AS ATITUDES DO PROFESSOR FACILITADOR SEGUNDO A ABORDAGEM CENTRADA NA PESSOA DE CARL R. ROGERS.

Abstract

The present study proposes to discuss the studies conceived by the North American psychologist Carl Rogers (1902-1987) that promote the emergence of the facilitator teacher in the teaching process. The preoccupation inherent with the school context and how it could establish the relation between "teacher / facilitator" and the student in the process of human formation is perceived in several of his works, realizing how crucial this relation is in the construction of the personality of the individual, going of confrontation against the educational practices prevailing in the traditional model of education, characterized by positivism and behaviorism. In contrast to the model of behavioral practice, Rogers defended the need to implement a freer and more humanized education, whose main objective is interpersonal development and the strengthening of the facilitator / student relationship. This bibliographical review shows that the work of Carl Rogers that has as its theme education, addresses the existence of a tendency towards growth that manifests itself in all individuals, especially through facilitating conditions such as: empathy, authenticity and unconditional acceptance. The Creator of the Person-Centered Approach (ACP) places the facilitator Teacher as a welcoming agent in the educational process, evidencing that this professional will promote knowledge in mutual partnership with the student, through stimuli of books, texts, use of playful, creative and spontaneous, opposite of what is present in a traditionalist class, that is, from the practice of Freedom to Learn (1971). Finally, the author emphasizes the valorization of this relation in the search for the genuine autonomy of each individual, promoting subjects in the rich knowledge and not in the collective sickness that is characterized in traditional dehumanizing teaching.