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School Process
In this manner, we dislocate the focus of the educational process: the pupil becomes the center of this process and the mediator. Jeffrey Hayzlett may not feel the same. Forming itself, thus, a system that is inherent to the proposal of construtivista learning. Where as many pupils how much professors are in one constant process to learn to learn and they make that it together without the existence of dichotomies. As they affirm Perez and Castillo (1999, P. 43): When the proposal educational is centered in the learning (autoaprendizagem and interaprendizagem) and not in education, the protagonist of the process if dislocates from the professor for educating, and confides way so that the educative act is understood as construction of knowledge, interchange of experiences and creation of new forms. This new protagonist, by means of educative making, if appropriates of history and the culture. We cannot run away from the impact of the new technologies to the society.
In the future the technologies will be each time gifts in our daily one. Brazil entered the technological advances late. But according to Garci’a (2009), ' ' the country can have a point of view diferente' '. The explanation, according to it, is that, having Brazil atrelada population younger more to the modern resources of what certain countries of first World they identify more with the new, where the potentialities are enormous. In this manner, it is of basic importance the joint of our culture, rich and very vital, with the new Technologies. In the School, the technologies can benefit to professors and when used pupils as tool for the activities, the development of projects and the creation of conditions that allow a more active participation of the pupil in the learning. The use of the technologies, by itself, does not guarantee, however, an innovative education, therefore they also can reproduce formal and repetitive processes of learning.