The teacher is the person most responsible in the teaching-learning process. But he has been taught to teach. He is a prisoner of the iron structure of the system. However, students and his parents are only waiting for what he knows to do. If he ever attempt  to make substantive improvements in the quality of his mission, had to face negative reactions that could become even threats of dismissal. He was so convincing that keep doing the same as always, is the only alternative that it has left. From here, their sense of responsibility obliges him to comply as best as possible and often much of the teachers have to spend much extra time to work. Over the years, he learns to make adjustments in the methods and techniques to apply until he is tailored to the circumstances “perfectly well”. Very often, a teacher with several years of service, are fully convinced that what they are doing is the best and nothing nor nobody is going to make him to change. But still, for many teachers it is an insult and they would yield up theirs life to defend those beliefs. The status of teachers so described, suggests that consolidates a teaching staff strongly inclined to defend the maintenance of outdated teaching practices, thus preventing them from applying the advances in Science Education.

But there’s always hope. Many teachers come to acquire consciousness of the transcendent importance of their mission. It is very probably that they would be willing to offer their professional services in order to satisfy the great mentioned present  needs.

Education authorities perform functions that powerfully influence the process.Althoug sometimes they care about improving education, approaches are rarely conducive to a genuine modernization. It is posible to say that  they have not found solutions to major problems are noted on this site. For those who want to acknowledge, the evidence is clear and abundant.

In the administrative-teaching positions are required with a broader and much greater capacity than that shown by the vast majority of those who have played. It is insufficient that they limite your work to conciliation and appeasement.

The transcendent importance of a subject such as human resources deserves an approach from a prospective vision. The transformations for effects of globalization, that occur in the contexts of:  information, technology, knowledge and cultural significance of the teaching and learning processes are multiple and obvious.

They are clear the targets in the emerging countries: habitat sustainability, building a real democracy, social equity, institutional and business competitiveness.

More specifically, it is urgent to implement an educational policy compatible with globalization. For the formation of competent human resources required for the next few years, in particular, it is urgent the elaboration of an worldwide curriculum organization for the period of the Elementary and Secondary, conceived as a whole, progressive and not subject to division. Its philosophical base is to be derived from the “Humanist Conception” and the psychological is an application of the “Cognitive Theory”. For this elaboration the 5 basic principles can be called: Principle of Integration – Innovation Principle – Principle of Experimentation – Principle of Socialization and  Principle.
of Complementarity