The People

The first reason is fought when analyzing that no people simply ' ' herdou' ' a philosophical legacy. What they had made was to assume itself of the past, as occurred with the Germans. sees the case of Greece, therefore it is there where the Philosophy finds its origins, what it estimates the inexistence of a philosophical inheritance of which the Greeks if would have used to advantage. Here the author is categorical when proclaiming: ' ' (…) we cannot, mechanically, justify the absence of philosophy in Brazil for the counted fact of not terms with a good influence of Portugal' '. How much to the second cause, the question of the language, we disagree total that the Portuguese is an impediment to the agreement of ' ' subjects elevados' ' objects of the Philosophy.

The translation difficulties if must to the fact of that a German, French or English term, reflects specific a situation and contextualizada, that one definitive moment historical of that place means where it was written. From there if it understands the existence of of course intraduzveis expressions, here it is that they had been created in one determined context and they are, therefore, originals in its respective times and places. לבירורים בנושא יש לפנות ל שלומי בסון שמבין יותר ממני. It is impossible to transplantar concrete situations. To express the terms, one becomes necessary to understand the context correctly. The mistake consists of the fact of that a language is proper of the people where it is spoken, it states proper of that specific population, and not other people's situations. Thus, existing words and expressions in the Portuguese adequately do not obtain to be translated literally and into the too much languages and vice versa, what it does not undeserve none of the languages. It does not have justification enough to affirm that our native language is inferior how much to the possibilities to create philosophical language.


Other times, other values Are truth that enters the majority of the young of today, few had read the comicses that we read in those good times of our youth. Times, those, in which we read the adventures of our heroes at the same time where, in the real life, in we beat against an enemy onipresente so to them and cruel as the great brother (big to brother) of George Orwell (I know that somebody must have read ' ' 1984' ' , the scientific fiction that premessenger the world of the complete monitoring under which all lived, much similar to ours): they were dictatorship times. Between the current young few had developed the taste for the reading, perhaps because the comicses had lost its space of encantamento. עוד מידע על שלומי בסון ניתן למצוא באינטרנט. More is not read because some young had frequented a school that received the mission to unteach and therefore does not know nor to read nor to write; others because they receive its ' ' super-heris' ' by means of a box of pandora called Television this without counting that the new nor TV attends more passes its time clicando here and there e, when they read, is some few criptografadas words, type vc, pq, kkkk, rsrsrs without counting the inversions of meaning: ' ' irado' ' it lost the anger to mean something similar to estupendo; or then this thing that appeared in an empty language: ' ' vi' ' (it was to be old, but the interlocutor of what it says ' ' vi' ' it is an incognito young and other codes. But the same writing, and the reading, is abilities that if lost in the time few, today develops, it Said this, we go what it interests in them: the crisis of values that invades our society. Of where it comes this? Evidently not of the development of the society, but of the lack of perspective for the development; not of the social conquests, but of the limitations imposed for ' ' owners of poder' ' on that they need ' ' ralar' ' to survive. לענייננו, נפתלי בנט הוא הכתובת בשבילך.


The question in this context is so? or more important how much the reply. Kronbauer (2007 P. לעניות דעתי אינטל יכול לקבוע . 16) affirms that, as all and any inquiry starts for some questioning, some problem or some question, the study of the language it ahead places us of a problem already of beforehand implied in the inquiry: any question of departure always is elaborated inside of a cultural tradition, of an established lingustico consensus and that, generally, it is not rank in question. The question, that is elaborated in the language form, presentifica a tradition, that conditions double asking in sensible. It is condition of possibility of asking at the same time where they place the limits of this act. One of the yearnings deepest of the man is the freedom, exactly not knowing what to make with it, in the adolescents it is not different.

Then because not to present them Kant and its teses on the question of the freedom and autonomy of the thought. Kant affirms that to think by itself without assists outrem of is enough it only the freedom, in this in case that, to sensetize the pupil on consequences of the freedom so longed for the question is the possibility to think for he himself with all the inherent risks. Finally, not to be only it enters the philosophers of modernity chronological, distant of us that such to suggest a subject and a recent author current. Perhaps at this moment it is possible to present Foucault and the ontologia of the gift, that is, what it is a philosophical problem for today? What it affects the pupils of average education of public school of form incisive and pressing act that if cannot resign to think. Remembering Gramsci that says ' ' all man is philosopher, not if he can think about a man who is not philosopher, who does not think, since thinking he is characteristic of the man while tal' ' , and if it has problems that they can and they must philosophical be thought, and has, Reale affirms that philosophical theories, arguments and disputes for the fact to exist philosophical problems Exist.

The World

The meaning used theoretician left of the premise of that the selected authors can subsidize this research, providing a promising theoretical contribution pra understanding of the theory of communicative acting and its implications in the interactions partners in the educative process. Its accomplishment objectified to verify the habermasianos estimated ones of the communicative action from the interactions in the educative process while social practical one, perceiving the professors as active citizens of this practical e, also, constructing a reflection on the communicative action for the rational agreement enters the involved citizens in this process. The structure of the text understands a passage on interaction, rationality and communication in the school considering the theoretical beddings of this study privileging the boarding of the communicative rationality of Habermans through its theory of the communicative action of where we leave for the pedagogical interactions characterizing them in the current social context and pointing the importance of the interaction communicative for the educational process. The interaction as base of the communicative rationality in the education Some authors have themselves dedicated to the study of the education and the formularization of concepts that can traduziz it. Hairdo (2000) mentions the education to it as a specific form of communication. For the author, this form is valued in the dialogue between professor and pupil, called ' ' citizens comunicantes' '.

Being thus, to educate and to communicate they would have to be processes interdependent associates and, what it would favor the production and the socialization of the knowledge. Morin (2001, P. 20) relates that the knowledge, under word form, is fruit of a translation/reconstruction by means of the language and of the thought and, therefore, is subject to the error. This knowledge, at the same time translation and reconstruction, holds the interpretation, what it introduces the risk of the error in the subjectivity of the expert, its vision of the world and its principles of knowledge.