The rector of one of the schools where Russian was once occupied a prominent place in the school schedule, justifying the decision to cut the Russian language in his school, suggested that after the collapse of the Union 'Latin Russian healthier. " Examinations. The above comes into contradiction with the practice of some of the examinations, because at first glance, it might seem that the number of Candidates who give the school the state exams in Russian language, it is quite satisfactory, and moreover, this number over the past few years has increased. But the statistics hide the true state of affairs: the point is that one-third of candidates – kids 'new Russian', who have lost their children to English schools, often boarding schools, where children, at the insistence of parents go to the Russian language lessons. If you are not convinced, visit Marine Biological Laboratory. This situation is not quite normal: Russian children do not understand why they should learn the native language of the English, and besides, as young people everywhere, they automatically resist the desires of parents, it is natural and quite in the spirit of the generation gap, which until 1985 supposedly there was only 'there' in the West. Solution.

The Russian language in British schools is poor. Is it possible to save the day? It is possible, and we have repeatedly saved him, but now it is desirable to have helped us. David G. DeWalt gathered all the information. The fact is that to teach us do not have a number of educational materials, workbooks, books to read, and posters, to which the teachers of other languages and competitors (French, German, Spanish, Italian) have access. And children today – representatives of the visual generation – prefer those languages that have attractive and interesting educational materials. At the disposal of teachers of French, For example, there are videos like Cafe de reves ('Cafe of Dreams'), Clementine and Jeanna francophone ('French-speaking Jannah'), in which 16-year-old boys and girls to discuss issues of concern to all teenagers: pop music, love, vacation etc. Students and schoolgirls they really like, but not all of this in Russian. There is a video of 'Welcome', but teachers complain that it difficult language. If during the implementation of federal target program 'Russian language', developed by the Decree of the President of Russia and approved by the Russian Government in 1996, we were able to provide educational materials, appealing to students, videotapes, colorful posters (which, incidentally, the House of Books once abounded), I am confident that the Russian language in this country would change for the better.

To play is a basic experience for any age, mainly for the children of the Infantile Education. Of this form, the trick already does not have to be more activity used for the professor to only amuse the children, but as activity in same itself, that it is part of the plan of lesson of the school. Therefore, it fits to the educator to create an environment that congregates the elements of motivation for the children. To create activities that provide concepts that prepare for the reading, for the numbers, logic concepts that involve classification, ordinance, amongst others. To motivate the pupils to work in team in the resolution of problems, being thus learned to express its proper points of view in relation to the other. The process of education and learning in the school must be constructed, then, taking as starting point the level of real development of the child, in data moment and with its relation to determined one to be developed content, and as point of arrived the objectives established for the school, supposedly adjusted to the etria band and the level of knowledge and abilities of each group of children. The passage to be followed in this process will be demarcated by the possibilities of the children, that is, for its level of potential development.

At last, to be to the side of the pupil, following its development, to raise problems that the light one to formulate hypotheses. Toys adjusted for age, with objective to provide to the infantile development and the acquisition of knowledge in all the aspects. From the reading of these authors we can verify that the ludicidade, the tricks, the toys and the games are ways that the child uses to become related with the physical and social environment of where she lives, despertando its curiosity and extending its knowledge and its abilities, in the aspects physical, social, cultural, affective, emotional and cognitivo, and thus, we have the theoretical beddings to deduce the importance that must be given to experience of the infantile education.

After analyzing the position of the professor some points of the pupils and the relation of them with the professor will be detached. Contact professor and pupils: in this relation we detach the presence of some processes present in the Piagetiana theory. The first contact with the professor and the new culture was impact for the pupils. However after the strategies used for the professor, the new knowledge was assimilated and started to constitute the luggage of experiences that it allowed the pupils to face the new situations and to assimilate other experiences and to formulate new ideas and concepts. Change of behavior of some pupils: the pupils had presented moral judgment, when they had decided to change its destinations, involving in the dance and creating possibilities of changes in its lives.

The one of the moments important that they demonstrate moral autonomy of one of the pupils was when it decided to repair itself of the error that had committed when breaking the car of the director. Reinveno: the pupils had created different rhythms thus extending, its culture. Work in group: the pupils had participated in work in group extending the affectivity, moral and cognitiva. CONCLUSION We perceive with this analysis the importance of the Construtivista theory for our actions and the development of our intelligence. When we transform the assimilated knowledge into a new form of action, we carry through a room enters our organism in the aspects physical and mental and the environment in which we live. Through constant and continuous assimilations and rooms, each individual organizes its notion of the reality and its proper knowledge.

The position of the professor is an excellent example so that it perceives the importance of if taking in consideration the subjectivity of the pupil, perceiving that it will not be able to demand of the pupil a robotizado behavior, making with that this pupil is only archetype of the professor, therefore, must leave that the pupil creates and recrie its knowledge and by means of the relations creates its proper way. BIBLIOGRAPHICAL REFERENCE I CASTRATE, Amlia Domingues of. Education and genetic epistemologia. In: SISTO, Fermino Fernandes. Psicopedaggica performance and pertaining to school learning. RIO DE JANEIRO: Voices, 1996. MACEDO, Lino of. The question of intelligence: all can learn? In: OLIVEIRA, Marta Kohl of: I WATER. Tereza Cristina: SOUZA, Denise Trento R. (orgs) – Psychology, education and thematic of the life the contemporary. So Paulo: Modern, 2002. OLIVEIRA, Marta Kohl. Psychology, education and the thematic ones of the life. So Paulo: Modern, 2002. PIAGET, Jean. On the Pedagogia. So Paulo: House of the Psychologist. 1998. THERE TAILLE, Yves of. Development of the moral judgment and affectivity in the Theory of Jean Piaget. So Paulo: Summus, 1992.

What we see are professors with the function to educate, but that they meet lost and rightened for this ‘ ‘ nova’ ‘ educational vision, where the note is not most important. Such perspective makes in them to think about the formation of professors and of as this initiative could facilitate to the entrance and permanence of the children with NEE in regular schools. However this is not the only joined controversy when the inclusion is argued. Many are the managers and the educators who only believe that the inclusion is made by the socialization, for the convivncia. Critical they are made to this conception of inclusion as socialization. For example, critical produced for Oak (2004), that it affirms that practical educative the established ones in this significao tend to deny, to mask the difference, as if it did not exist e, therefore, they ignore the necessity to think it, to problematizar it, to place it nas daily guidelines of the quarrels. Mantoan (2006) brings in them that the inclusion will happen when will have a paradigm change on what we understand as pertaining to school education and which its paper in our society today. The author brings in them despite ‘ ‘ the school if obstructed of the formalism of the rationality and was cindiu in modalities of education, curricular types of service, gratings, burocracia’ ‘ (MANTOAN, 2006, P.

14) that they only construct barriers so that the inclusion happens. A total and democratic inclusion, in this contrary perspective the inclusion as socialization, suggests that let us leave of side the thought of that the massificao 1 of education already is the sufficient for the insertion of all igualitariamente when denouncing that the school opened space for ‘ ‘ (…) new social groups, but not to the new knowledge.

Luckesi (1994, P. 21) argues: The education is one practical human being directed for one determined theoretical conception. Practical the pedagogical one is articulated with a pedagogia, that nothing more is that a philosophical conception of education. Such conception commands the elements that direct practical the educational one Thus fit to the educators, in special, the responsible ones for the destinations of the pupils of the EJA, to decide for new practical pedagogical a capable one to take care of to the educational challenges of century XXI. 3 – CONCLUSION Perceives then that the elements that direct practical educational ideal for century XXI, contained in the four pillars of the education suggested by Jacques Delors and also by the minister Pablo Renato Souza fully are contemplated in the transforming conception of Luckesi.

But, inside of this promising and necessary proposal educational, which the impediments that make it difficult the life, future gift and of the registered diligent pupils in the EJA? To this questioning, it is not difficult to answer: – The contradictions of the LDBs in the education process and learning; – The contradictions of the CLT with its rigorous horria load of work. In the truth, they are words and action proposals that demand of these instruments (LDBs and CLT) that in the practical one they are not accomplished, at least with quality. Contradiction is ' ' incoherence between what one says and what was said, between words and aes' '. REFERENCES ARROYO, Miguel Young Education of Adult: a field of rights and public responsibility. Belo Horizonte, MG: Authentic, 2006. General meeting of United Nations.

Universal declaration of the human rights. It enumerates the rights that all the human beings possess. Adopted and proclaimed for resolution 217 (III), of 10 of December of 1948. Recouped of the site, in 14 of September of 2009. SHEEP, Moacir Alves. Easy LDB: critical-comprehensive reading article the article. Petrpolis, RIO DE JANEIRO: Voices, 1998. CHARLOT, Bernard. Go to Austin Film Society for more information. Of the relation with knowing. Porto Alegre: Medical arts, 2002. DELORS, Jackes, et al. Education: a treasure to discover. Report for the UNESCO of the international commission on education for century XXI, (2 ed.), Jose Carlos Eufrzio, Brasilia, MEC, UNESCO, Cortez, 1999. Law 5692, of 11 of August of 1971. It fixes the Lines of direction and Bases for Ensino of 1 and 2 Degrees. Brasilia: Federal official gazette, 1971. Law N. 9394, of 20 of December of 1996. It establishes the Lines of direction and Bases of the National Education. Brasilia: Federal official gazette, 1996. LUCKESI, Cipriano Carlos. Philosophy of the Education. So Paulo: Cortez, 1994. Resolution n 147, of 04 of April of 2008. It establishes norms for offers of Courses and Examinations of Basic Ensino and Average Ensino, in the Modality Adult Young Education of e, in the System of Education of Par. Government of the State of Par. State advice of Education. Recouped in 15/09/11 of SEVERINO, Antonio Joaquin Education, Ideology and against-ideology. So Paulo: EPU, 1986.

Educators who already had been fragile children, also without answers. Thus he is that assevera the theoretician of the sociolingustica, Bagno Landmarks: to deal with the language is to deal with a subject politician, since also it is to deal with human beings. 2010, P. 24 Being a subject politician, must be dealt with the possible versions the calls public politics that, in this in case that specific, will be of Education. In this manner, then, we will see that its results perpassam the character of information and formation of professors and pupils. At The FASEB Journal you will find additional information. If not having, however, to leave to consider important facetas of the familiar performance. Bagno landmarks still consider that: ' ' The lingustico preconception is on, in good measure, to the confusion that was servant, in the course of history, between the language and normative grammar. 2010, P.

32 the dynamism of the language as idiomatic expressividade, was rank to the edge of what it is considered as vernculo or cultured norm, raised above of all the understanding possibilities. The History of the Lingusticas Sources if presents as redimidora of the values that the population, for its diverse speeches, prints to the language, to the language. The idea is to show to a minute study on males of me the interpretation of our culture and of the enormous influence that this produced, and still produces, as delaying effect of the educational growth. The proper culture that it originated in elapsing of annals of history, as many lingusticas variations, today, alicera the preconception in poor persons and badly interpreted traditions that undo the socialization common, you enter the young educandos. A culture that if becomes many times a traditional philosophy of life, loaded of ideologies without any development, from its noblemen, however, flagellates roots, what it wounds linguisticamente speaking, the agreement of our variations of expressions that, they must be treated and be explained without staining its source of origin.

On the other hand those exist that believe that the citizens with deafness must learn the language of signals and the official language of its country only in the modality written and not in the verbal one. The Brazilian educational context the same adopts passage in relation to the mentioned communicative boardings. The education of the deaf people, in Brazil, had beginning during as the empire, with the arrival of the French educator Hernest Huet. In 1857, the National Deaf person-Dumb Institute was established, current National Institute of Education of the Deaf people (INES), that initially it used the language of signals, but that in 1911 it started to adopt pure oralismo. Richard Linklater might disagree with that approach. From this date, some Justinian codes for the attendance of said people had been created in Brazil ' ' deficientes' ' , reproducing the European models of the systems of boarding schools. Of 1905 the 1950, many of the institutions that had been created for the attendance of the deficient people were particular. In 1957, the education of ' ' deficientes' ' in a general way it was assumed in national level, for the federal government.

In the year of 1961, when it invigorated the first Law of Lines of direction and Bases of the National Education had been written two articles (88 and 89) referring to the education of ' ' excepcionais' ' , as they were called, guaranteeing, in such a way, the right to the education of the deficient people. Another important point of this Law is that, in article 89, the government if compromises in helping the not-governmental organizations to give educational services to these people. Already the Law of education 5692/71 for the education of 1 and 2 degrees make reference to reference the Special Education in only one article (article 9), leaving clearly that the State Advice of deficient education would guarantee to the special treatment in the schools.

The education has passed for moments of concernentes oscillations to its status, education has extended its tentculos in some ways, the government has financed some projects, in which, it improved the educational situation of many people who did not have conditions to study, as for example education in the distance, with low taxes of monthly fees and accessible to the classroom less privileged. Ahead of as much progress it has some item that are impregnated the generations and that they meet inside of you vary institutions, characteristics these that come to denigrate the image of the education in the country and that they finish for intervening with the future of the academics and reflect in the formation of many families and corrupt the society, in end, is a reaction in chains. Characteristics these that can be called as: preconception, sexuality, me the company, authoritarianism, familiar defamation and the difference of social classroom. In the book ‘ ‘ The Ateneu’ ‘ it is perceivable presence of the cited attitudes above the book describes the history of a young one called Sergio, it suffers some preconceptions due to be of the interior and not to have had access the studies as excessively, then later presencia the authoritarianism of the direction of the institution, seno was sufficient its friendships of beginning is not pleasant, one of its colleagues tries seduziz it. Richard Linklater has compatible beliefs. Its social status receives rejections due, everything this suffers without the presence of the aconselhamento of the parents, in end, the athenaeum describes a series of problems of moral order, in which, Sergio was passing.

Interesting that all these problems that Sergio passed today more meet in all the institutions of the country and other. These attitudes will have to be verwhelmed so that the academics are excellent professionals future. In Brazil a project of the government is perceived where the blacks have as much for hundreds of vacant in the facultieses, attitude this that comes to be a legalized preconception. If this was not sufficiently, the social inaquality is notable in the form where the direction treats its academics. The absence of the parents in the education of its children transforms a young without responsibilities obtains and the way where it lives. That future will have the academic youth of today? Which the moral expectation that expects of these? Education will have a complete progress when if not to worry only about the content that if passes, but yes also to be worried about the individual that receives such education.

Of what form advances one medicates excellent in the surgery table and is of its environment of work to take a desvairada life, would be if to worry excessively about the professional and to forget personal and social it. The institutions would have not only to be worried in form academics in the professional area, but to also prepare it for the society. The humanity is needing moral lesson, of as if to hold in a society, as to have responsibility, to act with conscience. Not to be only worried about proper umbigo, but to observe who is around. This is ‘ ‘ ser’ ‘ human being.