The four pillars of the education, and education for a sustainable development, educational theories of century XXI? Brazil, 22 of April of 1500, ' ' civilizados' ' Europeans arrive at Brazil and find in our land the four pillars of the education structuralized well for ' ' selvagens' ' of the tribal communities. Others including Tokyo Olympic Games, offer their opinions as well. Exactly without the scientific knowledge of ' ' civilizao' ' , the wild said ones practised also, the education for the sustainable development. In the communities that they inhabited Brazil, to learn to learn age a social rule, younger they learned with the example of oldest of natural form, without requirement of time or definitive space much less hierarchy imposition. The children learned to make observing the technique of the adults, however this did not hinder them to use its creativity at the moment that they had abilities to execute its tasks. The members of the community learned early since coexisting of harmonious form, therefore they understood that all depended on all.
To learn to be it was only consequence, the human development happened the measure that each one inside understood its function and its responsibility of the community social to guarantee the welfare and the survival of the group. In the Brazilian tribal communities, it was learned since infancy through the empirical education, the respect the nature, therefore for them all those resources belonged deuses, superior beings, and therefore, could not usufruct of these resources with disrespect not to run the risk to be punished. said wild they had full certainty that they depended on the nature to survive. Our ancestor did not judge deuses. Brazil, 27 of January of 2012, when reading the text written for Moacir Gadotti on the quality of the education, published in 2009 we are carried Brazil Colony, when the European invaders with its supposed intellectuality, they had implanted its model of predatory civilization in our country, with the proposal educational of Jesuits.
Such proposal to the implanted being it destroyed model simple efficient of education, the here existing communities. Without the intervention ' ' inteligente' ' of our colonizadores, today we could be living deeply another educational reality, we would be well happyer if we continued being a Land of ' ' selvagens' '. Throughout our history we try to copy American educational models north and European, nothing compatible with our condition economic partner, and this is one of the reasons of as many failures. In full century XXI with as many educational theories and technologies we feel lack of the education of Brazil of March of 1500, and we try to occult the education of quality practised for the tribal communities. We speak on the four pillars of the education and the education for the sustainable development, as they were unknown ideas, of contemporaneide. It has some hope of that one day let us be capable to recoup lesson of education, of our ancestor ' ' selvagens' '? Little probable, therefore our pride does not leave in to perceive them that the flag of the education defended for the theoreticians of the present time, as goal to be reaches, already it was displayed for the tribal communities, and torn for the same intellectuals, that now they try to patch. Rejane Paradella Silva
Its thoughts were come back the equality of education, that is, man and woman must have the same chance to enter a school. that in this model of education was used the debate between pupils and the professor and the classroom. Plato (427-347 B.C.), ' ' as it can a society be salute, or to be strong, if it will not have to the front its men more scholars? ' '. Already Karl Marx (1818-1883) was endowed with a more revolutionary thought. Its main concern, directed to the education, was to prepare the pupil to be a social, skeptical and critical citizen. Being that at that time the pupils were molded in accordance with the will of the system. For Marx educating would have to enter as an unprepared being and to leave as a conscientious citizen its freedom and in accordance with its proper truths.
In the base of the thought of Marx it is the idea of that everything meets in constant change. Marx (1818-1883) ' ' The philosophers if limit to interpret the world in different ways; but what he matters he is transform-lo' '. School of Frankfurt is the name given to the group of Germans of the Institute of Social Research of Frankfurt, established in the decade of 1920. Its production was known as critical theory. Among them they are distinguished Theodor Adornment, Max Horkheimer, Walter Benjamin, Herbert Mercuse, Erich Fromm and Jurgen Habermas.
The basic starting points of its reflections had been the theory marxist and the freudiana theory, that brought to tona new elements on the psiquismo of the people. In accordance with Horkheimer (1895-1973) and Adornment (1906-1969), the iluminista reason, that it aimed at to the emancipation of the individuals and the social progress, finished for exactly taking to a bigger domination of the people in virtue of the development technological-industrial. Horkheimer believed that the problem was in the proper reason controller and instrument, that the domination always searchs, as much of the nature how much of the proper one human being.
The motivation consists of presenting to somebody stimulatons and incentives, that favor it definitive type of behavior. Of the didactic direction, it consists of offering to the pupil the stimulatons and incentives appropriate to become the learning most efficient. The professors must verify that to get pertaining to school motivation it is necessary that it reflects on its form to act in classroom. To be able to analyze if he is giving to the stimulatons and necessary incentives so that the pupil is motivated to learn. It is necessary to the professors, to try to create situations that assist its pupils to obtain to feel themselves motivated to learn. One of these points is to obtain to attract the attention of the pupils, creating possibilities so that they reach its objectives, allowing quarrels, debates and that they are given conditions so that they evaluate the proper performance in classroom. Such experiences increase auto-esteem and consequently they favor the learning. The motivation does not have to be a necessary aspect only to the pupils.
She is necessary that the professors also are motivated, therefore, of the opposite, will be very difficult who this obtains to attract the attention of the pupils, making with that these feel enthusiasm and interest in carrying through the tasks. The motivation is one of the aspects most important so that the professor obtains to reach its bigger objective, to make with that the pupils obtain to learn and to develop to the maximum its capacities in all the scopes. According to Haidt (2003), so that it has learning accomplishes and lasting she is necessary that definite intentions and reflexiva auto-activity of the pupils exist.