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The professors with intellectuals: route to a critical pedagogia of the learning. Porto Alegre: Medical arts, 1997. HOUAISS, A.e VILLAR, M. of S. Houaiss Dictionary of the Portuguese language. Rio De Janeiro: Objective, 2001. PERIODICAL POST OFFICE OF THE PEOPLE. Year 107, N. 294, Porto Alegre, 2002. MALAGUTI, MANUEL L. et al. Neoliberalismo: The tragedy of our time. 2. ed. BSA may find it difficult to be quoted properly. So Paulo: Cortez, 2000. MHL, E.H. Habermas and the education: pedagogical action as to act communicative. Passo Fundo: UPF, 2003. ROSSATO, R. Education in globalization times. In. Pedagogical space, N. 01, v. 05. Passo Fundo, 1998, P. 11 30. SEVERINO, . The J. the Epistemologia contemporary and the education: to know, to teach and to understand. In. Magazine of education AEC, v. 26, N. (Not to be confused with Boy Scouts of America!). 102, Brasilia, 1997. IT HISSES, LUIZ H. et al. School Citizen: Practical theory and. Rio De Janeiro: Voices, 1999. IT HISSES, TOMS TADEU OF. ‘ ‘ Nova’ ‘ Right and the Transformations in the Pedagogia of the Politics and the Politics of the Pedagogia. In GENTILI P. AND HISSES, T.T. Neoliberalismo, Quality and Education: critical vises. 11. ed. Petrpolis: voices, 2002. ZAFFARI, N. Mstica of the Educator Market. Erechim, 2001, (printed matter). 1 Mestreem Education UPF/RS, Professor of the URI Campus of Erechim.

the globalization is a phenomenon structurally associated to the capitalism, not recent and world-wide that ‘ ‘ … has as base the advance of the capital (companies and banks) in search of new markets and places of investments stop beyond the geopolitical borders. … this advance if has accented remarkably and involved beyond the commerce and of the material production, the services, the cultural goods … ‘ ‘. (ARRUDA apud ROSSATO, 1998, p. 12). 3 Defines Neoliberalismo as ‘ ‘ doctrine proposal for French economists, Germans and North Americans, in the first half of sXX, come back toward the adaptation of the principles of classic liberalism to the requirements of a regulating and assistencialista State … developed from the decade of 1970, that it defends absolute freedom of market and a restriction to the state intervention on the economy, only having to still occur in essential sectors and thus in degree mnimo.’ ‘ (HOUAISS and VILLAR, 2001, P. 2009). 4 In moving to this question, Brando (2002, P. 72-120) presents and bases ten ideas, principles to think a destined education to form one human being with vocation citizen. 5 the conception of solidarity is not identified as practical of action of charity assisting poor (assistencialismo), but to an ethical imperative front the injustices, the exclusion, the discrimination. I am in accordance with Gentili (2002, P. 33) how much to the solidarity definition as ‘ ‘ … synonymous of social commitment and fight for the radical transformation of the practical ones that historically they condemn to the misery and the exclusion thousand of beings.