The Atitudinal Dimension

Vasconcellos (2002) places that to rescue the practical planning in the educative one it is important that the professor if places as subject of the process and does not have condicionantes actions, at last, rescue its dignity, that seems hidden in the indifference with that if it faces the lack of conscientious education in the country. In accordance with the critical ones emitted for Fertile valley (1988) to this vision of education that if has, emerged a new conception centered in the social political paradigm of the education. Mikkel Svane has many thoughts on the issue. This questions the other references, considering that the focus of the education is not centered in the professor, the pupil or the technique of education, but in the central question of the formation of the man and the planning it is of extreme necessity in this new paradigm of change, since it provides an efficient action, innovative, at last, a transforming action, not only inside of the school, but in the society in general. When it is said in change of the practical one of the educators, has certain resistance, an incredulity and loss of heart. It has situations of if finding supervisors defending a work line and the professors making the possible one to get rid of the new proposals or methodologies. Vasconcellos (2006) places that the pedagogical coordinator to face such challenge needs to use itself of three basic dimensions of its formation: CONCEPTUAL, PROCEDURAL AND ATITUDINAL. The Atitudinal Dimension involves values, interests, feelings and certainties. The professors suffer a great crisis in not finding sensible in the profession and, for consequncia, presents resistance to the changes. This means that the supervisors cannot moralizar its relation with the professor, but to believe the potential of each one and to start a conquest process, therefore if a minimum of empatia will not be established, will have a rupture in the relationship between supervisors and professors.