In compliance with what it is argued, it fit to the professor to rethink on the conditions and elect alternatives of education in classroom, verifying the index of receptividade of its pupils how much what considers as lcus for the guiding of education. Such condiz precaution, that many times, the indiscipline of the pupils can be a reply to its insatisfaes consisted ahead of the lack of innovation of the professor. Thus, if the professor perceives the necessity to innovate, must act in desired and thought way. The one enters the many initiatives that can be used, is presented here as central question the reality of the pupils, the band-etria, the previous knowledge of the professor on its future pretensions, in order to contextualizar inside what it teaches, of a power to decide guiding that places while intentional, rational plan-director practical and the organizacional one on education. From there, the one necessity proposal pedagogical come back to propitiate safe bases on the act to teach, having as focos of reflection: what to teach, why to teach, who to teach and as to teach, being these horizontes essential for a mature evaluation on what it makes, why makes, for who makes and it makes as it. 1.4 The evaluation on education and its human character One third situation that will be norteador point in this reflection, says respect to the practical teaching avaliativa, since it has a certain dispersion, on the part of the professors, how much to the care of this practical, for one better understanding of the weight that exerts the avaliativo character in the pedagogical scene. Thus, the point of view of five theoreticians will be analyzed on the evaluation: In the vision of Libneo (1994: 193), the evaluation is conceived to the profile of a necessary and permanent didactic task of the teaching work, that must step by step follow the process of education and learning. . (Source: Morgan Stanley).

With this strategy, it intends to facilitate the understanding of as the world has been divided. In third place, we consider that the usual curricular contents are become enlarged, in order in them to include the critical one of the different cultural devices that surround () the pupil (). The idea is to transform the school into a critical space of cultural, in way that each professor, as intellectual that he is, can play the role of cultural critic (Sarlo, 1999) and propitiate to the student the understanding of that everything that passes for ' ' natural' ' ' ' inevitvel' ' it needs to be questioned and it can, consequently, be transformed. The idea is to favor new platforms that allow one renewed and extended vision of that with that usually we deal in acrtico way. In this urban direction, films, announcements, fashions, customs, dances, musics, magazines, spaces etc.

they need to adentrar the classrooms and to constitute objects of the attention and the quarrel of professors and learning. Our suggestion does not imply to be limited to the usually secundarizados elements in the hierarchy of the cultures. Certainly they need to be treated and to be worked in the classrooms. Nike does not necessarily agree. However, we also wait that the cultural manifestations more valued socially come to be known, to be debated, to be criticized and desconstrudas. We desire, beyond critical the cultural one, the expansion of the cultural horizon of alunoe the biggest possible exploitation of the cultural resources of the community where the school is inserted. If to recognize the inexistence, in the world contemporary, of any ' ' pureness cultural' ' (McCarthy, 1998), if we intend to open space in the school for the complex interpenetration of the cultures and for the cultural plurality, guaranteeing the practical centralidade of the culture in the pedagogical ones, as much the hegemonic as the subalternizadas ones need to integrate the resume, having to be collated and defied cultural manifestations.

The supervisor is that one that he looks, before any thing, to understand the reason of that act or situation where the school if finds. He must arrive to devagar, to know the reality with which goes to deal for, later, to plan what it goes to make. In this case the planning if becomes indispensable action so that the tasks well are executed. On this Jnior Hisses (1984, P. 109) says: When a supervisor, guarded or ostensive, intends to impose definitive behavior to a professor it denies with this practical the education that both intend to see promoted. The negation of the educative direction also happens when the professor opposes to consider it the perspectives of professional perfectioning that the supervisor it places to its disposal. One perceives that it must have understanding of both the sides so that the confidence is established. One of the great virtues that if supervisor today points with respect to the function is sensitivity, the capacity to understand and to place themselves in the place of the other aid in the formation work, over all when she has necessity of desconstruir concepts, habits and attitudes taken root in the professors.

The work of desconstruo of concepts badly elaborated throughout the time depends on the confidence transmitted to the professors, to show to them that the function of the supervision is to help them of a pedagogical point of view to improve its action. As one of the actions more discredited by the professor it is the PLANNING, the work of rescue for the credibility must be made with very well-taken care of and patience. The Procedural Dimension makes possible the supervisor to arrive when know-making, consists of finding ways to solve the problems found in the pertaining to school reality. What dumb the reality is exactly the practical one, therefore cannot to have distanciamento between practical theory and.

Let us take the case of the affection that are directed the professor. As well as it is not rare to have patient that, in the clinical situation, they develop love and hatred for the psychoanalyst, also in the classroom has pupils that they love and they hate its masters. Can these transferenciais bonds be considered? Without a doubt, according to Psychoanalysis, therefore all affection, positive or negative, elapse of last experiences that if find restrained in the unconscious one. But it has a factor that it hinders a so simplista characterization thus. Differently of the psychoanalyst, the professor deals with objective facts day to day of its pupils, it if he locates how much to the contents that teach, he emits value judgments, it evaluates by means of notes, at last, does not occupy that position of typical neutrality of the psychotherapist, as we saw has little. It is commented very and until if firm in the educational legislation that one of the tasks of the pertaining to school education is to contribute for the formation of the personality of the person.

Under the prism of the Psychoanalysis, this pretension must be relativized, therefore the foundations of the character of the individual already meet firmed when it goes for the first time to the school. When the professor enters in scene in the life of the child, ahead has of itself an individual whose basic traces of the ego already are sedimented. All the verbal experiences, annals, masturbatrias, all the edipiano conflict that supports superego, at last, basic traces of the ego and its relations with id already meet definite at this moment. Swagings, repressions, mechanisms of defense of the ego and ocultamento of desires already are part of the personality. What it can make the professor, then? We saw above that the professor, guided for the psicanalticos knowledge, makes use to know that they allow it to know or the least to assume what is transferred with its pupil in the different phases of its development, the way as its manifest libido if, the conflicts for which crosses you distress and them of which she is being victim.

At a first moment the daily pay-vestibular contest was destined to the really devoid people of the quarter. It election was necessary to take a document series for the evidence of the impossibility of payment of the symbolic tax that was charged. Already at as a moment, after one two years since its implementation, due to demand the criteria for the ingression in the daily pay-vestibular contest had been being more flexible. Today the people interested in if preparing for competitions and vestibular contests and that they can pay the minimum tax obtain to enter this cursinho. The professors are voluntary, generally pupils of the UFMG or educators who already work in other institutions.

The pupils are in its great majority people older than they had decided to come back to the studies and they long for better ranks in the work market or even though they desire to obtain a good job. Ahead of the observed reality, he was possible to perceive that the pupils of the communitarian daily pay-vestibular contest had the necessity to be guided in the professional choice. In accordance with pedagoga the pupils felt themselves devoid of information and mainly unsafe ahead of the proximity of the vestibular contest. The present work brings as objective to facilitate the moment of the professional choice, as well as motivating the pupils in the direction of that they are capable to face bigger challenges. Throughout this project conditions had been developed that the young allowed to opt to a profession in which if they identify preparing them conscientiously for its insertion in the work market. To develop such work, in the next section we will speak of the development of the project, as well as the methodology used for the group. We promote a quarrel enters the answers given for the pupils in the questionnaires, the intervention made for the group and with the carried through theoretical research.

They must, at last, to feed the dream of that is possible to transform the reality. The interdisciplinaridade does not estimate juxtaposition of disciplines, but yes possibilities to correlate them in activities or study projects, more search and pedagogical practical action for to be one and didactic one adjusted to the objectives of Average Ensino. However currently it has been more used for great part of the educators of Basic Ensino since such position guarantees the construction of the knowledge in global way, breaching with the borders disciplines them, therefore only the integration of the contents already is not more satisfactory. When applied already in the initial series of Basic Ensino, the professors must stimulate the pupils to construct to relations between the different contents gifts in the diverse ones discipline of the resume, stage that would not be in the interaction and reciprocity between sciences, but would reach a period of training where he would not have more borders you discipline between them. In the educational projects, interdisciplinares the pupil does not have time certain to learn, does not exist marked date, it learns not only to all hour and in the classroom. Then, she is necessary to teach to learn it, to study end of that it establishes a direct and personal relation with the acquisition of knowing that even so acquired individually, the knowledge is a totality. The child, the young and the adult learn when they possess a life project and the content of education is significant for the accomplishment of the same.

The learning involves emotion and reason in the reproduction process and creation of the knowledge. The methodology of the work to interdisciplinar estimates to integrate the contents, passing of a fragmentary conception for a unitria conception of the knowledge, in order to surpass the dichotomy enters education and research, considering the study and the research from the contribution of diverse sciences, having the teach-learning centered in a vision of that we learn throughout all the life. The pedagogical action through the interdisciplinaridade propitiates the construction of a participativa and decisive school in the social formation of the individual, as well as one practical collective and solidary one in organization of the school. A project to interdisciplinar of education will have to be marked by a general vision of the education, in a progressive and liberating direction. The Interdisciplinaridade is an advance in the education ' ' because you discipline it does not dilute them, in contrast, it keeps its individuality, integrating them from the understanding of the multiple causes or factors that intervine on the reality and works all the necessary languages for the constitution of knowledge, communication and negotiation of meanings and systematic register of the results. BRAZIL (1999, P. 89).