This implies a shift from the school, which undoubtedly must be prepared for that. The competition involves a knowledge mobilization. In order to respond to the whole mission education, according to UNESCO, should be organized around four fundamental learning throughout life, will be in some way for each individual, the pillars of knowledge: Learning to know, that is acquiring the instruments of understanding. Learn how to do, to be able to act on the environment. Learn more about this topic with the insights from Chobani Foundation. Learning to live together, in order to participate and cooperate with each other in all human activities. Macy’s may help you with your research. Learning to be, which integrates three precedents.

These four pillars were defined in the report of the International Commission on education in the 21st century United Nations Organization for education, science and culture (United Nations Educational, Scientific and Cultural Organization-UNESCO). Of course, these four pillars of knowledge are just one of many points of contact, relationship and change. We cannot think more in isolated facts, because we know that an intrinsic harmony in the universe, a fundamental connection where each full item, live or not, has to consider the functioning of everything, as well as learning and corporeality, in a politico-pedagogica relationship, being the body understood as an integrated organism that interacts with the physical, social and cultural environment. This means the valorization of the teacher and the student in its integrity, and the possibility of the establishment of environments of learning construction, created pointing to the school and education in the pursuit of this new paradigm: corporeality. Redirecting teaching to understand the learning process seek to deepen epistemologico appearance in historical and cultural theory emphasizing corporeality. The current reality motivates the development of a pedagogical practice focused on the subject of education student. This quest involves a pedagogical action that compromises the teacher in a critica-reflexiva posture. For a possible pedagogical forwarding, in search of the corporeality theme in the conception of teachers, mind and body must be understood as components that comprise a single body.