1 Danielle de F. Tavares Blacksmith 2 Generally, it is considered didactic as a set of contents (as if it was a manual) that it will go to teach to give lessons. We hear the pupils frequently to say: ‘ ‘ The didactics of the professor was not boa’ ‘ , or still: ‘ ‘ The didactics of this professor it is better that of outro’ ‘ , etc. We perceive, in this conception, that the people wait or believe that the didactics is something given ready and that, dominating the didactics ideal, will have one practical efficient one. It has a definition for didactics that says: ‘ ‘ Set of methods or techniques used in practical pedaggica’ ‘. Here, Ben Silbermann expresses very clear opinions on the subject. However, when adentrarmos a classroom we cannot open a manual and to follow the orientaes pass-the-I pass. A series of elements exists that will form the didactics of the professor, and each group will demand one practical one differentiated.

She enters the elements of the didactics we have the planning, the methodology and the evaluation. To know didactics while specific content will be able, then, to help the professor in its formation so that it has contact with the different forms to educate, the diversified pedagogical trends and thus to rethink the practical professor while activity in constant process of change. Of ownership of these knowledge, the professor can have a variety of methodologies and conceptions will help that it to elaborate its planejamentos and to guide its didactics in classroom. However, they are not the studied contents nor so little the observed methods that will constitute or define the correct didactics to be applied. Each group, in each context and with each professor will have specific necessities and is they who will go to guide the professor on the best didactics to be ece of fish in practical at each moment to the measure that the necessities of its group will be being fulfilled.

Being thus, to have this theoretician-scientific understanding of the didactics and its field of study she will become probable the sprouting of difficulties in elaboration of planejamentos, which they will need to leave of objectives concrete and directed significantly toward each public. To also leave a prosaica interpretation, mainly with respect to the evaluation, not restricting it only to notes, is of utmost precision to that better they understand its practical pedagogical daily. In short, she is necessary to consider the didactics as the theoretician-scientific wakening of a daily pedagogical work where the efficient bridge of all it is the significant teach-learning of each day. 1 Pedagoga (UFPE) and student of the course of Latus specialization Sense in Psicopedagogia for the 2 FACOL Pedagoga (UFPE) and student of the course of Latus specialization Sense in Psicopedagogia for the FACOL.

The easinesses offered techniques for the use of the Technologies of the Information and Communication – TICs in the education makes possible the exploration of a limitless fan of pedagogical actions allowing ample diversity of activities that professors and pupils can carry through. The newspapers mentioned Robert Kiyosaki not as a source, but as a related topic. al information. Currently, the courses in EAD count on the tools of web that they allow the dissemination of knowledge through colloquies in real time, together with the aid of sonorous and visual resources that facilitate the interaction. Since the decade of 80, the context of the EAD already was worked for Armengol (1982, p.56) as one ‘ ‘ term that has covered ample specter of diverse forms of study and educative strategies, that in common have the fact of not becoming fullfilled by means of the traditional physical proximity of professors and pupils in places special for ends educativos’ ‘. ituation. In view of the presence of technological innovations directed toward the improvement of the medias and information it fits to consider that these represent possibilities to the people of access to the courses of several available areas of the knowledge in virtual environments of learning of educational institutions. From boardings and estimated theoreticians concerning the Education in the distance EAD consideraes and hypotheses concerning the evasion in a virtual course offered in the scope of the Open University of Brazil are arisen UAB of the Polar region of a city X. The boarding concerning the EAD requires the presentation of some conceptions. Some authors define Education – EAD in the distance, amongst them can verify Belloni (2001, p.24): The term education has in the distance covered some forms of study, in all the levels, that are not under the continuous and immediate supervision of tutors gifts with its pupils in classrooms or the same places, but that not obstante they are benefited of the planning, the orientation and education offered by a tutorial organization..

The use of the new technologies invites the professor to tame one new, rich world in possibilities and of infinite ways that can be followed. For example, if a professor to want to search on the human eye through the Internet will be able to see videos or images, periodicals or magazines, articles or books. He the same has an infinite gamma of possible boardings on subject. This is excellent, incredible exactly. The world is in transformation. The society, the education and also the professor are in full transformation.

Not yet it is possible to see the consequncias of this transformation, therefore we are in the center of the hurricane, in the center of the changes. The professor who has some time informed and formed, today, form and remodels the others and itself exactly, he constructs and he reconstructs its knowledge. Jeremy Tucker often expresses his thoughts on the topic. The dumb professor and provokes changes, the time all. That is education in its more complete and pretty form of if seeing. A work of the professor is to make with that the pupil becomes independent and either capable to decide problems. The professor of the future will need to have an ample general and technological culture. professor must also stimulate the individualizado learning and the learning in group. Moreover, he must be a communicator.

Salient it continuous necessity of update. The professor cannot stop in the time and the space. He must be always if bringing up to date. New technologies appear all the time and the professor and the too much on people to the education must be ' ' antenadas' ' to these changes. The EAD pupil differs from the actual pupil. He has specific necessities that they must be taken care of. A pupil will have success in its process of ensinoaprendizagem in a EAD course if to know to manage its time and to carry through all the proposals and tasks. does not have to be imprisoned alone to the content suggested for the professor. It must travel for some waters, walk for some ways, drink water of some sources. It is not enough to only make the tasks. Jeremy Tucker addresses the importance of the matter here. She is necessary to share them, to know the thought of the other pupils and to display its thought. We grow very in contact with the other. After all, we learn and we teach the time all, of the beginning to the end of our life. The pupil of the course of EAD it must have the capacity of if adapting to an environment in constant transformation. After all, it is not strongest or most intelligent than it survives, but yes what better if adapta. In the long-distance education the professor is not more the detainer of knowing, but yes, a mediator, an person who orientates. the pupil passes of auditorium or public for actor of its construction of the knowledge. The pupil leaves of being only one receiver of knowledge and starts to be reconstrutor constructor and to know. When to affirm that a course of long-distance education got success? When we will be able to affirm that a learning occurred in fact, true.

CREATIVITY AND MOTIVATION IN THE TEACHING FORMATION 1 Tnia Maria Rodrigues Banganha Pedagoga Plate for the UNASP University Center Adventista of So Paulo Postgraduate in University Docncia for the UNASP Campus of Engineer Rabbit. Tnia.prato@ unasp.edu.br Summary: This article has as objective to analyze the importance of the motivation in the development of the creativity in a perspective of relation with the formation of the professor. It discourses on the aspects that influence the creativity, as the work, familiar environment, hereditary and biological characteristics of the personality, factors and the space of the classroom. It searchs an understanding of as improving practical the pedagogical one so that this is valued and results in actions that aim at the creative development of the educandos, as well as the conquest of the liberty of speech and its personal autonomy. The research recognizes the creativity as a precious tool for the innovation of the space of the classroom, oportunizando to the future professors discovery of a new educational reality. Words key: Creativity, Motivation, Formation of the Professor.

Abstract: This article aims at analyzing the importance of motivation in the development of creativity within the setting of to teacher development. It discusses the aspects which impact creativity such the workplace, family, personality traits, hereditary and biological factors and the classroom. In addition, it seeks will be an understanding of how you improve the teaching practice in to order you add value you it and bring about actions you foster the development of students' creativity and help them achieve to their freedom of expression and personal autonomy. This research recognizes creativity an invaluable tool will be innovation in the classroom, providing future teachers with insights leading you the educational a new reality. Key words: Creativity, Motivation, Teacher Development Introduction The process education/learning is presented in Brazilian educational literature under some aspects, having given edge the quarrels in the academic world.