As for the vocational orientation, Nrici (1976, p.86) emphasizes: ' ' the vocational orientation must be introduced since early in the pertaining to school life and must be continuous during the time where educating to remain in the school, being aimed at to develop a useful vocation for which it has aptitudes and it has disclosed interesse' '. Corroborating with the author, we understand that the vocational orientation aims at to develop attitudes basic to the exercise of the functions of the inherent educandos to its professional choices. For this it is necessary to know, for example, the characteristics of the economy and its paper in this economy, therefore, it is inside of this vision that appears the vocational person who orientates to help in the accomplishment of these basic functions. It is who goes to plan, to direct, to control and to co-ordinate the knowledge that will be directed for the areas of immediate interest of the educandos. In touching the contributions of the Educational Orientation to the process teach-learning, on the basis of Libneo, Oliveira and Toschi (2007), we saw that it has four elements that it intervenes with the relations between teaching work and pertaining to school organization: the management, the project pedagogical politician, the organization and joint of the resume and the investment in the professional development of the professors and/or professionals of the education. All these areas of performance are determinative factors of pertaining to school effectiveness and of the improvement of the education processes learning. The paper of the educational person who orientates occurs, therefore, inserted in the pedagogical management of the school, where the OE plays a mediating function and of joint of the different members of the pertaining to school team, in favor of a good performance of educating. The integrated action understands a boarding to interdisciplinar and recognizes the school while collective construction.

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