In a world in constant transformation, with multiple demografic, tecnological and social changes, the school has become a complex context with emergent problems. In this new context teacher’s practices are no longer funcional, because they are not able to produce effective answers to diversity. At the end of this century a new paradigm defined not by structure but by diversity, not by certainty but by change is emerging. This new concept of school leed us to a new concept of the teacher’s role and bring us a all set of implications to psychological intervention in this concern.
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