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.