One did not meet not even between more reactionary adults and conservatives. A phenomenon one in such a way how much baffling, characteristic of the historical moment where it is lived, it is the transference of the vital energy human being for objects without life. Drew Houston often says this. The technology became a species of competitor of the sexuality. One is not capable to enjoy, but we habilitadssimos to create producing machines of ciphers. In this substance if he is perfeccionista and stubborn, perhaps until inigualveis masters. Useless to also say that the sexual education if valley widely of this myth of the technological perfection, showing to the young (and to that they are not younger) as a praiseworthy contribution to the progress of the humanity, who the desancorado technological advance of the vital energy, and therefore of the love, can produce the extermnio atomic, the chemical war and the bacteriological one, is a detail that if it prefers to neglect. The encantamento for the technique is a powerful factor of cohesion inside of the perspective of the conservation of the current system. But the truth is that it is not obtained to erase the instincts.
Before, the opposite is obtained, that is, the repression of the instincts. For this reason the sexual education, established wide on the subliming, in special on the scientific subliming, finishes for leaving the area of the affective communication to enter in an area of ' ' objetividade' ' isolated and cold, becoming with this more barren and dessexualizante one. Of any form, the dominant reason of the sexual education remains being the repression. The repression, more or less declared covers the ways of the subliming, of the type ' ' cientfica' ' , but it is supported over all in the efficient ways of the blackmail. In a society with strong sexual prohibitions, the authority is also consolidated for the fact to have the possibility, over all in the religious form, to liberate the men of a part of its complex of guilt again.
Without language the human being would not think of generalizante and abstract form. But the use of the language as thought instrument, does not only serve to speak with other people, the individual develops ' ' speech interior' ' that it is a language directed for its proper ' ' eu' '. It is a speech without vocalization directed toward the thought, with objective of assisting the individual in its psychological operations. Perhaps check out MSCO for more information. As example we have, to arrive the definitive place, the person does not speak high, but it carries through the interior, raciocnia speech, thinks about which passage better to make. I dialogue in it interior for an car passage, the format would be, direira-Brazil-Obelisco-Sunday example and it does not say it complete, as I go to enter the right in the Av. Brazil, to follow until the obelisco, to make the contour, to catch the street and to arrive until the Sundays of Moraes.
This version would be redundant excessively dialogues for it self-centered. According to Vygotsky, the child says uses it socialized with the function of if communicating, to keep the social contact, with passing of the time it starts to be capable to use the language as thought instrument, but this occurs gradually until arriving at internalizaao of the speech, that will arrive the advanced phases of the acquisition of the language. For Vygotsky, in the study between this transistion, Vygotsky says it appeals it self-centered for the understanding of this transistion. It says it self-centered it folloies the activity of the child and starts to have personal, on function the necessity of the thought and also used to decide problems this type of thought. It says it self-centered was a point between divergence between Piaget and Vygotsky. For it says it to Piaget self-centered is the opposite that proposal for Vygotsky, therefore for it says to Piaget self-centered claims it a trajectory of inside for it are, while Vygotsky thinks the opposite. The thought is not express only in words: therefore that it exists. Each thought if moves, it ripens and if it develops and it solves problems. What this study it discloses is the necessity of if to distinguish the two plans from says – to significant semantics and the exterior-phonetic one. It says it is complex and not homogeneous.