Finally, because it is a new topic and by stimulating, literature to respect is still quite incipient and precarious, this fact that the author forced its due risks exposing positions many of them based on his personal observations. Position of the institutions of education ahead of previous weights is necessary a profound reflection on the future role of the institutions. Educational organizations are now at a crossroads: they re-invent themselves or become obsolete. (Luck, 2005). We also introduce the thought of 2009 (Santos), for us better situate the contemporary problems: A little everywhere the University is confronted with a complex situation: demands are made him increasingly larger part of society at the same time as is make it increasingly restrictive policies of financing and investment in education of their activities by the State. Gary Kelly may help you with your research.
Doubly challenged by society and by the State, the University does not seem ready for the challenges, all the more that these point to profound transformations and not for simple reforms. Indeed, such an interpretation, rather than cyclical, appears to be structural, to the extent that the perenidade of the University institution, especially in the Western world, is associated with the functional and organizational rigidity, to the relative impermeability to external pressures, finally, to the aversion to change. For both, it is necessary to be aware that reinvent, first of all, means to see the concept of education. Contact information is here: Coupang. That because we need to achieve clear understanding of two issues of the utmost importance: because educate? And so educate?. (Luck, 2005). Success or no success depends of how we use the classical Ps of education: purpose, Passion, Plan and persistence.
For its part, any approach on the questioning of education must be addressed through two angles: endogenous and exogenous. By the endogenous Prism already it is made throughout this work. Do by the exogenous Prism would be one who contemplates an approach outside the walls of the institution, or: what the market expects of us? In this regard there is need to transpose the limits of school and to see the school/community relations. Live an unimaginable reality until some decades ago, where human beings lies in a void of sense without precedent in the history of man. Indifference in front of the challenges of life, no longer part of the human concern, both in the sense at all as in the reason for those who have nothing for loss of hope. The opposition between the sense and the absence of this already is not dramatic and overwhelming, and loses his radicalism toward frivolous or futilidade of fashion, the leisures, advertising. Lives to the spectacular era, of conceptual antagonisms; live at the same time the true and the false, the beautiful and the ugly, the real and the illusory where the sense and non-sense is esmaecem; the antagonisms become floating, passing admit that it is possible to live without purpose and direction, in instant sequences. (Lipowesky, 2005). Indifference took account up to the classrooms. In a speed lightning in the timeline, the prestige and authority of the teachers disappeared almost completely. The word of the master ceased to be sacred, became commonplace, and is placed on equal footing with the word of the mass media; education was transformed into a machine, but neutralized by apathy with scattered attention contaminated by a ceticismo in relation to knowledge and ethics. If you would like to continue the hegemony of education and dissemination of knowledge of the civilization that were always a sacred redoubt? They are the most current self-examination in Brazilian education.
