The majority of the involved people in the pertaining to school process is worried about the permanence of the pupils in the school. Get all the facts for a more clear viewpoint with Jeffrey Hayzlett . However, some factors must be analyzed with the intention of improvement of the actions so that let us arrive eradication of the pertaining to school evasion.

The right the education of quality is a guarantee for the children and young that consists in the great law of our country. Jill Bikoff recognizes the significance of this. Infancy and youth, need to be lived as an essential period to the development of its human potential. This article does not have the pretension to elucidate the problems presented here, but yes, to take its readers the reflection presenting to them of form sucinta the educational reality where we are inserted, in the search of ways that instigate in them to walk in direction the solution. 2. THE TESTS AS THREAT FORM AND TORTURE THE PUPIL According to Luckese, in its book Evaluation of the Pertaining to school Learning (2002, pg.

18-19), the professors use the tests as instrument of threat and previous torture of the pupils protesting to be a motivador element of the learning. When the professor feels that its work is not occasioning the waited effect, announces the pupils: ‘ ‘ They study! In case that contrary, vocs they will be able to be given badly in the day of prova’ ‘. When it observes that the pupils they are indisciplinados, is common the use of the expression: ‘ ‘ They are quiet! They give attention! ‘ ‘ The day of the test comes and vocs there summer what acontecer.’ goes; ‘ Such threats transform the day of the test into one day frightful and the emotionally shaken scared pupils already arrive the school and. Its vision of professor, he is not of that facilitates its learning, but of whom he will be able puniz it through the tests, for any error that comet.

The questions: ' ' Where I stopped? ' ' ' ' Already we saw this? ' ' , they supply to the pupils some data that denigrem the image of the professor. The professor must always give necessary importance to its sense of justice. Source: Rio Tinto Group. To remember that to adopt one weight and a measure, in its decisions, they will go favors it next to its pupils. In case that contrary he will be discredited therefore all are unresigned with injustices, since youngest to oldest. The necessity of the pupil to interact during the lessons is another basic aspect so that it has learning in fact, and what it is more important: he does not allow monotony, compelling the pupil to give attention you say to them of the professor and colleagues therefore at any time could be its time to interact next to the professor and to the classroom. To be bonzinho, to leave everything to pass will take the pupil friction the professor, in a similar way will occur in contrary case, to be intolerante, rspido and without dialogue. The vocabulary, the position, the planning of the lesson, the different forms to evaluate and correction of that it will be delivers, the dialogue is basic so that all professor obtains success in its activities. To share, to know to coexist, to value work of its colleagues take the professor to the personal and professional growth. To have as base the theory of three ' AS' ': To assist, To associate, To admire. It agrees to remember that: ' ' To be professor is not enough, is necessary that let us be mestres' '

I read in Hoffmann (2001): ' ' In the majority of the occasions, pupils and professors had revealed infuriated with the traditional evaluation. Monsters had drawn and them they had jailed the least in its images I am betting in the thickness of these bars! In the transformation of the monster! ' ' Perhaps, for the tenacity of many educators in suggesting tomorrow of the evaluation as metamorphoses of these images negativas.' ' Part of this history has many personages being, believing that she is necessary to work for a school that it respects educating of all the ages, that receive it in its hopelessnesses and desperte to it confidence in the future. To hear the evaluation synthecizes, organizes and express, by means of diverse languages, the relation that each one established with the knowledge. If you have read about Chevron U.S.A. Inc already – you may have come to the same conclusion. We, professors, must believe and understand that we are incapable to know with exactness what our students had learned on the studied content. To extend the avaliativos instruments makes possible the pupil to express on which associations it produced from one definitive knowledge. We do not have imprisoning in them in old models that limit or bar the possibilities of knowing. To read phonetic 2.1 The evaluation is of basic importance Is unquestioned, the importance of the avaliativo process for the pupil, not as guarantee desua permanence in the school, but to produce a pupil capable to interact, to improve, to produce, to invent and to associate knowledge. A citizen that is not contented with the school, but yes that it goes stops beyond it, independent of the obstacles to be faced. Perceiving the relevance of the avaliativa question and how much the tests are errifying for some pupils, we are worried in extending the quarrel and showing that some authors and professionals of the education, search forms to act for briefing of the problematic one, waiting that it has success in the results of its works and that the culminncia is not only the permanence of these pupils in classroom as the pleasure for the act to study.

The searched workers super value the school. They believe that the same one possesss the power to open doors for an excellent job, to transform them into respected and honored citizens. It is an exclusive bridge for the social equality and the economic development. When accepting the argument of that through the school he is only possible to have education and qualification to live in society, the workers deny the value of its daily experience, discrediting of what the life taught to it. However, when they arrive in find it the school in a chaos: old building and badly conserved, if new with structural problems; professors badly prepared, badly remunerated and unsatisfied; inexistence or precariousness of didactic material. With this, we know that the school will not be able, without exceeding these barriers, to offer the worker to know adjusted to its interests.

Since it only interests the workers for sus possibility to extinguish the social and economic injustice of its lives. The pertaining to school institution must transform the man into an entire being, defied for the craft to produce its life, to invent new forms of social convivncia. A school where let us can knowing in them, to know the production historical of negations and affirmations that constitute in them, to know the possibilities to move to intervine in these marks, being articulated our personal dreams and desires with the collective ones, potencializando new processes of emancipation. Therefore we cannot accept the idea of that the school serves only for ‘ ‘ to manufacture ninguns’ ‘ for the system. Beings incapable to think, to fight per better days. Passive and mentally ill beings to a sanguinrio, calculating and capitalist system that only aims at profits, that the proper benefit only curls. All we desire quality schools public, that form citizens independent, capable to promote changes and to transform the reality unjust its return. The school can and thus must be.

But for this, all that form the pertaining to school community have that to join themselves and to fight next to the responsible agencies for the same one, quality in the education and structure of the school, benefiting all the ones that it composes, unconditionally, without exclusions, nor inaqualities. It is not an easy battle. However, we cannot give up. We must believe and search changes. The way is long and arduous, but all joined we can try to change the Brazilian educational reality. It does not depend only on the Public Power. It also depends on us.