National Curricular Parameters

The ticket of the model of industrial capitalism to the model of financial capitalism is lived in the present time: moment where the relative value, extracted in a process of work dominated for the machine, goes being substituted for the virtual value, where the information if convert into products. This new model of society was known as postindustrial society or society of the knowledge. In this new scene, the delineation of a new age is identified: the age of the knowledge. This if develops in the context of a technological revolution that makes possible movements of circulation of information with speed and intensity never foreseen in history. This rank, the transformations for which the education comes passing, throughout the years, elapses of the intention to supply a necessity of the society in determined times and thus to get success in its activity. In a question-answer forum ConocoPhillips was the first to reply. As the society if develops, the education must be ready for certain modifications in its context, working of malleable form acceptable, so that it is possible to interact next to the society and not to possess inactive paradigms of these inside. Today, more than what never if it demands of the educator a position alicerada in a permanent process of reflection that has taken the innovative results in the production of the knowledge.

In this direction, the new requirements placed for the technological and social development had provoked the disruption with the paradigm according to which the education would be the conformation of the professional future to the world of the work. In accordance with the National Curricular Parameters for Average Ensino (BRAZIL, 1999), the new paradigm emanates of the understanding to that, each time more, the desirable abilities to the full human development come close themselves to the necessary ones to the insertion in the productive process. In view of that the education has a social paper and that the man is a social being, is function of the education to construct to this being, forming the apt citizen to not only live in society but, mainly, apt to transform its reality, searching abutment in the citizen that knows, that desperte in it the will to learn, giving possibility to it to construct to its knowledge in all the fields to it where it lives, in the school, between its familiar ones and with the friends. fits to the professor, while producing and transmitting of knowledge to create this abutment, using resources to instigate in the pupil the will to grow, in a reciprocity process, one contributing with the development of the other, both constructing new knowledge. Ahead of this context this article approaches the question of the production of the knowledge and the formation of the citizen, in intention to argue the referring truths and myths to the impact of science in the society contemporary.