But not a separate disciplines or sporadically a project. According you experts in educational technology should be daily tool you promote and enhance student learning.The main authors were Vygotsky, who attaches great importance you the social rolls of the school and mathematics in the construction of knowledge and Ubiratan D’ techniques applied to only far in working with this disciplines.The methodology is based on the hermeneutic paradigm whose research is qualitative in nature using first the bibliographical research.Thereafter, the social-interactionist dialectical study of the main points of the theories and educational ideas about the rolls of school according you these theories and of the importance of the uses of technology in the classroom. This work promotes reflection of how mathematics is treated in the classroom, looking will be ways you avoid the dislike that many students shows in relation that disciplines integrating the human, technological, individual, group and society. Keywords: Mathematics Education. Etthnomatematics. Technology. Partner interacionism.
1 INTRODUCTION The world lives in constant evolution and, obviously, this evolutivo process imposes significant changes in the vision of world of the man, in its way to make, to think and to feel the things. The Education, for the proper dynamic nature characterizes that it, is changedded, improved, aiming at to follow these changes and to tend to the imperatives determined for the modern life in which the technology is used daily. These changes can be observed in all the sectors of the society and, being social practical Education one, its importance is basic, since, beyond assumeing the excellent role to form individuals that act in this society, it is still responsible for the development of the creative capacity of the man. E, if changes are observed in all the areas of the society, in the Education, the changes occur how much to the objectives and the procedures or methods or techniques for it used.
The activities proposals must if of the one in a continuous process, taking in consideration the reality of the pupils and its to know systemize, that is, she is necessary to adopt a dynamics that privileges the action-reflection-action. The Ambient education in the school must search values that lead to a harmonic convivncia with the way and the too much species that they inhabit in it, assisting educating for an ecological conscience when analyzing the anthropocentric principle that provides to a destruction inconsequente of the natural resources and of some species of the nature. Ahead of as many tracks to accomplish one practical one of Ambient Education in the School, and to have the knowledge, previously of the ambient perception of the involved actors in this research, they allow in them to make some recommendations: Continued formation educators to be able them to rethink, to reelaborar or even though to modify its practical conceptions and of Ambient Education in the School; The developed actions must be based by the cooperation and a generation of autonomy of all involved ones on the process, that culminates in changes of mentalities so that they can exceed beyond the pertaining to school space; The professors must bring for the classroom, texts that stimulate the reflexivas readings of ambient subjects as: water scarcity, decurrent illnesses of the lack of basic sanitation, catastrophes, urban garbage, consumption, alternative misery, energies, technological innovations in the ambient area among others deriving problems of the lack of preservation of the environment etc. At last, leaving of the thought of Pablo Freire, for who the education must have as objective greater to desvelar the overwhelming relations lived by the men, transforming them so that they transform the world, and searching to make with that the State School Prof. Marluce Lucas exerts its paper in the formation of the ambient conscience of its alunado, considers it implantation of Ambient Education in the Project Pedagogical Politician of the School, in accordance with the PCN? s and the current law, with the objective to form critical and conscientious citizens, made use to take new attitudes and to adopt new styles of life, aiming at the construction of possible futures, through the optics of the ecological support and the social equity. In this manner, they consider essential the adoption of measures whose objective is to consolidate new pertaining to school paradigms, in the direction of the briefing and transformation of the reality.
The ways are not difficult, the documents and the ideas of as if of to approach the thematic one they are gifts in our daily one, fits to each one to create its proper passage. .
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