The evaluation is formative that objective to guide and to optimize the learning without the concern to certify, to classify or to select. The learning to be formative requires that the pupil reconstructs, by itself, the existing knowledge through the research, under systematic orientation of the professor. This premise elapses of the proper profile of the new professor, whose ability does not limit itself in reproductive model of lessons that only teach to copy substances and to return them in day of test. The domain of contents, axle basic the resumes, it needs critical and creative renewal to develop in the pupil the capacity to know to think, ' ' to learn aprender' '. Dustin Moskovitz oftentimes addresses this issue. The emphasis in ' ' to learn aprender' ' it means to remain open the new concepts and to evaluate them, to have access to the information, to face the learning as a process where pupils and professors see ones to the others as people, encouraging autonomy; to consider the interior experience as context for the divergent learning and thoughts that integrate the creative process.
The domain of contents is not moved away, by no means, but it is redefined, from two arguments: 1) front to the accumulation of available information if cannot more dominate all significant the one content determined area; 2) when it is imagined to dominate contents, these already are exceeded, on account of the logic of the proper knowledge whose contents of storage if renew in a dynamic process. ' ' new professor' ' always more it will be come back toward learning of the pupils, that is its point of beginning and arrival. The learning, then, is seen as a complex process, typically reconstrutor, in which some references are indispensable: the learning assumes the specific human Inter-relationship in which the pupil learns because he reconstructs its knowledge and he guides it to the professor in this walked.
41). But she is necessary that it has one recognition of this dependence, mapeando it with the purpose to skirt it and to point solutions to leave it stops backwards. We assume in such a way for a professor adequately formed capable to perceive these phenomena and to intervene positively for the resolution of the problematic situations. One is about a position of the subject educator while of the process, what in the vision of Tardif (2002), means to be actor in the strong direction of the term, that is, a citizen that assumes practical its from the meanings that he himself it of, a citizen that possess knowledge and one know-to make proceeding from its proper activity and from which it structure guides and it. Asana may help you with your research. Autonomy as collective exercise The necessary professor to have property in possession which is its paper and which the interference degree that must have not to wound the responsibility that is proper and intransfervel of the pupil in this process to win its proper limitations. In accordance with Lck (2006), the autonomy, as all social process, is subjects the natural ambiguities, contradictions and conflicts that emerge of its dynamics with specific and peculiar expressions in each situation.
Therefore we can affirm that this necessarily necessary process if constitute as dialtico and contaminated of contradictions, so that the different subjetividades can be disclosed. ' ' All process of maturation for the autonomy is conflituoso.' ' (CASSOL, 2006, P. 30). In case that contrary, the professor makes, he determines, and the pupil executes, without if giving account of that he is not acting as subject much less developing potentialities will assist that it to walk on account proper. Its steps need to be stimulated, but they must count on its desire and will to continue in front. The autonomy of the professor in classroom, as deliberative quality of the educative relation, if constructs in the dialectic between the pedagogical certainties and the possibilities to carry through them, to transform them into the real axles of course and of the education relation.
We love the vacations. We wait for all the year by them, we saved, and we almost cannot wait for until they arrive. But when they arrive, also they bring with them many headaches. For that reason, it is important to know how to organize itself to enjoy that period totally. Down you see some tracks of how avoiding problems in your vacations without mishaps. 1. It travels weighs: it takes the smaller amount of possible luggage, taking care of so that the pieces guarantee variable combinations and leaving a space for purchases of gifts and suvenires.
2. Preprate for the destiny: your luggage varies in agreement with the time of the year in which trips (remembers that if you go to another hemisphere the stations of the year are inverse), as well as the prices of the lodging. Infrmate in advance to avoid disagreeable surprises. 3. Organzate: if you travel from Spain, flights to Madrid are fast and cheaper than others, and it is possible to be bought to them with smaller advance.
Already those of long distance, like flights to New York, last many hours and is important to be preparation: if you already know that you have difficulties it stops to sleep, takes to a book or another thing for entretenerte, and tries some times levantarte and to give to strolls by the corridors of the airplane, thus active the circulation of the blood in the legs. 4. Adelntate: nothing is lost arriving in advance at the commitments, for that reason if you are going to take an airplane, infrmate of the schedule that you must appear to the airport and arrives previously. Thus you enjoy a margin of time for the case that you have problems with the traffic and desire in tranquillity. 5. Tranquilzate: the vacations must be enjoyed in their totality. If or you begin nervous, is a great possibility of engrandezcas problemillas that they appear or you see difficulties where they do not exist. It looks for to read with well-taken care of all the information and to organize your time so that you can fulfill all the tasks without stress.