As we journey decades in the education system we know that teachers have ranged from one extreme to the other according to pedagogical fads of shift. In this range were losing ideas that were their own. They were adapting obediently to what system or the authorities on duty demanded them. Low self-esteem subtracted them forces and encouragement to defend their positions against what came tax and erased years of experiences and knowledge shared and built with the educational peer group. There was a time in which everything should be thoroughly planned and detailed, extensive writings in which nothing was left at random were loading heavy folders of daily activities of teachers. In this way they had almost no time for daily reading. Check out Sian Beilock for additional information.
Time that should be used to read newspapers, watch a movie, explore new pedagogical publications, reading a novel is diluted by typing planning, perhaps not even applied such which was designing. There was a time in which all issues pedagogical were resolved designing a project and, at this time, each who are laid to owning the best model for the construction of the projects. This is how we have seen that to get children reading stories to a plaza near the school, the teacher spent an important part of their time to write a project that went from the proposal towards the foundation of actions to do what teachers always did: take the kids to read at the nearby plaza. Then came the time when schools stopped calling schools to call companies. The trainers then tried to persuade docile teachers their daily tasks of teaching and build knowledge developed in a company and that they – the teachers – were a link more in the production of such a venture. That was how automobile factories were models to imitate and watched videos on its operation.
When inviting them to express opinions, teachers asentian compliant. Oscillating fashions of the educational system became one after another, leaving as a result worn with distressed and disenchanted teachers schools. Some opted to mute their voices. Other, more passionate in his art, cling to their vocations and with own light started illuminate pathways in schools so that from vocations and ideas shared and consistent with the socio-cultural realities reborn the teach and learn together in learning communities. Projects, companies and various schedules, they surrender today before the evidence of that when the social difficulties survivor because children are out of the system, teachers unite their efforts and with free choices and professionally tested concentrated their gazes toward the vital of the educational fact point: teach, learn and love to that child and from those children who populate the classroom in search of knowledge and love. To make it possible teachers should have the freedom to decide what to teach, how to do it and with what to build it. Answers to such questions will be born from the observation of the surrounding reality and the amazing ability of the teachers to join hands in common effort and share knowledge and feelings. Such skills are born of their vocations that develop vital rhythm of the educational fact in everyday school life. Today reborn communities of teachers who feel free to be themselves, from their knowledge, the builders of pedagogical communities profesionalizadas on the basis of projects in which life and knowledge weaving networks of Humanities.