By | July 21, 2014

In accordance with Pablo Freire (1996): ' ' The democratic educator cannot refuse the duty of, in its practical professor, strengthen the capacity criticizes of educating, its curiosity, its insubmisso' ' (pg. 28). The criticidade is important not only of educating, more also of the educator in relation practical its. For FREIRE: ' ' It is thinking critically the practical one of today or yesterday that if it can improve next the practical one (pg.39). ' ' Throughout history we can see and review some movements for better conditions of work for the category, the professors, who have that to work in rooms without preparation for the occupation of pupils. The professor profession is one of more important, therefore its participation does not finish in the classroom, goes beyond. I say as example, when we have a pupil that it lacks very, or that it comes and does not want to participate of the activities, we feel in them in the obligation to discover what to be happening with that pupil to be able to help it in its development inside and outside of the classroom.

As Romanowski speaks (2007): ' ' The marks of identity of this profession point one to make vocacionado, as a faith act, but that, in elapsing of the development of the school, it assumes the profession condition. One of the basic characteristics of the teaching profession is to believe the educabilidade of its pupils. The majority of the professors considers very important to like what it makes, that is, beyond the knowledge, this profession involves sentimentos.' ' (Pg.17). From the moment that the education goes for the pertaining to school environment, it takes pra itself the profession paper, therefore we find the same one in other environments being exerted by people whom vocation has officiates for it of to teach, that they do not possess graduation, but they believe the educabilidade.