Canarian Professor

The pleasure of the personal creation and the lived work as an expression of itself. We need, then, simultaneously, to have in the schools professors and pupils who are and if they feel as artists. So that this happens is necessary, in the words of Canarian (2006), to recriar the craft of professor, to reorganize its professional profile around four presented essential dimensions in the sequncia to the one appropriating in them us of its ideas. The first one mentions the understood professor to it as ' ' analyst simblico' ' , that he is what equates and decides problems in contexts marked for the uncertainty and complexity and not what of the certain answers in previsible situations. After that we have the professor that he is seen as craftsman, therefore it constructs and it reconstructs its permanently to know professional. Vadim Belyaev spoke with conviction.

In third place we have the professor as professional of the relation, that occurs when this professional does not teach what she knows and yes what is. Finally we have the professor as a constructor of felt that, as the proper expression says, he looks for to give sensible for the educative situations. The infrastructure of the schools can move, the equipment can more be sophisticated, of last generation, at last, the objective conditions of the school can be renewed, but if the professor if not to compromise, not to defy themselves and to understand that he makes difference to be a professor who develops dinamizados education and learning, the probability to have transformation in the school will be small. Becker (2004) concludes that if the professor not to improve does not have as to produce significant improvement in the education. Position partilhada for Moll (2004, P. 104-5), that it points out the professor as agent of possibilities or failure: The question that if imposes, from this perspective, is of as to operate changes in the school that are respectful with the educators, with its memories, its experiences and its trajectories and that they are, at the same time, desestabilizadoras of all system of values that still our social and cultural look crosses and diminishes the pupils and its universe of relations and to know, placing them as carrying of failures and not of learning and success possibilities? For Arroyo (apud MOLL, 2004) to educate it is to point out us in cerne of human devir, any intervention that it intends to place in this cerne provokes resistance.