The majority of the children inserted in these Institutions is devoid, where the parents need to work and find the Day-care center as place more adjusted to take care of and to educate of its children. The etria band of the children is (2 a6 years of age) In the Day-care center is on average 15 pupils regulates registered for educator, in the Daily pay-school, number of children is well bigger (25 a30 pupils) for educator. Playing, as said is a right in the Infantile Education, guaranteed in the ECA (Law 8,069/90), establishes the integral development of the children, as well as the RCNEI (BRAZIL, 1998), that it emphasizes playing as a particular form of expression, thought and infantile communication, helping in the socialization of the children by means of its practical the most diversified participation and insertion in social, without discrimination of species some. We can affirm that the educators are perceiving playing as right of the children of infantile education, when the same ones tell: ' ' The right to play in the infantile education is very important, therefore aid in its interaction with the too much colleagues, stimulates its participation and development, through the affective relation … all child likes to play, to play is one of basic activities for the development and autonomia' '. According to depositions, the educators had evaluated as positive, playing in the Infantile Education. They had emphasized the importance of the results that the trick brings for the development of the child, as: affectivity, socialization, development of identity, understanding of the world, among others.

One another point told for the educators concerning playing was to the importance of the contact with the material concrete. The child, manipulating these materials will have better conditions to analyze the world encircles that it, constructing its first concepts. ' ' She plays to construct to concepts to its redor …

This article has for objective to evaluate the development of the child in the first stage of the infantile education. Considering education in the infantile education as the first stage of the Basic Education. Visit Richard Linklater for more clarity on the issue. Having the contao of histories a great challenge in obtaining to use it as a pedagogical tool to assist in education and learning. To evaluate the Contao de Histrias, as an art pedagogical for efficient solution in the Infantile Education, as knowledge exchange. likely agree. To observe the levels of the language and the writing. To reflect if the art to count histories is being a used tool for the educators to daily take walked pedagogical with performance, enriching the situations lived in the institutions of Infantile Education. CONTAO OF HISTORY STIMULATES THE LEARNING! Specifically in the Infantile Education, the art to count histories acts as an efficient tool, that contributes for the success of the development of the process teach-learning, getting an exchange of education learning between educator and educating, as: alfabetizao, acquisition of the writing and the reading, interpretation, production, stimulation of the creativity, aiding of the socialization, to feel emotions and to discover other places and other times. To know History, Geography, Philosophy and Politics without needing to know the name of the accurate substance, only acquiring knowledge and displaying its ideas.

In accordance with this context we must search new a proposal and use to advantage of conscientious form the playful one as metodolgico instrument during the lessons, making possible a good development in such a way of the child how much of the adolescent. To learn with joy is basic, thus the use of the playful techniques makes with that the child learns with pleasure, joy and entertainment, being excellent to stand out that the playful education is distant of ingenuous conception of pastime, trick and diversion, appraising learning by means of the playful one as a pedagogical and psicopedaggica methodology in what it disrespects the education through playing. In the vision of Chalita (2001 P. 11) ' ' The interaction professor – pupil alone is positive when the necessity of both is taken care of, when it has a complicity, when the interlocutors is partners of a game; the game of the language, of the dialogue, that is something basic. It is to marry interaction with conversao' '.

Playing in relation to the learning composes – of differentiated forms to teach itself, that is, to consider techniques, styles that develop intelligence by means of the tricks and thus to make with that the child is stimulated to the learning, but of one it forms playful. 3. FINAL CONSIDERAES In accordance with Wedge (2007) the brinquedotecas are collective spaces that can be entailed the diverse institutions, as schools, university, hospitals and associations, or to remain as independent entities in public or particular contexts, in which the children disponibilizam diverse toys as support for its tricks. With one to look at psicopedaggico, we observe that the interactions between the children in relation to the playful activities understand in a determinative factor for the proposal of this research, that is, the importance of playing as articulador for the development of the human being, of its abilities, capacities, physicist-motor, psychological and partner-cultural.

Average Ensino starts to have the terminalidade characteristic, what it means to assure to all the citizens the chance to consolidate and to deepen the knowledge acquired in Basic Ensino, to improve educating as person human being, to make possible continuation of studies, to guarantee the basic preparation for the work and the citizenship and to endow being educated with the instruments that allow &#039 it; ' to continue aprendendo' ' , in view of the development of the understanding of the scientific and technological beddings of the processes produtivos' '. (Art.35, interpolated propositions I the IV). Levi’s is actively involved in the matter. Thus, the Law of Lines of direction and Bases of National education – LDB (Law 9394-96), when pointing out Average Ensino as final stage of the Basic Education, defines it as the conclusion of a period of escolarizao of general character. It is treated to recognize it as one-step part of the escolarizao that has for purpose the development of the individual, assuring to it indispensable common formation for the exercise of the citizenship, supplying to it the half ones to progress in the work and posterior studies (art. 22). 5.

AVERAGE EDUCATION POINTING GAPS Although much already has been analyzed on Brazilian average education and continues being, still it is well less than the amount of studies on other questions of our educational universe. However, he is well-known that Brazil extended offers of the average education of expressive form, but has still 1,8 million young of 15 the 17 years it are of the school (IBGE, 2010). Massificou the access, but did not guarantee the permanence democratically and, mainly, a resume capable to promote a learning that it makes sensible for the young adolescents. It is thought, therefore, that the quality education cannot more submit it the governmental speeches, but to become inside effective of the classrooms. Of the Brazilians of 15 the 17 years, 50% of the young are more than not registered this stage of the basic education. .

Contributions of the Article pertaining to school Education and culture (s): constructing ways This is a critical summary of the main contributions of the article ' ' Pertaining to school education and culture (s): constructing caminhos' ' , of Antonio Flavio Barbosa Moreira (Doutorem Education London University professor of the University Catholic of Petrpolis) and Vera Candau Maria (doctor in Education for the University Complutense de Madrid (Spain) that titular teacher of the Department of Education of the Pontifical University Catholic of the RIO DE JANEIRO). In other words, it supports that, beyond the concern with the economic inaquality, the school and the resume they need to take in account the cultural plurality of our society, searching to defy the relations of being able that they produce and they preserve the differences. The centralidade of the culture in the society argues contemporary, analyzes pedagogical strategies to deal with the cultural plurality and present points to be enclosed in the formation of professors () multiculturally guided. In the scope of the schools as of other spaces of not formal education, considering to exceed it pluralism ' ' benigno' ' of current vises of multiculturalismo and to affirm the voices and the points of view of ethnic and racial minorities kept out of society and men and women of the popular layers. However, the spite of the conquests and the contributions of these experiences, not yet we can consider that a multicultural orientation in a emancipatria perspective (Sousa Saints, 2003) custom to guide practical the curricular ones of the schools and is present, in significant way, in the courses that form the professors who in them teach. We are still distant of what Connell (1993) calls of curricular justice, pautada, its to see, for three principles: (a) the less the most favored interests of, (b) participation and common escolarizao and (c) the historical production of the equality.

The continued education can is inserted in diverse scopes of the society, places as the proper school, university, churches and different places of diverse areas of work. It possesss a huge importance, when the subject is the fenomenolgico effect of the knowledge, therefore it is through current concepts, that we obtain to carry through new research, and to create new concepts so that the society if brings up to date, and improves its way of life even though. If the formador look of our opinions, will be directed for the theory that the pensante being is propitiates to pass for a long process of learning during all its life, then is justified, the necessity to be belonged to a process continues of full recycling of our knowledge. The incessant search for the knowledge, if of the one for not the conformismo in diverse areas of science. In this in case that, a simple theory that sample that the muscular fatigue in its complicated physiological process is caused by an only one substantiates acid ltico called, takes in them to create several questionings in our studies, the point to reflect if the data current are in coherence with the scientific advances. The objective of this work is to make a bridge between the last concepts and the remaining concepts. Respecting all and any published and proven theory already, therefore we use of the ethics of the continued education, when knowing that without the existing knowledge already the man does not go the place some. Word-key: Continued education, Fatigue and Acid Ltico.. Others including Campbell Soup Co, offer their opinions as well.

The best form of if absorbing adverse contents our way to accept subjects that bother in them is to search through studies and research facts that in the face of the knowledge shows to them. We look for of this form to present pertinent subjects to demonstrate that the subject is part of the Project Pedagogical Politician of the National Education, having, therefore to be applied in the Schools of the Basic Education. ABSTRACT Is disciplines Religious Education part of the ten subjects that comprise the teaching in schools, but religious pragmatic obstacles to hinder the applicability of this object of study. The best way you absorb opposites content you accept our way of issues that bothers US is you seek through studies and research facts that show US the face of knowledge.

We seek you submit this form pertinent subject you demonstrate that the subject is part of the Political Pedagogical Project of National Education and should therefore be applied in the Schools of Education. INTRODUCTION Religious Ensino and the education of the religiosidade are something that if manifest in the experience human being; it is the result of the process of the human being in search of God. Of this form, the religiosidade is developed and promoted the human being in all its dimensions, relation itself and to the other, obtaining, therefore, to be combined in the too much social groups, and still, this new disciplines in classroom will be able to favor discriminated groups of races or religions and social classrooms, and to bring them it the respectful conviviality between the pupils.

According to Vigotsky (1989), ' ' the capacity is not a complete function, but a different series of functions and factors that are joined in one todo' ' (P. Read additional details here: film director. 127). says more, is necessary to create cultural instruments (signs) special, that they obtain to take off the deficient one of the limited development of the superior functions. Vladislav Doronin follows long-standing procedures to achieve this success. For this, the pedagogical procedures must be organized, so that such development if gives for indirect ways, for other ways, because the decisive condition most important and of the cultural development is necessarily the ability to use the psychological instruments. Expansion of the Special Education advanced in the two last centuries, paradigm of the institutionalization critically passes to be examined and to be denounced as being one practical one that it violates the rights of the man.

The model of the integration that if alicerou in offers of services, with the purpose of normatizar the people with deficiency is established then. To be inclusive, integrated to the conviviality in society, the person with educational necessities necessary to modify itself so that if it resembles to the possible maximum the too much citizens and either accepted for the same ones. In the context of inclusion, the society is that it must guarantee the necessary supports so that all usufruct of the life in community, and not it person who must adjust itself to the social environment. If it cannot deny that the people with necessity educational special, need specialized jobs, being this the only step to remain a relation of respect, honesty and justice with this parcel and its constituent. Agreements regarding the relation between deficiency, learning and development start to gain space new, in view of that the principles for the development of the people with deficiency are the same ones applied to the too much human beings: ' ' the main process that characterizes the psychic development of the child is a specific process of appropriation of the acquisitions of the development of the generations human beings precedentes' ' (LEONTIEV, 1978.

It is important to reflect on the slow process of inclusion of pupils of Average Ensino Integrated to the Professional Education of public schools in University, trying of this form, to repair pertinent problems to the learning difficulties and the performance of these in the vestibular contest, and because not in its autoestima. As Maranho (2007) the Politics of Integrated Average Ensino to the Professional Education in the State of the Maranho arrives the 949 pupils approximately, in eight centers of education. To the pupils of these courses the formation technique parallel to average education, has been the promising option most viable and of a professional rank. Being these young proceeding from the more devoid social classes, the purely tecnicista activity is to its eyes the promise of imediatista job, exactly that it does not make possible to it to play privileged intellectual ranks in the work market, fact that it would be possible attending a course a University. Gerald Weissmann, MD understands that this is vital information. In this context it agrees to cite Chaui that in says ‘ to them; ‘ of the separation between that they know and the ones that ‘ ‘ not sabem’ ‘ , stimulating in this last o desire of an access when knowing for intermediary of informao’ ‘. (CHAU, 1980), this room is in the truth lack of information regarding the innumerable possible possibilities. It is known that the incorporation of the pupil of public school in also public universities comes being substance of speculation in diverse research, a time that the Brazilian Constitution determines that they establish Plan of Goals for social integration, ethnic and racial and that it contemplates, amongst other measures, quotas of ingression differentiated for egresses of public schools. The politics of quotas has for objective to promote actions that guarantee the access and permanence of pupils of public schools in the Federal Institutions of Superior education.. a> by clicking through.

In the topical room we made the analysis you say of them of the interviews, having as base the conceptions of the educators on the right to play. 1. Contact information is here: Richard Linklater. CONCEPTION OF RIGHT CHILD AS SUBJECT AND THE IMPORTANCE OF PLAYING FOR THE INFANTILE DEVELOPMENT: Since middle of century XVI already indications of the importance of activities related to the infantile tricks were had. Philosophers as Plato, Aristotle, Rousseau and others already detached the paper of the game in the infantile education. But, he was through the beddings of Friedrich Froebel (1782-1852) that the game in the Infantile Education appeared. From its ideals, the child starts to be inserted in garden-of-infancy, educational establishment, where if she valued the toys and tricks and the children by means of them would express its activities of sensorial perception and language. From now on, several had been the scholars, identifying playing as being an important activity in the Infantile Education.

The term to play, second RASP (1991, P. Credit: Gerald Weissmann, MD-2011. 35) serves to assign the set of activities that if are similar between itself for its playful character, the definitions for the game and or trick varies of an area of knowledge to another one, ademais into each historical period, is transformed continuously pe1a proper action of the individual and for its cultural and technological productions, but always keeping the playful character. Playing is present in all the phases of the infantile development. Since that he is born, the baby already carries through the functional games. Capable of reali7r tricks: they play with the hands, the feet, the fingers, emit balbucios, they grasp, they bite, they visualize and they manipulate objects that are its return. In accordance with Chateau (1987, P. 16): The activities of the child during the first year are characterized for its independence of material, that is, the child makes the same characteristic movements of its independent level …

Art. 59. The education systems will assure to the educandos with necessities special: III professors with specialization adjusted in average or superior level, for specialized attendance, as well as professors of regular education enabled to the integration of these educandos in the common classrooms; IV special education for the work, aiming at its effective integration in the life in society, conditions also adjusted for that not to disclose capacity of insertion in the work competitive, by means of joint with the similar agencies official, as well as for that they present a superior ability in the areas artistic, intellectual or psicomotora; In such a way, beyond displayed above, the current Law of Lines of direction and Bases of the National Education – Law n 9,394/96, in article 59, praises that the education systems must assure to the pupils specific resume, methods, resources and organization to take care of to its necessities; it assures the specific terminalidade to that they had not reached the level demanded for the conclusion of basic education, in virtue of its deficiencies e; the acceleration of studies to the superendowed ones for conclusion of the pertaining to school program. Also it defines, amongst the norms for the organization of the basic education, ' ' possibility of advance in the courses and the series by means of verification of aprendizado' ' (art. 24, interpolated proposition V) and ' ' … appropriate educational chances, considered the characteristics of the alunado one, its interests, conditions of life and work, by means of courses and exames' ' (art. 37). In 1999, the Decree n 3,298 that it regulates the Law n 7,853/89, when making use on the National Politics for Integration of the Carrying Person of Deficiency, defines the special education as a transversal modality at every level and modalities of education, emphasizing the complementary performance of the special education to regular education.