Being thus Mirco it decides, with aid of the Felice, to make the work on the nature, considered for its Professor Don Giulio, through writings. However, the work well is not received on the part from the Director reprehends who it severely, accusing it to steal the recorder and ribbons of the school for illicit purposes, without considering the great innovation and creativity of the work developed for the child. The insensibilidade of the director, also blind, takes in them to bring tona the questioning of Lane (1998, P. 16): ‘ ‘ what it happened with our subjectivity for we lose the capacity to feel friendship, to have/to be friend? ‘ ‘ From this Mirco moment it starts to count on the support of Professor Don Giulio who, with the sensitivity of an educator, presenteia it with a new recorder stimulates and it to use other directions and consequently to learn braile.
In this half Mirco time Francesca knows, a bold girl, son of the caretaker of the institution, that in partnership with Mirco goes to live diverse emotions, therefore, what it calls the attention the girl is that it affirms that still obtains to enxergar, different of the other boys who recognized its condition of blind people. this acceptance (or not acceptance) is related to the emotions, meanings and experiences of the individual, as in the Gonzlez-Rey sample: ‘ ‘ The emotions take forms and relations that are not defined in way immediate for one meant. Something that two people share with one same meaning does not go to have one same emotional value for them. (…) These directions in turn will be responsible for the trajectory of different life of these people from the experience that enfrentaram’ ‘. (2004, P. 136) Being thus, Mirco puts in question its proper limits, as when it is submitted to walk of bicycle the Francesca together with, secretely, leaving the institute for a private ticket.