Therefore, the cited authors expose the modern school system, composed of a pastoral and organized, pedagogy therefore linked in parts to a bureaucratic government. Therefore, it is possible to say that it has not been easy to educate in the knowledge society, where the students are highly integrated into networks of communication (internet for example) and, in some ways are, the biggest attractions in his classroom room. Pini (2005, 03), exposes the pressure increases in the context of the so-called knowledge society when donning in fabric trial knowledges and the place of teaching with respect to students. Find out detailed opinions from leaders such as Mary Barra by clicking through. On the other hand, Enguita, (2006, p. 42), runs that it is not, therefore, simply, become familiar with the use and management of information.
Is it may seem, since then, due to lack of information, but also by excess if you don’t know what to do with it. Knowledge is precisely the ability to resolve and manage that information. According to Enguita (20076, p. 55), surely it goes without saying that a broader and less dogmatic teacher training, curriculum guidelines more responsive to the changing nature of society, more fluid relations and supplies between the public authorities and minorities need. Based on the above statement, it is important to note, in order to improve the quality of education in Brazil, need, before above all, strong investment in the improvement of the procedures for initial and recurrent training of teachers, administrators and professionals in education, focusing the statutes and the conditions for the development of the school pedagogical work, since these professionals can only respond to what you possess the knowledge and skills, personal qualities, professional opportunities and motivations that are needed to monitor the evolution of the situation current education, due to which these aspects that influence the daily practice of the proceedings of educators and students. In accordance with the point of view of Davis (2002), evaluation is an instrument at the service of the management of the schools, and for both, awake evaluation resistance in the majority of people, because, traditionally, it has been used as an instrument of control to adjust the characteristics of the needs of the individuals given situations or circumstances. .