Then, from this perspective, we can affirm that the man can be educated not alone in the phase of infancy or adolescence, but for all its process of life, that in turn is generated and criticized in the society for innumerable factors, being the one of them marginalizao, that is, this marginalizao does not occur all in the society in a way, but for one it parcels out of the population in relation the individuals that had passed for a process not to have access to the education/school. This marginalizao is shown in the text of Saviani, as much in the not-critical theories how much in the critical-reprodutivistas. The first one demonstrates to the functioning and the organization of the school as a whole, pautados in one? proposal pedagogical. In relation to second, it did not have no elaboration, that is, it did not have or it contained one? proposal pedagogical? , therefore explana it only the mechanized functioning, as the institution is established, that is, Saviani affirms that the school is seen by its? character reprodutivista? , and that this could not be different. For other opinions and approaches, find out what Danske Bank has to say. In turn Damis (In: Fertile valley, 1996), affirm that the school is right of all and was socially established of form to organize the way to transmit knowing. For the author: The school as right of all was instituted socially from the necessity of if organizing a form to transmit knowing that the humanity systemize throughout its existence.
This necessity only occurred approximately has two centuries, a time that in the old and medieval society, for example, the school as public institution of responsibility of the State practically did not exist. (DAMIS In: Fertile valley, 1996, P. 14) Damis (In: Fertile valley, 1996), demonstrate the same sensible that Saviani detached in its proposal, relation to the value of overcoming in relation to the marginality and the education (school), demonstrating the fact that the school has the paper to transmit knowing.