EFFECT OF THE CLIMATIC CHANGES IN THE ECONOMY AND EMISSION OF CARBON HEADINGS

A monographic assay

“Education and Learning estimate studies that they search to explain the relations between pedagogical knowing and scientific knowing in the construction of making didactic, that they critically analyze the perspective of ” to learn to learn”. (Anastasiou & Pepper, 2002, P. 55)

The world if finds immersed in an intense phase of educational reforms, all justified in the deep social changes that occur ahead of the speed with that the information is transmitted and spread out, followed of the technological increment, as much in national scope, as international.
Opposite to this scene, to rethink the formation of the professor, in its dimensions, continued initial and, represents for the educators instituted aspirings and, a great challenge, in virtue of the latent insatisfação concerning the effective models, especially in the Courses of Licenciatura. But, as occurs the formation of professors in times contemporaries, and, which are the canals formadores of these professionals?
The recent reforms in the Brazilian education, more specifically in the formation of professors, reflect a “certain ousadia”, but they are not generating, of consistent form, proposals that exceed the level of abstract recommendations, and, when this of form sucinta occurs, they represent incompatible recommendations with the true necessities for the efficient formation of professors. On such insufficience, Noronha discourses:
“The current reforms are bold textualmente and with certainty, sufficiently they are based, in what it says respect to the organization of the knowledge in the schools, however, at no moment they point with respect to the institution of one serious politics and effective of formation of professors”. (Noronha, 2001, P. 44).
The effective scene is propitious to excite definitive considerações concerning the initial formation of professors, for frank performance in the Country. They are emergenciais, as much in legal terms, how much in educational research and theories, improvements in the teaching professional performance concerning its craft stop with as the cycle of basic education and average education, objectifying the work, the creation, the reflection on the practical one of the professor, and its consequent redirecionamento. The ideal on the teaching work can be pautado in the incentive to the independent thought, in the potencialização of abilities, the development of abilities, amongst others, but it will be that the professor in its cuts molded poor, was prepared for so great accomplishments? How, and where perspective it was formed?
The process contained in “innovating in education”, has collective individual matrix/of analysis of the Real, of what it is pressing, of what needs modifications, objectifying to make possible the children, young and adults the right to the integral development as human beings and citizens, through the school. It means a commitment in “making together with”, and with the purpose of imposed modifications vertically, from top to bottom, not considering professors as mere laborers executors of determination other people’s, and, therefore, responsible individual and solitary for the gotten results.
If it makes pressing, therefore, the development of research directed to the pedagogical field of the professionals who form professors, investigating the pedagogical knowledge, with emphasis in the vision of the professor for its concepts of education and educational context and what thinks on the participation of its disciplines and the theoretical and practical relation in the process education/learning, with sights to the formation of the professor.
The educator can constitute the object in such a way, how much the citizen. While object suffers the action from the time and the social movements, without assuming the conscience and the paper to intervene with this process. While subject, it constructs in set with other citizens, its attitudes a historical project directed toward contribution in the formation of the individual, that in education terms if translates and if it executes in a pedagogical project. Therefore, to contribute of consistent form in the formation of the educator, position of citizen, and not of object, the professor must prevent an authoritarian position, adopting a auxiliador position so that the citizen can opposite acquire a critical attitude to the world, in such a way qualifies that it to act ahead next to other human beings of the educative process. 

REFERENCES:
ANASTASIOU, L. das G. C.; P., Selma G. Docência no ensino superior. Cortez,
v. 1. São Paulo, 2002.
NORONHA, M.I. the Considerações and questionings on the formation of the professors in the context of the Educational Reformation. Magazine Education, APEOESP, São Paulo, n.13, abr. 2001.