Educational Networks

The knowledge produced in the schools and the pedagogical bond that this determines is generating of networks of being able. Thus it is like the teachers are cultural victims of a system takes that them to reproduce every day the same social structures and in that the poor children will continue being poor. The teachers act as laborers conditional of the system and structure their classes according to the instructions of the Didactics of the moment. CBC, Australia may not feel the same. The teachers were trained to copy didactic created by educators recognized in the educative system of each country, have not allowed themselves them to create their own strategies of education nor have taught themselves to trust to them them. The advanced training courses declaim on these innovating strategies, but at the time of teaching and evaluating is not they those that prevail but any person who enters a classroom will be able to observe that there for a long time she does not change anything. Everything is reiterative and repetitive of an anchylosed scheme. They know it to the teachers, or at least they intuit, it. They also know at the most would produce if they would dare to make in the classrooms those things of which they speak in form daily, but catched in old woman pedagogical structures and with the debilitated wills, they evolve like mere didactic cotracks of other people’s.

I disillusion dyes its deeper feelings and transmit its oppression to children and adolescents, who non-believing of the system to that they attend daily, express themselves in aggressive attacks against their teachers and they themselves. It is that when the lack of appetite and the apathy are born in the classroom the uncontrol is appropriated the society. The teachers, next to their students, are victims of a system that deconoce didactic liberties of management of the agreed one to the social realities, times, spaces, schedules, personal and collective beliefs, opportunities and characteristics of the aulic groups. Silence seizes of all the spaces in which the teachers had to make hear their voices. They are silent with the silence of that when feeling listened they have stopped speaking and time and time again reiterate those pedagogical formulas recommended by " expertos" in a society of children and young people that demands by another style and another more authentic and natural way, spontaneous and frees. The teachers lack freedom to teach. One is the deficiency of the intrinsic freedom, the one that is born from the deep vocation and the conscientious formation of the identity of the boy and the teacher.This freedom is always spontaneous and creative of solutions differentiated for the solution of the old woman problems of the society. Original author and source of the article.