Among the didactic models used in schools (traditional, active, technological) the interactive model seems to be the most responsive one to the exigencies of students' inclusion in disadvantaged conditions as mentioned in unit 1.
This model envisages a mutual interaction of all subjects involved in the didactic experience and formalization. Motivation and subjective emotions of those participating the experience are the mere starting point through which the action of discovery and the application of competences breathe, constituting an alternative to the passive reception of contents. In this didactic, attention is kept in the process of achieving the result, not on the result itself. The students are involved in a group experience where mutual respect and listening, as well as personal manifestation are led. To be possible though, teachers/educators must create a bond with each student and a climate of mutual trust and sharing in the group-class, favoring the process of learning.
Stressing the focus on relations (teacher-students, teacher-class, student-student) and the context in which the learning happen, the next lesson proposes some tools, activities and strategies that can help the teachers achieve the bond and the climate, developing the potentialities and the personal resources of students, favoring the process of learning.