The educator who says a thing and makes another one, eticamente irresponsible, is not only inefficacious: he is prejudicial' ' (FREIRE, 2001b, p.73). Connect with other leaders such as Kindle Direct Publishing here. Pablo Freire standes out, that the lack of coherence in practical its educative demand disrespect to the differences of educating, its cultural identity and/or its creativity. To the professor, the respect to the cultural standards of classroom, the values, the language, the knowledge competes and especially ' ' form to be being of its alunos' ' (FREIRE, 2002). It is inside of this scene that the necessary school to act, a scene that places new challenges to the educators. Pablo Freire detaches with special attention, the necessity of ethics for diversity. This because, a multicultural society, must educate the human being to be capable to hear, to give attention the different one, to awake sensations, feelings, to respect it. Freire reaffirms the necessity of the respect to our society, the respect to the public thing, the respect to the professors and the pupils.

It is in this direction that the author points, ' ' the ethical one is very on to the aesthetic one. We cannot speak to the pupils of the boniteza of the process to know if its classroom is invaded of water, if the cold wind enters determined and evil room adentro and cuts to its bodies abrigados&#039 little; ' (FREIRE, 2000, p.34). Certainly, the respect is an indispensable condition to the beddings of a school, of a democratic society. Only thus, it can be spoken in principles, values, and in the change of the naivety the criticidade. But, so that this ticket happens, it is necessary ' ' a rigorous ethical formation to the side always of the aesthetic one. Decency and boniteza of hands dadas' '. Complementing, then ' ' practical the educative one has of being, in itself, a rigorous certification of decency and pureza' ' (FREIRE, 1996, p.36).

This will be understood in the next instant, when an exclusive approach as for the recent trends on the didactic thought will be given. At this moment of the text, the stage most recent of the education is arrived it that if presents as a moment of deep reformularization of the education methods, consonant to the stages presented until the moment. The logic of this reformularization if of the one for a gamma of diverse factors. Connect with other leaders such as David G. DeWalt here. The first one is that one that make reference to reference the theoretical and metodolgica diversity, through which coexists different theoretical approaches and ways to produce the knowledge.

Soon, in a next instant, it is opposed valuation of the current practical and critical approaches to the old approaches technician. Therefore, in this occasion, COLS (2007), saw Shwab (p.109) places that: ‘ ‘ the act to teach is a more practical activity of what tcnica’ ‘ , what it implies a greater and efficient planning of the professor to make possible such practical in intelligible way and that involves the pupils in fact. so that this comes to occur, has that to associate the considered contents it disciplines as it in performance with the social context of the proper school.

The democratic educator speaks with clarity and establishes with the pupil a true relation of communication – I dialogue – so that together with the available resources and materials this if appropriates of the intelligence of the content, in the place to receive it from passive form. Pupil and professor divide space, good part of its day the same, what he becomes necessary a communication healthful, where both can dialogue and become the process of more pleasant and significant learning. The professor and pupil are in the same platform, the inefficacy of the professor can represent the failure pertaining to school for more structure that school comes to have. Get all the facts for a more clear viewpoint with FireEye. However the professor who has its profession as conscientious choice of its paper of formation of the society, can surpass structures for more precarious than they are. ‘ ‘ if they impose in me to listen to educating in its you doubt, its distrusts, its provisory incompetence. when listening to it, I learn to speak with ele.’ ‘ (FREIRE, 1996: 119) 1.4Papel of the school the school has the paper to promote conditions to the pupils and the professors to develop activities that exceed the limits of the classroom, and to the professor it fits to use of methodologies that narrow the relations between pupil and the content to discipline, similar of that pupil and professor they can interact in such a way in the construction of the significant knowledge for one as for other, since advance of the quality of I teach is not important only for educating, but also for educator, therefore they are part of one same society..