When if it establishes a true interaction, that I understand for all and any action aiming at to a relation enters two parts with a definitive objective or not, confide the doors of access to the interest of the pupil, facilitating the exposition of the content, making possible the learning of the pupil, objective of the process teach-learning (RIBEIRO, 2000, p.42). The influence of the social papers in the phenomenon interaction has been sufficiently argued currently. The school as social institution, and as representation of the society tends to impose behaviors predetermined to the professors and pupils, called social papers: a coherent standard of common behaviors to all the people who assume the same position or place in a society and a standard of behaviors waited for other members of the society (FERNANDZ, 2001, p.50). The learning of the student she will be significant when this will be an active citizen. This will give when the child to receive relative information to the object from study to organize its activities and to act on them.
Generally the professors ' ' jogam' ' only the said symbols and writings for the pupils, alleging the time lack. As Piaget this time used only for the verbalizao of the professor is a lost time, and if to spend allowing it that the pupils use the boarding attempt and error, this time expense more, will be in the truth a profit (PIAGET, 2000, P. 39). The traditional model of intervention of the professor consists of explaining as to decide the problems and to say ' ' he is certo' ' or ' ' he is errado' '. This is against the theory of the genetic psychology, that places the importance of the comment of the professor on the pupil. A multicriteria comment, to see the development moment that the child is living, thus to know that cognitiva activity that pupil will be apt to investigate.
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