Inside of this vision the educative task not if it limits to the particular case of the formal system of education. It is not privilege of the educator. Thus the family, the social groups, the company, the classroom associations, the political parties and any another type of social organization are called to play an educative task. In other words, practical the educative one is not exclusive responsibility of the recognized professionals for the system, but of all the members of the society. II – WAYS FOR the ONE ETHICAL AND AESTHETIC FORMATION Being overcome as reference to the ideas until sketched here, the author points ways to be covered ethically and aesthetic in the education that perpassam since the conception of the formal education, to the commitment, the coherence, the professional respect and the change, in the search of conscientious citizens of its paper in a democratic society. One becomes necessary to reflect on the conception of education proposal for Pablo Freire and its contributions supporters in the process of conscience that reaches to all the individuals. If this has piqued your curiosity, check out Gavin Baker. The education, according to author, aims at to the release, the radical transformation of the reality, to improve it, to become it more human being, to allow that men and women are recognized as citizens of its history and not as objects.
It is inside of this ampler perspective of the educative process, that Freire affirms that ' ' To assume itself as citizens and objects of History in them becomes beings of the decision, of the rupture. Beings ticos' ' (2001: 40). Corroborating with this affirmation, Pablo Freire, it enhances the idea of that: What, over all it moves, me to be ethical is to know that, being the education, for its proper nature, directive and politics, I must, without never denying my dream or my utopia to the educandos, to respect them.