We live in a society of images, where the sound lost its value. The world finds its answers and certezas only in what enxerga. But nor always it was thus, had a time where to the transposition of experiences passed through the orality of parents for children, it was not only one form of respect with oldest, but mainly one forms to receive important information for the survival. Orality is understood then as the transmission of what the writing is not capable to repass and then can place in first plan the emotions. The verbal speech has the power to arrest the listener at the moment where it discloses, through it speaks (tune and I silence), the feelings lived for who account a fact, a situation. ' ' The narrator is a master of the craft that knows its necessity: it has dom of the advice. It was given to enclose an entire life.
Its talent to tell comes to it of the experience; its lesson, it extracted of proper pain; its dignity is to count it until the end, without fear. A sacred atmosphere surrounds narrador.' ' (BOSI 1994, P. 91) Many times same that the person whom she tells is not the same one that she lived the facts, still thus the feelings of the weight of the original narrative remain, perhaps, as a form of respect, or same of fear of the consequences of if modifying history. However exactly that the narrator of this history does not perceive, the close influences of each one modify history. Not that he is something thought, but the simple change of narrator and the space/time modify gestures, tune and voice and with this also dumb history. ' ' To a great extent, to remember is not to reviver, but to remake, to reconstruct, to rethink, with images and ideas of today, the experiences of the past.
This representation is understood, in a psychological boarding, while to possess cultural values and meanings and of professional aspects with the reality (MOISS, 2005, p.34). The teaching professional positioning, is reflected of as we have acted professionally and eticamente. This image that we demonstrate for our pupil that it will define the success of it. The advance and the changes in the relations of interest in the individual and collective plan are of great importance for the educator, who will make in homogeneous way this interaction so that in its classroom the harmony between human beings and to know can spread for one same end (SODR, 2006, p.38). When we consider in them to retake the practical one of essential values as respect, fellowship the goodness and as much other values, that in assure the conception to them of that to be educated is not only to be worried about the educational formation of the pupil, but the social formation human being. This process of relation between professor and pupil is very including and of essential connotation for the school, therefore this esteem of relations that the epistemolgico process will mold all (AXE, 2007, p.39) For terms the notion of the importance of the affectivity in the pertaining to school space, we must take in account the value of the life of the human being, since its birth until its death. The human being is an unfinished being and the all instant renews its potentials, in search of that the objective, this it makes since child. When entering for school this process if extends and it has that to divide emotions, knowledge and experiences varied with many individuals that it nor the least knows and fits to the professor to mediate this process in pleasant way all and that he does not scare and nor melindre this pertaining to school beginning (PIAGET, 2001, p.52).