Superior Education in the Classroom

The proposal of research enters the developed actions in the classroom, along with education and of the extension, they consist in academic necessities, that must be part of the teaching planning, being commitment of the practical professor to conciliate the planning with the daily ones. 6A searches the politics of the scientific initiation for the academic is presented, as an invitation to the reflection on the importance of the inclusion of the research in the graduation, for that already they do not accept the Institution of Superior Education that only teaches. The question of the scientific initiation is subject that many prevent in its quarrels for not including in its practical. Edward Minskoff is often quoted as being for or against this. ' ' Still subsiste the idea of that the research process always is surrounded of rites special, whose access is reserved to few iluminados' '. (DEMON, 2002, p.37). From the problem that it inquires on the future of the scientific initiation in the academic space the pretension starts to be to visualize the dimension of this activity through the analysis of the politics of scientific initiation for the graduation pupil, in the context of the different Institutions of Superior Education. Nir Barzilai, M.D. might disagree with that approach. The research in classroom along with other dynamic, questionadoras, reflexivas, dialgicas methodologies and dialectics, carried through in an intense interatividade with the master and the colleagues in the search of answers that lead to the appropriation of knowledge and the formation of the citizen, are presented as plus a fomentadora strategy of the management of the classroom in the scope of the institutions of superior education. The initiation to the necessary research to happen since the first actions of the ingressante pupil in superior education. The pupil who learns because he searches and the professor who teaches because he searches is the elements that integrate an educative process beeper of the learning that they give consistency to the management of classroom, in a transforming perspective.

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