• Carl Rogers

    Date: 2016.12.18 | Category: General | Tags:

    In this context, it is developed didactic action, that is the specific form to teach, to construct a lesson, in the way as the process in classroom is lead. We detach, of this form, that the didactic action involves the domain of the content for the professor, the planning of its lessons, the capacity to evaluate its pupil by means of a continuous process, to know didactic-pedagogical and the construction of important affective bonds for the development of the learning. Still it is considered that the main function of the school is to teach. However, already pontuado for some authors, this function implies in other factors that contribute for a didactically express relation, between them, the interpersonal context, valued for great part of professors. Gil (2010, p.57), treating to functions of the school, affirms: ' ' The school constitutes one of the most important sources of socialization, therefore it is in its scope that if learns and if they strengthen many values, of the beliefs and the norms of behavior social.' ' In this direction, if it makes necessary the paradigm in addition that limits it the study, only, in relation to the behavior of the professor, extending itself this quarrel for the educative functions of the school where all is inserted its community.

    These functions contemplate the election of contents, organization and didactic systematization stops to facilitate to the learning as source of socialization, permeada for the affective relation professor-pupil. In the university scope, this question is not different, knowing that in it the process teach-learning also happens of the perspective of exchange of knowledge, interaction, affective relation. In this boarding, Carl Rogers, one of the pioneers in the development of humanistic psychology present as one of the main pillars of its theory, the relationship between professors and pupils. For Rogers (1986, p.127) the facilitation of the learning if overlaps the one that: ' ' It does not rest in the abilities of lecionar of the leader, nor of the erudite knowledge of the subject, nor in the curricular planning, nor of the use of audiovisuais aids, nor the programmed learning that is used nor in the lectures and presentations and nor in the abundance of books, even so any one of the half ones above can, to be used with importance resources.