Núm. 25 (2018) enero-junio

The emancipatory function, which has the education, requires the development of the taste and enthusiasm for learning beyond the immediate, what is presented in the texts, contexts and educational activities; this teacher’s activity that continually seeks to support the acquisition of knowledge; but also by that act, it is put into practice what the professional is that influences student circumscribed in schools. Teaching is the activity and the process generated by the teachers; some are deeply concerned about the content, for generate actions that facilitate the learning of their students; others, for various reasons, have altered the desire to continue learning and knowing. In a special place for learners there are teachers who, through their teaching, did perceive their concern for them, manifested in their area and support when they were aware that there was an obstacle in the creation of meaning; enthusiasm in imparting living in their classes and that instilled in learning and study to know it showed. These are the teachers who teach the value of reflection, to know beyond a rating, just for the pleasure of knowing, are those that show a new world and give up the channel and knowledge structures that enhance their students; are those with what can be conceived as a good teaching practice that promotes learning and does not generate the same blockage. The intention of this paper therefore is to argue the educational value of teaching, promoting the «didactoeugenias»