To have joy when teaching! Development The book that we consider in them to analyze, presents a history of love between the professor and profession. The stories are several that I eat parabolas go if ahead placing of us a humorstica metaphor of the mission of the professor. When analyzing the story the Frog, the author in them ahead presents the power of the word of simple parabola of the prince who turned sapo.' ' All learning produces esquecimento' ' , this if to observe our proper behavior in meetings and meeting, when the boarded subjects do not despertam our interest, the history of the prince that turned frog is our proper history. Since that we are born, continuously, words in go being said. They enter in our body and it she goes if transforming, metamorfoseando themselves, turning a thing diferenfe what she was or of what one day was. Education is this: the process for which our bodies go being equal the words that in teach &#039 to them; ' I am not I, I am the words that the others had planted in mim' '. As Fernando said to it Person: ' ' I am the interval between my desire and what the desires of the others had made in mim.' ' Each part or chapter left us a teaching, a moral, that portraies through fbulas yearnings, the searches, the insatisfaes and the frustrations of the professor in the arduous mission to teach. Valley to stand out that according to author the old principle of that ' ' it is giving that if recebe' ' it makes direction, therefore to teach is a way of double hand, if I have desire to teach is necessary that before it is made use to learn. According to Pablo Freire: ' ' Important in the school it is not alone to study, it is not alone to work, it is also to create bows of amizade' ' , in this case before thinking in the content, the building, in the resume, she is necessary to think about the group, the colleague, the pupil and above all about learning /ensinando and teaching/learning.

It is concluded that the construction of an inclusive school must be a project of all, therefore it does not only require the reformularization of the physical space, of the qualification, of that it would advance all these changes without the dynamics of classroom, resume, forms and criteria of evaluation affectionately rethink, so that let us can in fact conquer an education of quality, respectful, that it guarantees the permanence of all in the school with appropriation and production of knowledge, that makes possible the true special participation of the individual with necessities in the society, understanding that if cannot think about democracy, rights human beings and social equality without thinking about the education. In the same way the educator must acquire knowledge of that the education is without doubts a form of intervention in the world, more active being in the search for solutions, looking for to develop liberating didactics with creativity and interacting with the reality, physics, social intellectual and of each individual, facing the challenge to become them enclosed, participativos citizens, in fact citizens. He is time to change the thought in relation when dealing with the different one, accepting it, establishing judgments of values that accumulate of stocks penalty, repulses and incredulity. ' ' All point of view is in front of a point. To understand as somebody it reads, it is necessary to know as they are its eyes and which its vision of mundo' ' ' Leonardo Boff. 1998. BIBLIOGRAPHICAL REFERENCE Guareschi, Pedrinho.

1940 Critical Sociology: Alternatives and changes. Porto Alegre. Young world. 2002-51 edition EDIPUCRS. 168 P. Psychologies, an introduction to the psychology study. Graces Bahia Bock, Stolen Odair, Maria of Lourdes Trassi Teixeira.Editora Hail So Paulo, 2008 special edition. Maria of the Favour Jacques; Marlene Strey Snows; Maria Guazzelli Bernardes; Pedrinho Arcides Guareschi; Sergio Antonio Carlos; Tnia Mara Galli Fonseca.