There was a man who was called Nicodemo, says to the Gospel de Juan, Chapter 3, of versicle 1 to the 7, he was of the fariseos and important leader of Jews. One night went to where he was Jesus and it said to him: – Masterful, we know that God sent to teach to you to us because nobody without the aid of God can make the miracles that you do. Jesus responded to him: – I say the truth to You: the one that is not born again, cannot have part in the kingdom of God. Nicodemo said to him: – But if one already is old, how it can be born again? Perhaps it can enter within his mother and be born again? Jesus responded: – I say the truth to You: one must be born from the water and the Spirit. If one is not born from the water and the Spirit, it cannot enter the kingdom of God. The body of one comes from the parents, but the spiritual life is born from the Spirit. You are not surprised if I say to you: " You must be born " again;. It observes that Jesus says I say to the truth to You and in other versions of the Bible really says, I really say to you soon to affirm that if one is not born again (in other versions it says that if one is not born from the stop) cannot see the kingdom of God. And the same Jesus explains this concept before a little foolish contrarrplica of Nicodemo when it asked that it explained to him how was that of which it had to enter the belly of his mother to be born again. The Teacher said to him: What it is been born from the meat, meat is and what he is been born from the Spirit, spirit is (also notices that first Spirit or that one del that is preached that it generates, is written with and capital because Santo talks about to the Spirit, and the second, the generated one, is written with and very small.
Month: December 2013
THE FUNCTION OF THE DIDACTIC RESOURCES IN PRACTICAL THE PEDAGOGICAL ONE: a reflection. Altina Magalhes Coast. IN 05/02/2012 Education learning in the pertaining to school context demands each time more of the mediating educator/that the subject/project to be developed in classroom is worked of efficient form, pleasant, instigator and thus the professor it has that to stimulate, to excite in the pupils the curiosity, the desire to discover its proper world, to clarify its doubts and uncertainties. This demands of the professor devotion, commitment, technique, scientific knowledge, and manuscript of the technologies. The mediating professor/has the function to plan, to evaluate, and to preplanned its practical professor in favor of a significant learning for the pupils. In this context it is necessary that if he thinks about the didactic resources and its functions in practical the pedagogical one.
Didactic resources are all the instruments used in a lesson, didactic event, or any a situation of learning in order to favor the participants magnifying of its horizontals, that is of its knowledge. They become the viable, significant, accessible learning and prevent that the lessons become monotonous, routine, or that they fall in the mes-mice of day-by-day. They contribute to mediate the relations effective that occur inside of act to teach and to learn. Leaving of that already it was explicit on the subject of this work and with the certainty of that we are in fact in the age of the information that dinamiza the society in a speed very great this social academician takes the school to pass for deep transformations and consequential to leave the traditionalism theory where the didactic resources are: the picture of chalk and accessories, didactic and paradigmatic book, engraving, poster of fold, flagrance, photo, dictionary, notebook, pencil, penxs, scrap iron, and some components of the nature as well as the speech of the professor, knows that now with all the current advance of the globalization it becomes necessary that the school rethink its paper, its functions, its position, its philosophy, its pedagogical theory and for consequence bring for practical its new didactic instruments.
With respect to Orlandi1, a speech points with respect to others support that it, being one part ampler and systematically continuous discursivo process. In this manner, it does not have absolute start and nor end point, having all to say relation with others to say carried through, imagined or possible. Pcheux (1997) clarifies this device when pointing out that a speech is constructed in result of the relations established for its author to the things that already had been said, to the position where it occupies and to the position of the person to who the speech is directed and thus successively. The anticipation mechanism implies exactly that the enunciador tries, that partially, the listener place, from its proper place of enunciador. Pcheux (1997) observes that this ability is the capacity to imagine the way as the proper speech produces effect in the other, preceding the listener and foreseeing where this the wait. The argument is based, to a large extent, in this mechanism aiming at its effect in the interlocutor.
When one works with the notion of force relations, is considered that the place from which citizen speaks is constituent of what it says. These relations gain special importance in result of the present hierarquizao in the society, what it makes with that they take root themselves in the social power of these different places, determining what can be said, as can be said and to who it can be said determined thing. All these three mechanisms of functioning of the speech, as already commented, possess its bases in the imaginary formations (Pcheux, 1997). In this discursivo functioning, they are not the physical citizens or its empirical places (basically sociological) that they construct the speech, but the images that results of projections. They are these projections, according to these same authors, who allow to pass of the empirical situations? the really busy places – for the positions of the citizens in the speeches.
' But what the education of the Portuguese language in education is same fundamental.' ' John Anderson Macedo Saints 1 Midiane Venceslau Dos Santos 2 The present work has for objective to provoke a reflection of what it is to always teach to the Portuguese language the falantes of the Portuguese raising some questionings as: the conception of language, its use, the utility, the objectives, at last, the idea is to argue the concept that the professors have to this respect and to compare them it the specialized theoretical studies in this subject as, for example, the studies of Ferdinand de Saussure that says to be the language divided in two, the formalist (structure and project) and the funcionalista (the language in use). In this way, would have the professor to teach to languages instead of language, being an officer (the cultured standard) and another not-officer (dominated for the falante), in other words, a writing conducted for rules and said other, created from the communicative necessity without considering the form? According to Saussure (1980, p.16) ' ' The language has an individual side and a social side, being impossible to conceive one without outro.' ' It is in this context that starts, then, in fact the quarrel around the education of the language a time that, after the decade of 1970, started to have between the specialized studious intellectuals and in the subject, a deeper quarrel on the language and its education. From this moment, a called chain appears linguists who will make critical forceful regarding education, of the paper of the language, etc., and, will consider a new model for education, having considered this dualidade between the said language and the written language. In the case of Brazil, these changes pass to be observed in Parmetros Curriculares Nacionais (PCN), when this establishes as one of its objectives to guarantee the common basic formation.
Games that promote relaxation of the next three games are borrowed from the book by K. Fopelya 'How to teach children to cooperate' (1998). They will help to create a kindergarten or elementary school and friendly atmosphere of mutual assistance, trust, good will and open communication between children with one another. 'Waterfall' Purpose: This game will help children's imagination to relax. "Sit back and close your eyes. 2-3 times a deep breath and exhale.
Imagine that you standing near the waterfall. But this is no ordinary waterfall. Instead of water, it drops down a soft white light. Now imagine being under that waterfall and feel how this beautiful white light shines on your head .. You feel like relaxing your forehead, then his mouth as relaxing muscles in the neck … White light flowing through your shoulders, neck and helps them to become soft and relaxed. The white light flowing from your back and you will notice, as in the back voltage disappears, and it also becomes soft and relaxed.
The light flows through your chest, stomach. You feel as they relax and you themselves, without any effort, you can inhale and exhale deeply. This allows you to feel very relaxed and pleasant. Let the light flow also on your hands, the palms, on one hand. You notice how his arms and hands become softer and more relaxed. Light is flowing and the legs, down to your feet. You feel that they relax and become tender. This amazing waterfall of white light flows around your body. You feel completely calm and serene, and with each inhalation and exhalation, you deeper and deeper relax and are filled with fresh troops … (30 seconds). Now give thanks to this waterfall of light, because it so wonderfully relaxed you … A little stretch, straighten up and open your eyes. " After this game is to do something calm. 'Dancing hands' goal: if the children are restless or upset, this game will give children (especially distressed, troubled) to clarify their feelings and inner relaxation. 'Put the big sheets of wrapping paper (or old wallpaper) on the floor. Take each of 2 shallow. Select a piece of chalk for each hand you liked the color. Now go back to spread out the paper so that your hands, from wrist to elbow, were on paper. (In other words, so that the children had a room for painting). Close your eyes, and when the music starts, you can draw with both hands on the paper. Move the hands to the music. Then you can see what happened '(2-3 minutes). Game performed to the music. 'Blind dance' Purpose: To develop trust in each other, the removal of excess muscle tension. "Divide into pairs. One of you gets the blindfold, he will be 'blind'. The other will be 'seeing' and be able to drive 'Blind'. Now grab the hand and dance with each other under the light music (1-2 minutes). Then change roles. Help your partner to tie a bandage. " As a preparatory step possible to put children in pairs and ask them to join hands. One who sees, moves his hands to the music, and a child with a blindfold trying to repeat these movements, holding hands, for 1-2 minutes. Then the children switch roles. If the child refuses to wake close your eyes, calm him and do not insist. Let the dancing with their eyes open. As the child get rid of the anxiety disorders can begin to hold the game is not sitting and moving around the room.
We choose this poem, because it has in it a language that is not only one instrument, a way of if expressing, but a species of revelation, of descortnio of the importance of the water and the relation of it with the man and the nature. She is one commanded language that it passes, first, for the physical and chemical aspects of the water, it lards for the linking of them with the material world, ‘ ‘ the machine ‘ ‘ , finishes making relation with a daily reality beginning reading it, that is the reality of the frozen water of the water fervente. This denotativa language regarding the water is that one that allows in them to come back to the conception of science as factual truth that can be surveyed. From analyses of these factual truths, we arrive, then, to an analysis of last estrofe of the poem. The language, now, much more intuitiva of what the first one, has the function of comover, awaking the reader for a counterpoint to the properties and the functions of the water, or same, to its hidrolgico cycle: the counterpoint of the tragedies human beings. One notices that, propositalmente, for the semiologia, the proper verbal time if modifies of the three first estrofes for last estrofe with the intention of awaking the reader for the change of the language and to mark the exaggeration between the scientific truths that can be surveyed and the poetical truths that cannot be surveyed as science, but also they are truths, because they have reasons they justify that them. As an example, we examine the potential of the poem in a perspective to interdisciplinar. It is important to stand out here that not yet we are exemplificando the intertextualidade as nuance to interdisciplinar, but are composing an explanation on what we understand regarding what it is a text and on a conception of nuance to interdisciplinar it on the basis of.
The fact that the miracle of water-Iron Mountain known for a long time, no doubt. Discovered the most ancient settlements in the precincts of the modern city, the ruins of fortifications along the Silk Road on the mountain Razvalka, the remnants of an old wooden tub, found when clearing source "Gryaznushka" – all said to use mineral water to treat local people. And when here in 1810, came Dr. FP Haas, water found them in the shared source dripping stone bath. The first written mention of the sources of lead naturalist PS Pallas, seconded to the area Pyatigorje in 1793 by the Russian Academy of Sciences. In his report he mention of mineral springs, located between Beshtau and Iron. About them he had been told by locals and asserted that "between these sources of a mineral hot." In the late XVIII and early XIX century the area was Pyatigorje densely populated Kabardins, abazintsami and Nogais. And, of course, they knew about the existence of Mineral Waters Mountain Gooch-tau, but reluctantly showed them to researchers.
This could see Dr. Haas, who in his first visit in 1809 was not able to find the mysterious mineral keys. And the only immediate assistance in the following year Prince Ismail Bey Atazhukina, who personally led Haas through dense forest to the mountain Gooch-tau, which on its southern slope, and were identified three sources. "We arrived at the place at half past five – wrote Haas in his book" My Journey to Aleksandrov water "- and I immediately determined to taste and form small glandular source, that crossed our path.
So it was with the time and almost without realizing it, he was locking himself in if same and and didn’t want to leave, except with her friends of the soul, who also never had a dating relationship. This had transformed it into a distant people and his mother. The only people that opened to tell them their sorrows or joys, fears or illusions, dreams or realities, were with his brother, Natasha and Gladys. His mother, had chosen from long time not tell him anything that had relationship with their feelings. Also promised do not try to do anything more to get his approval. And although he hurt you, everytime I had some academic success, not receiving his congratulations and support, already not you entristecia it so much not to receive it.
It was a mixture of acceptance of reality and auto defense. When she finished high school while her friends parents had made a celebration and a gift to her mother, as it was assumed and predict, I had not done any entertainment and had even congratulated her, only told him that it had complied with its obligation. His brother however, as a prize, invited her to dinner and then took her to the cinema. Ruth did not share this output with his mother. Expressly asked his brother that the gift was unique for her and that only two to share it among them. His brother got rid on compliments by grades earned during all its filed. When they returned home, found in his bedroom a bouquet of flowers and a card that he had written before exit, where reiterated his pleasure so deservedly retrieved title. Then they started preparations for admission to medicine.
He commented that only ten percent of the students approved of entering the race, so they were quite frightened. But Ruth had encouraged her friends with an exclamation that would use from there onwards everytime they saw something difficult: If someone else can do it, we also. These words were transformed into an axiom which gave them courage and encouraged them to succeed. They were very effective throughout all their studies. Every time a subject seemed extremely long and difficult, they remembered them and repeated giving mood mutually. They attended and approved without any difficulty, the dreaded exam for admission to the race, in the same way they did with the first three years of the same. From the fourth year no longer had to go to the faculty. All materials, except for forensic medicine, were enrolled in the hospital chosen, known as hospital unit. It was there where he met Isaac. With almost twenty-two years, he started hospital career as a student without having had so far no stable relationship, in part due to the authoritarianism of the mother and partly because none of her two friends did them, what did any of them feel completely alone.
THE EDUCATION WITH LIMITS How meets the education of our children? It will be that we are vain whom when union exists enters the good examples in the family and the accompaniment of the children next to the school if we will get a good education?In this article we express that the parents cannot leave to impose limits for its children and also they do not have to be constrangidos in saying the word ' ' no' '. The true love to the children does not consist of making everything that the children want, but the full love is when the correct way is pointed. She is necessary to rethink in the form that we are educating the children and, who has this courage helps to make solid the good education and helps the school to exert its true paper. We cannot leave that the children say the last word and to make everything that wants. Many parents finish passing for constaints and shamee when not they take care of to all the order of the children; we need to have the persuation that the true education of the children necessary to always start in the proper house and with the firm pulse of the parents.
Obviously that to proceed from this way it is not easy, but we need used e, we do not have to understand that they are practical obsolete. The children must be educated knowing that nor what he desires yourself immediately must be delivers to the children. A child who grows having everything that asks for to the parents, will not know to value what she earns and always will go to want more.The scholars of this subject affirm: child created without limit and receiving everything what she desires, will be a young without limits and an adult without referencial.
If we believe that all individuals are different and therefore that diversity does that every human being has something valuable, because each one feels, thinks and acts differently, but that even so, equal opportunities, not in the sense of homogeneity (in education) should be since by placing students by age are believed to have the same capacity, so it works with the same curriculum, methodology and at a same pace, this is to transmit knowledge and in no way there will be a learning, it is form similar individuals that respond to the same patterns of behavior, with the same knowledge and ways of thinking. The theory of multiple intelligences of Gardner, mentions the following: Gardner defines intelligence as the set of capabilities that enable us to solve problems or make valuable products in our culture. Gardner defines 8 major types of intelligences, or capabilities according to the context of production (linguistic intelligence, logical-mathematical intelligence, the intelligence body kinesthetic, musical intelligence, spatial intelligence, naturalist intelligence, interpersonal intelligence, and intrapersonal intelligence). 1 This author is based on the idea that not all learn in the same way, because we develop the eight intelligences, but each of them in different grade. Speaking of equality and attention to diversity, believe in the tenets of article 3.
Constitutional and of the article 41 of the General Education Act, but will provide each student with what you need be equal?, undoubtedly you will need to define, since how Jose Contreras mentions it in your theme educate the eye and the ear: it is as well that the diversity is the collective of which do not fit for some reason, of ethnic minorities, those who have difficulties or delays in learning, the conflict in the classroom, of those who belong to social sectors disadvantaged, the disabled. 2 By which teachers we have the ability to understand, accept and resolve, this perhaps does not solve problems, but if allows us to deal with them in a more humane manner. Likewise, we must not allow that equality be confused with uniformity; because the individual is to be able to face the problems submitted to it and solve them with criteria and analysis, required a training school, a diversified, flexible and comprehensive school where work with a methodology consistent with the rhythms and styles of learning, so that the child acquires the capacity to build with the Guide and orientation of the teacher and in this way will be a school for everyone. The school must have a relationship closely with environment and East toward the school, and teachers work in a collegial manner, because individualism closes the possibility of receiving and giving support, greatly hindering the Organization of the institution and the academic performance of the student. By: B. Maribel Baez Echeverria June 2010 1 Jose Contreras. Educating the eye and ear.
Part of the "Absolute Secret of Wealth." You are a natural extension of what is not physical. All That Is, or God is not finished or waiting for you to find. You are an expert guide thought, looking for more here: more of everything that makes them feel good, most of what is new and glorious and exalted. (They are, in essence, bringing heaven to earth.) Are here in this body because you chose to be here. They wanted to have the opportunity to experience this delicious contrast in time and space, and with great anticipation came to co-create with other people joy seekers, to tune the process of deliberate thought.
(What, how, where and with whom are also your selections.) The basis of life is freedom, the purpose of your life is Joy. You are a creator; create with every thought. Often created with neglect, then get what they focus their attention, whether they like it or not want, but know from the way they feel if they are getting (creating) what they want, or are creating what will not. (Where do you focus your attention?) Can be or do whatever they imagine. When asked why they want it activates the essence of your wishes and the universe begins to bring them. The more intense your positive thoughts are, the faster they get what they want. (It's so easy to create a castle as creating a button.) Choose their creations while they are choosing your thoughts. His love interior people offer guidance in the form of emotion.
In October of 2003, the Statute of the Aged one was approved, contends some chapters on attendance entities, defining requisite, principles, responsibility for the fiscalization and penalties. Already in September of 2005, the Resolution of the Direction Student body? RDC n 283 approves the regulation technician of the ILPI? s. Biscotte (2008) quotation that the SBGG? SP defines the ILPI? s as: Establishments for the institucional integral attendance, whose white public is people of 60 years and more, independent dependents or, who do not make use of conditions to remain with the family or in its domicile. These institutions, known for diverse denominations? shelter, asylum, home, house of rest, geriatrical clinic and ancianato? they must provide services in the social, medical, psychological area, of nursing, fisioterapia, occupational therapy, odontologia, and in other areas, as necessities of this etrio segment. He is well-known that the incorporation of all these requirements is not easy, therefore many times, these institutions do not present adequate physical structure, beyond not making use of number enough of staff and to be precarious its material resources for the attendance of its clientele. The nursing services as integrant part of the health organizations, come perceiving the necessity of education, training and update for its staff due to technological and scientific evolution, in the direction to improve the practical ones of the nursing. An institution to reach its goal and objectives is necessary to have professional able and competent. One of the strategies so that this occurs is the education of the employee in its workstation, that is one of the ways facilitadores for the transformation of the potential of the employee in objective actions, beyond to offer conditions, so that it interprets and it uses the reality that the fence (BUENO and BERNARDES, 2010). Silva and Seiffert (2009), affirm that in the health services, the educative processes aim at to the development of the professionals for a series of activities generically called of qualifications, training and emergenciais or prompt courses, structuralized and continuous.
The same if it can say of the definition of a State of peace. In 2002, dissertao of mestrado of this author to the Law school of the USP – ' ' Beddings of the Operations of Peace of the ONU and the Question of Timor Leste' ' it was looked to investigate the diverse meanings of the peace to be able to understand the target of the operations of peace of the ONU. In that study, to understand the diverse meanings of the peace was necessary to identify that type of peace was longed for in formal operations of the ONU that had evolved of initiatives of peacekeeping (maintenance of the peace) for initiatives of peace-building (construction of the peace). In this study in them a chance was presented to advance a little in those reflections more, not only in relation to the operations of peace, but in the search of a definition for ' ' situation of paz' ' that it characterizes a State of peace. In that study, we define the peace under global the structural perspective as ' ' a positive, recognized value, yes, as a insufficient, but basic good for the accomplishment of the intentions of the sustainable economic development, the social progress, justice, the equality between the men, the reciprocal assistance between the Peoples, of the sovereign equality between Estados' '. On the other hand, the peace also can be defined as: ) the internal peace in contraposition to the external peace; b) peace as antithesis of the war; c) the peace as a value and as a perpetual ideal; d) the peace as half or; e) as they prefer Raymond Aron and Norberto Bobbio, as satisfaction or impotence, power peace. They see to follow it some of its characteristics. The internal Peace is the peace of private court of the individual; the external peace, of interaction between the individuals and the groups of which it is part, its community.
A School or a school of Psychology are a discipline that combine elements of clinical psychology and the psychology of the education with the purpose of to help the students to overcome the conduct problems and difficulties of learning that interfere with the educative process. The professionals of this specialty of general psychology, are used in the K-12 schools in the EE.UU and as the equivalent of the educative systems of other countries, and are called scholastic psychologists of school or advisors. Scholastic psychology is a field in expansion due to an increasing number of students who face problems in the school. In addition, the professionals are involved in the intervention in crisis, the efforts of prevention of the violence and to work with personnel of the school to create a positive atmosphere for the learning. The main intention of the specialty of psychology in a school is to help to the children in educative surroundings for the academic, emotional and social success. One of the ways in which this is carried out is by means of diagnosis and treatment of behavior problems and difficulties of learning, thus helping to the students to overcome these barriers for the academic success.
Another aspect of the school psychology includes the advising to the students with emotional difficulties and to help them to process its feelings without interfering with the social or academic operation. In the majority of the configurations, this specialty includes to help to the students with socialization problems and to help them to learn how to sail difficult social situations such as to rise to the pressure or the negotiation with the intimidatory behavior. Professionals in the field of scholastic psychology are called scholastic, advisory or working psychologists social. The minimum formation demanded to enter the profession is a specialist title, level that at least require 60 hours of credit concerning postgraduate, as well as a course that lasts approximately nine months. With the purpose of to be used in the majority of the schools, it is required generally the certification by the competent, regional or local authority. The majority of the scholastic psychologists works in K-12 schools, since they play a vital role with important responsibilities. The field of the psychology of the school is expanding due to a variety of factors, the discipline and now it includes much more that the educative tests.
The psychologists of Madrid do important contributions to the educative atmosphere receiving a greater recognition. An increasing number of students has problems that affect their learning, which brings about a greater necessity of services of scholastic psychology. The students with physical and emotional problems, as well as those with learning incapacities, often are incorporated and frequently they need the support the psychologist of the school to fulfill the academic goals. With the increase of the scholastic violence in many localities, the department of psychology of the school often provides important services of intervention of crisis and directs the efforts of prevention of violence. In many cases, the schools are trying to satisfy the needs that before were of the dominion of the parents, and all the personnel, including the psychologists are involved in the creation of an atmosphere of support for the students.
The first meeting will be used as selection of the knowledge that the pupils possess of the sort and for adjustments of the posterior activities. At as the moment we will be observing which aspects of the sort the pupils obtain to recognize, which levels of reading are and which strategies are using for understanding of the text, and as it is its performance in the verbal expression. At the third moment the evaluation of verbal expression in formal context, and the adequacy of speaks to the partner-educative moment, and as it develops the different papers of the verbal modality (to hear and to speak), and also the evaluation of the written modality. In the room moment the capacity of association of the contents and the critical sense of auto-evaluation will be evaluated, as well as evaluation of the verbal modalities. CONCLUSION the research made possible me the analysis and reflection of the literal sorts in education and learning of the Portuguese Language in the EJA. In the theoretical part of the research I perceived and I understood the importance of these instruments in social practical ours, the importance of being understood and being produced so that good instruments of interaction become, a time that in the pertaining to school context the literal sorts become important when we think about the letramento process, that is, they can be used as excellent instruments to help the pupil at the moment of the communication, the reading, of practical production and of the social one. The literal sort Memory is a form of mainly dinamizar the process of education with pupils of the EJA. Making with that it in such a way has envolvement of more active form in its process of development of the reading as well as of the writing.