In these cases the professor little can make. The pupil brings for the lesson the values and attitudes who was apprehending until that moment. The indiscipline can be a consequence of the absence of conditions for one adjusted familiar education. Or same, it can appear as to another alternative to its pertaining to school failure, looking in this way ' ' valorizar' ' its relation with the others. This failure is not mentioned exclusively to the classifications disciplines in them, but also in certain values that the pupil does not see reflected in it (Blomart, 2002). Whichever the .causing reason of the indiscipline of the pupil, it normally is faced as a challenging reply to the authority of the professor. The pupil contests because it is not in accordance with the requirements of the professor, with the values that it intends to impose, with its criteria of evaluation, its partiality.
At this moment we can affirm that it exists, between the professor and the pupil, an unbalanced relation. Searching to launch a look psychological on the question of the indiscipline, we perceive that this is associated with the idea of a psychic lack of the pupil. However, this phenomenon must be thought as a psicossocial state whose roots meet in the advent of the authority notion. Ademais, the recognition of the external authority estimates a psychological infrastructure, or could call moral, previous to the escolarizao. About this direction, the pertaining to school estruturao could not be thought separated of the familiar one.
Therefore, in the reality, them they are the two responsible institutions for what education is called (Aquino, 1996, P. 45). Oliver (2000) considers that let us look for to understand the violence as a form of expression and communication of the child and that is preferable to consider it as something inherent to the social relations instead of denying it.
The study it will have for base bibliographical research on the education of Geography and the tecnicista pedagogia, as well as, the systematization and analysis of the data raised in referring didactic books of Geography to the cited period. In recent years very if has debated the scientific community on the education of pertaining to school Geography, being that some authors as, for example, Cavalcante (1998); Gebran (2002) and You mark (2008) come carrying through research on new conceptions for the education of this disciplines, in order to develop new didactic boardings for the education of Geography. These mobilizations they aim at the distanciamento of practical pedagogical centered in the memorization, still common element to the work in this disciplines pertaining to school (CAVALCANTE, 1998). Although if it identifies diverse works that argue new pedagogical boardings for Pertaining to school Geography, it is considered that for times it is not clearly to the professor of Geography what characterizes a work seated in the memorization of information on the space. This lack of clarity can favor the maintenance of old pedagogical traditions, which can take the pupils to the total disinterest for the lessons of Geography. To identify the presence of the tecnicista pedagogia in the education of Geography, it was as required assumed to describe the process of implementation and consolidation of the education of Pertaining to school Geography in Brazil; to present the main characteristics of the tecnicista pedagogia in Brazil; to identify, in didactic books of the decade of 1970, characteristic of this pedagogical boarding in the education of Geography.
Another aspect that Jayme and Carla and Pynsky in them call attention is that the professor does not have to abide only by the means of production and pressure, even so this is essential, but: … can and must show that thanks to culture that we, of the species human being, produce, we have had talent stops dressing in them more adequately than bears, to construct better houses that of the Joo-of-adobe, to fight with more efficiency the tiger, even so each one of us, human beings, have come to the world unprovided of for the thick ones, diligent peaks or powerful claws. (PYNSKY & PYNSKY, 2008.p.20). The ideas presented here show that the main focus must be the pupil, that is, it must be the citizen of History, must be recognized as a historical agent, as that one that helps in the construction of the diverse aspects that compose the societies in the world all. Still under the light of the ideas of Jayme and Carla Pynsky, the more the pupil to feel next History as something, plus it will have will to interact with it, not as a external, distant thing, but as practical one that it will feel itself qualified and inclined to exert. (PYNSKY & PYNSKY, 2008, P.28) According to Munhoz (1989, P. 67) fits to the professor compromised to education, to point to the new students ways that they aim at to create in being educated the interest for the knowledge and understanding of History as a process.
That education we dream? Education is a perpetual challenge. Rubem Alves, in the sample some ways to surpass the obstacles taxes in the school, to arrive at an education more human being, one ‘ ‘ education romntica’ ‘. History below, removed of a strap of the Charlie personage Brown, illustrates the pertaining to school world who we look for to surpass: It knows why we have that to take off good notes in the school? To pass of the elementary school for the gymnasium.