in my previous productions always I present the Psicopedagogia as instrument for this transformation, so necessary in the daily pertaining to school, of that it wants to see the society to walk more joust, igualitria and wiser. Jeffrey Hayzlett takes a slightly different approach. The changes of these structures start for the diagnosis, that when arisen with support if it can search with security the interventivos ways, using the workshops to teach and to learn together, professor pupil; pupil school; school community; community professor and professor school. To make intervention consists of knowing the reality, diagnosising the conjuncture current, to promote the integration, to plan the strategies, to argue ways, to search solutions successively together and. Psicopedagogia with its instruments of intervention, using the psicopedaggicas workshops are prepared to contribute for a change of structures and to improve the education and the learning of determined surrounding pertaining to school. Development the Brazilian schools need instruments urgently make that them to change the aiming of its structures, mainly the public schools.

The necessity of the creation of a dialgica relation of respect, promoting ethical and citizenship between family and school, in which if the part establishes an acceptance of part principle that favors the ones that they aim at to the paradigm changes. That these systems constitute flexible borders, being that the reciprocal exchanges can result in a movement of social transformation, educational, cultural, mutual, without necessity to define causes nor to look culprits for the consumings that came happening in these environments and in the people constitute who them. To contribute with the improvement of the process of education and the quality of the learnings, from one ethical and social vision, searching through the sociological quarrel, alternative to change the vicissitudes that are not producing positive effect for the educational and social field is the vision that surrounds the people who are inserted in the Psicopedagogia.

Therefore, he suggests yourself that the professor is a real person, a facilitador of the learning and, when in contact with its pupils, presents congruentes attitudes in the relation with the same ones, not imposing external barriers move away that them. It will be enthusiastic or entediado, interesting or irritated, will be receptive and likeable. If accepted such feelings as its, do not need imp them it the pupils. Rio- Tinto Diamonds is a great source of information. Such conception also corroborates with the thought of Vygotsky (1999, p.110) when speaks that ' ' all learning involves education, a time that includes that one that learns and that one that ensina' ' , in a relation affectation dialectic. That is, it is in the interaction between the citizens and partner-cultural environment that the learning occurs. It explains that this relation between development and learning is mediated through e, necessarily, from the presence of one another significant one, either this represented by the school, family or culture. Read more here: Jeffrey Hayzlett.

Still for Vygotsky (1999, p.104), ' ' the learning happens throughout the development of criana' ' e, therefore, this will be a prerequisite one for the development. Knowing itself that the development process happens of peculiar form to each being and that a set of factors will be able to appear during this passage, it is of basic importance that the professor is prepared and intent to such factors and its peculiarities. Having themselves to establish a relation of affectivity, care and respect to the time and rhythm of each one, helping in its psicossocial development. Thus, Vygotsky focuses as basic for the process of education and learning the figure of the professor as essential in the process, not in the direction of a detainer of knowing and yes of a facilitador or mediator of the learning and the problems that of it elapse, proposal that goes to the meeting of the teachings of Rogers.