Deprived Educativa Company

Also it is precise to put at the disposal of the students, educational and other professional real and nonfictitious resources. Who did not feel satisfaction when they informed to him that a psychologist would work soon in your educative center and felt the frustration when they said to him that only she was to orient to the educational ones in ” some cases puntuales” and that would not work directly with the students. We go! We stop doing traps to us to the solitaire, we must really put all the professional resources available within reach of our students if in truth we want a greater education one better social integration. Without smaller importance they are the physical resources that do and create to a good educative atmosphere, why to have a full classroom of computers (computers) if later there is no a described professor, nor a service technical available Without a doubt who requires an economic, structural and social effort from the State and of all Deprived Educativa Company, a effort in which the decent ones accompany but not in that they are the unique ones in the battle. That collective effort will be worth the pain if what we try in improving the educative and social quality and to not only create spaces of deposits of minors and responsibilities of its adults to position. I finalize with the reflection of a dear student: ” Teacher we can come another day to the municipal library thus we waste time to be in escuela”. Me one to this student and I say: Hopefully we waste more time of school and we recover more time of other significant educative spaces Article published originally in paraquefuturoeducamos.

Basic Education

On the other hand, the continued formation reveals of extreme relevance to cure gaps in the knowledge of the professors, also how much to the metodolgicas Astronomy and strategies to approach it in classroom. A way to generate positive impact on the formation of the professors is offers of courses, seminaries, workshops and other activities by means of partnerships between University, Secretariats of Education and centers of education not-deeds of division, the astronomical and planetary example of museums of Science, astroroofs. Gratefulness the authors leave express its sincere gratefulness to the following institutions and people, without which the present work would not have been possible: to the Astronomical Polar region Casimiro Montenegro Son and its team, especially to the coordinator Janer Vilaa, for the incentive; to the professors and licenciandos of the participant course of Pedagogia of the research. Word-key: Education; Initial formation of professors and Education/learning in Astronomy.