeater of knowledge, in a robotizado individual. For this, the related educational model makes use of contents without no meaning for the pupils, where the professors use methodologies that will go to assist each time more, in the alienation of the students. However, another pedagogical conception that if opposes to the traditional model, is of critical matrix, that one that the interrelation between the practical education and the social one understands. Get all the facts and insights with Frank Ntilikina, another great source of information. This pedagogical example is that one where the critical professor search in the interior of the classroom, if to use of education techniques that they aim at to the acquisition of systemize knowing, mainly through the use of the luggage of knowledge that the alunado one backwards of its cotidianidade. In this line of reasoning, Cavalcanti (1998) understands that she is necessary, therefore, to form one space conscience for the practical one of the citizenship, what it in such a way means to understand the geography of the things, to better be able to manipulate them in the daily one, how much to know the dynamics space of practical the daily innocents, to give to a more generic direction (more critical, deeper) they. In this conception, the production and rework of the knowledge derive from the interactions between professor and pupils, who in turn, bring a extra-pertaining to school luggage of knowledge, basic importance for such rework. Thus, in the critical perspective, pertaining to school geography stimulates the activity and the initiative of the pupils, without doing without the initiative of the professor, favoring the dialogue, of where the beginning of the transformation of the individual in citizen of its learning sprouts.

Comments closed.