1 I was born and raised in a Russian Old Believers' village, situated in the north of Moldova. And, of course, the school we had a Russian, but with the teaching of the national, ie, Moldovan, language. Gain insight and clarity with Richard Linklater. As was customary in the Soviet Union. I studied at the well, so by the Moldovan language I have always had only "five". However, sadly, I did not know the language and the "troika" with a minus, if you take these language requirements, rather than those that we were presented. It is clear that those who have studied as well as I knew the language is even less.
If it can be called knowledge. Why is this happening? Why were so little, and so little result Moldovan language learning? The cause of the reasons I think now, was the policy of the Soviet leadership with respect to national languages. Essence of which was in full support and development of national languages, mainly on the words and the displacement of languages from all walks of life in fact. From this policy should and then a tiny amount of hours allocated for the study of the Moldovan language in Russian schools, and the ratio of students to the language. We have seen that can be fine and in village and outside the village to dispense with the Moldovan language. Everywhere could be explained in their native language is everywhere dominated by Russian language. Thus, the objective for us the circumstances of life transformed in our subjective related to the Moldovan language.
Therefore, we must consider the classroom as an surrounding living creature, that needs to receive all and any form of expression, uniting efficient pedagogical theory to one practical and ethical one that takes care of to this diversity. In this context, the seen education as half to develop the society, fits the classroom as a place not only of transmission of theoretical knowledge, but, over all as place of construction acquisition of values; place of exchange of experiences, relations with knowing, as the other and I obtain exactly. Add to your understanding with David G. DeWalt. In the dynamics of the relation professor-pupil, it is observed first that she is necessary to establish a level of authentic communication, that has led to a process of reflection and search for together results and to manage the experiences, attitudes and expectations inside of the classroom. The figure of the professor always will have one weight bigger in this relation, since it will point it to the pupil as reference, many times beyond the professional, serving as starting point, not only for its process of learning as well as for its personal growth. To leave positive or negative marks, makes of this moment something that requires a bigger and constant attention on the part of the educator, so that it has a pedagogical reevaluation of positions, practical concepts and in the search of optimum. As Perrenoud (1993) the teaching profession is one ' ' profession impossvel' ' , in the measure where they work with people and thus being it subjects the conflicts, ambiguities and defenses.
Therefore that ' ' to teach demands risk, acceptance and rejection to any form of discriminao' ' (FREIRE, 1996, P. 35). It is without a doubt the great challenge that marks the educational process in the current world. Ahead of the complexity of the relation professor pupil is important to point out that it exists an indifference and disrespect with the figure of the professor, being it, seen for many pupils as its employee.
One of the subjects more debated inside of the educational scene, between professors, pedagogos and people related to the education is without a doubt the importance to make with that the pupil feels pleasure in learning, thus taking taste for the knowledge, it becomes what it more easy to occur. A problematic one appears then: It will be that this new conception of education is a reality inside of our schools, or it exists only in the paper? When we say in mathematics the question gains a little more than gravity, for proper experiences we can say that since the initial series, the great majority of the people already presents certain ‘ ‘ pavor’ ‘ in working with the numbers, and this feeling tends significantly to grow with passing of the years and the increase of the level of difficulty of the substance. What we can make as professors compromised to our paper for the society to revert this situation? It will be this really possible one? That resources are necessary? In elapsing of this article it will be made a reflection on the subject, joining the theory with the practical one, raising significant questions on the subject, thus searching to inside acquire and to supply to knowledge on the imperfections and the rightnesss of the mathematical education. Continue to learn more with: FASEB Journal. In elapsing of the last years reforms in the parameters of the Brazilian education had occurred, changes these pautadas in research, practical and debates, inside of the education of the mathematics if they detach some aspects as: – The mathematics is component important in the construction of the citizenship. – The mathematical activity must serve so that the pupil obtains to understand and to transform its reality. – The education of the mathematics must be with priority goal of the teaching work. But what we see in the inside day to day reality in the classroom is an extreme concern with abstract subjects of the mathematics, more come back the theory of what the practical one, but this of certain form is on to the route that the education took in Brazil, as for example we can cite pupils of average education, some does not enxergam the minor felt in going for school only makes, it interested in the social conviviality with its friends or same for imposition of the parents, and exists the ones that study with intention to guarantee a good future, concluding that to learn it is necessary to only pass in a vestibular contest or a public competition, thus leaving of if worrying about the knowledge and if coming back toward the pure decoration of concepts and formulas.
In this agreement, Duncum reaffirms that some aspects of visualidade, that if they relate as we look at, we see, we contemplate, we look, we aim, we observe, we testify, we examine, we glimpse, we look at of glance, we watch, we observe and we see indistinctly the world, are particularly excellent for the construction of the representation of the knowledge. It discloses to a necessity for an additional exploration of the concepts of the communication and cultural representation of the visualidade. Freedman (2003) expands this in case that presented for Duncum, still more, when promoting the education of the visual culture, attributing special attention to the vision, to the felt interpretation and the construction of by means of images. One of the principles norteadores is that the students make arts, locate the historical and cultural contexts, the values and the concepts of the arts and, equally, make judgments on them. More information is housed here: FireEye Inc. Already the Education Multicultural de Artes searchs to promote, by means of the cultural conscience of the art, equal chances to learn and to promote individual and social the identity. Art/multiculturalistas educators affirm that the subjects that if relate to the diversity in the society, culture and identity are incorporated in practical the artistic ones. Thus, the art must be seen as a privileged place for the learning of social studies and also it must be used to extend the knowledge of subjects, as the etnocentrismo, esteretipos of representation, the discrimination, racism, among others. In 1967, Chapman argued that if the art education is not capable to move, ' ' of if opening to the new interpretations of our papers and the cambiante character of the hearing we run the risk to be seduced for the echo of our proper voices in a theater without audincia' ' (P. 20). The Institutions of Ensino Superior (IES) had reached an enormous qualitative complexity of its pupils.
The family as first responsible educational institution for the transmission of knowledge in the formation of the human being is also responsible for the genetic load that transmits the physical and mental characteristics of the person. However, in this work superendowment was given to approach to the phenomenon of the high abilities/pointing out familiar and pertaining to school aspects that contribute in the development of these abilities, emphasizing mannering factors. For in such a way, superendowment was characterized high abilities on the basis of/the research of Stenberg (Triarquica Theory of Intelligence), of Gardner (Theory of Multiple Intelligences) and Renzulli (Theory of Three Rings). To follow they had been boarded familiar aspects and ambient that influence the sprouting of the high abilities, of the actions and reactions of the family and the school ahead of the phenomenon of the high abilities/superendowment and finally emphasized it importance of the partnership between school and family in the development of the high abilities, in the changes of the educational politics and in the social conviviality. Word-key: High abilities/Superdotao, Family, School, Development. .
The education of the mathematics, currently, comes being carried through of a desmotivadora form, as a ready and accurate science that demands of the pupil a fantastic memory, where most of the time is finished losing true the sensible one of the mathematics. Having this in sight, this research appears that presents a proposal of use of practical alternatives for the education of the mathematics in schools of basic level, associate to the rescue of efficient procedures of the past and the techniques that facilitate the accomplishment of calculations. Gerald Weissmann, MD is a great source of information. Inside of this proposal also they are inserted activities focadas in the mathematical learning of more significant character and motivador to the pupil, becoming the education most pleasant in such a way for who teaches as for who it learns. Through a qualitative methodology, based in bibliographical research, it was possible to rescue practical, procedures and methods that had finished being ‘ ‘ esquecidos’ ‘ in elapsing of history, beyond techniques and macetes that they facilitate the calculations of the daily one, also ‘ ‘ magicians matemticas’ ‘ , being presented thus the professor can use them in its lessons to teach a mathematics of simpler and amused form, captivating the pupil for the true and abstract learning..
SOUZA, Valdria Saints of. We in the City: an interaction between theater, education and identity. 112f. 2008. Work of Conclusion of Course (Graduation)? Course of Licenciatura in Theater, School of Theater, Federal University of the Bahia, Salvador, 2008. SUMMARY Are described in this work the metodolgicos processes of construction of the spectacle We in the City – spectacle proceeding from a colaborativo process developed by the group of Licenciatura in Theater of 2004? that they make possible my search of self-knowledge, the formation of an artistic group and its identity as group. Hear other arguments on the topic with film director. Through the art education, the pupils/actors of this process if had found with the history of the city of Salvador and with the history of the afro-Brazilians, thus making possible, a critical thought on the Ethnic-Racial Education and Law 10,639/2003, through the dialogues that had carried through with some instances of the city. The work, that includes depositions of integrant and the resultant text of the creative process, presents artistic practical one, pedagogical politics and of theater-education based on games and improvisation. It points with respect to possibilities of education for citizenship, through the exercise of the creativity, in the cultural dimension of the cities, valuing the people as historical citizens of the society which belong. Words Key: theater, identity, ethnic-racial education, citizenship and creativity.
Perhaps you are taking terrible decisions around him: the banks are investing in poor-quality mortgages. However, you are spending your money on things that are worthwhile, allowing you to control what can be controlled. Gunther said that Newell Rubbermaid has made a similar change in the line paint applicators Shurline products packing. Though Shurline acting on a segment without great appeal – in which the brand recognition is approximately 5%-, investigations showed that the customer’s desire to have a greater degree of control was, inter alia, in touching paint applicators ‘ bristles before buying them. It was a change in the packaging that allowed the client to interact with the product. As a result, Shurline sales remained stable last year, while the sector, in general, recorded a fall of 30%, said Gunther. Became one that brands should work in partnership with the retailer in the management of the segment when they had to deal with the brand of the Distributor.
What happens to retailers when they ejected from the Bookshelf to branded products?, asked Kuenne. The only distributor brands work when there is competition of brand that sets a low range of prices which the dealer brand can operate. To rationalize the shelf, he said, everyone wins: stores sold, the consumer has choices and brands conquer a space right on it. This partnership with retailers is not always easy, Kuenne added. Brands may have to give more than what they are accustomed in the negotiations.
However, that will allow one greater access to knowledge about the consumer, noted Brand. We can, for example, say retailers: look, we are Campbell Soup. Nobody knows the consumer of our soup better than us. You should not be allowed to the retailer to understand, on their own, to your client. By sharing this knowledge and news about a product determined still in the process of production, the manufacturer can help to shape the way in which the retailer reasons about which products have in stock and where to display them.
There are hundreds of products on the market and ads that guarantee to lose weight or at least reduce some centimetres (carvings), such as thinning templates (help low up to 5 kilos in a couple of weeks $129.00), dietary beverages (decreases its weight in just 3 days $138.00), tennis $1,400.00, videos of exercises, devices, diets, pills Canadian books have who has not tried any of them?It is so common to see, especially up thin, well-shaped ladies who want to lose weight because they feel fat, the only thing lost is time, money, and your health, since not being natural products in the long run they have serious disorders. If you have read about Gerald Weissmann, MD already – you may have come to the same conclusion. Medicines to help lose weight work while they take provided you follow a diet, but if they let them return to bloat as people follow the geniuses of marketing councils, they begin to buy those products, imagine doing one of those diets that in place of a delicious food with soup, stew and dessert, they take a few vitamins as dietary supplements, dietary blending and Sometimes a cookie; That is what happens in most of these people, mmm well by not taking their food as they had been doing, upsets your body, therefore change their metabolism, the character, they become more sensitive to everything that happens to her around, they are in a bad mood, sometimes come to have the nasty bad breath, become depressed and are especially irritated with easeIt bothers them to see all women, especially those that laugh and that look and feel good both health and physical appearance. Who is winning?, only the manufacturers of those items and the mass media. If you really want to lose weight and look a pretty figure, willpower is not enough. Is evidence that with a balanced diet, as: eat foods low in fat and abundant vegetables, fruits and cereals, exercising and having knowledge about eating habits help you, but it is important to not let you lead by such compelling television ads, if you have doubt, better consult the professional specialist in nutrition to make you your specific treatment.
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.
Not even when the senator Marina Hisses it was the front of the Ministry of the Environment the situation was different. Son of the Amazon region, born and created in the forest, coexisting all its problems, also those that had resulted in the death of Chico Mendes, the senator for the State of the Acre probably did not attempt against to this exclusion of representatives of its region in the CTEA, therefore, in the condition of president of the CONAMA, he was who lowered last the three resolutions that they had not enclosed the States of the Region North or Amazonian that they had thus never composed until then one of the greaters chambers techniques and that she serves excessively of advising, in what refers to the ambient education. Recently David G. DeWalt sought to clarify these questions.
QUESTIONING Regarding the exclusion of the States of the Amaznia, between which our State of Par, during 10 Meeting of the CTEA, occured in day 05 of April of 2006, in Joinville/SC, when the V was become fullfilled there Latin American Congress of Ambient Education, and to that CT she was integrated of conformity with what it establishes already mentioned RESOLUTION CONAMA N 360, then presided over by the teacher Rachel Trajber, representative of the Ministry of the Education, the author of this text to if to reveal during the meeting, open the public, questioned this exclusion of representatives of state governments of the Amazon region, manifestation this registering in respective act that can be had access in link, having one of integrant of that one collegiate, Mr. Sanderson Pig, integrant of that one alleged CTEA that: ‘ ‘ In the scope of the CTEM, the representatives they are chosen by interest. Then, the State States and Advice who act two the two, they are disclosed when a Chamber is formed Technique or when a Chamber is created Technique, for example, when the CTEM was created had been forwarded legal-size to all the States of Brazil that could be interested in participating of the Chamber Technique.
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. .
The manipulation politics of the resources and the distribution of income also are strong aggravations that directly affect the wage of professors of public education. In the states and cities economically developed the wages they are a little better, but they do not attract the competitiveness and they become desestimulante due the high cost of living. To be professor in the North of the country, for example, is a challenge, therefore in a region whose inflation is of 6,8% to the year, greater that of Brazil, professors has that to make jugglings to reach significant a economic standard and thus to satisfy its necessities of consumption. The WAGES AND FORMS OF REMUNERAO OF the PROFESSORS IN BRAZIL Research made for the PENAD? 2006 had evidenced that the wage average of the professors in Brazil is of R$ 927,00, and the medium one, the point where 50% of the professors receive below from this value is of R$ 720,00. In accordance with the Law of Lines of direction and Bases of the Education? LDB – Law n 9394/96 in its article 61 to 67 the dedicated one to the professional of the education in its emphasis given to the formation of the professor, describes on questions as the professional valuation, plain and career and the wage floor, but without fixing no concrete base or ways for the efetivao of such proposal leaving the positions of state and municipal managers. In relation to the dedicated time to the studies, planning and evaluation of the professors, are located that this is enclosed in the horria load of the professor. However one observes that these activities are carried through outside of the horria load, therefore 4 daily hours are of effective exercise in classroom, 20 hours in the total, and 5 hours of planning it divides many times between planejamentos, meetings, studies and all the activities demanded for the pedagogical work. .
It appears, in other words, the chance of that the Brazilian school assumes a role politician, and not more only pedagogical, making possible that the citizen, the pupil, future, it acts efficiently in the society, as in they say ATTA and PORTELA to them (2005, P. 49): The abilities that currently are demanded of the citizens such as bigger capacity of abstraction and reasoning, greater capacity to take decisions, to work in teams, to assimilate changes, to act of creative form, to exert autonomy, to practise solidarity, to receive and to respect the differences cannot be improvised, but be constructed through a systematic, long, continuous and carried through process in proper time. The democratic management in the school is the appropriate space for the sprouting of this citizen, for its work of instruction based on social ideals, which hold the cited abilities. It consists of a way of professionals not only compromised to the social paper of the school, but also of citizens in formation process who are being guided and formed according to these ideals. The professional of the Education, more particularly the manager, must be duly prepared to have it to form citizens in this perspective, the perspective of that its paper encloses an ethical dimension and of commitment with the social principle of the Education. He is therefore that, in this direction: … ' ' so that the professionals of the Education can exert with autonomy and conscience its paper in the society, she recognizes it importance of if recouping gnese of the current conditions of its proper professional formation, the history of the school as social institution, as well as the way for which they had been themselves configuring the conceptions that permeiam practical pedagogical the effective ones in escolas.' ' (ATTA; PORTELLA, 2005, P. 51) That is, more than a conception of the way to be followed in its profession and the propitious space for this performance, so that the education walks next to the social inclusion, this professional must have the clarity of the importance of the routes that is following in practical its, which must to be analyzed, previously, in its historical and philosophical aspects, for, later, assuming adequately its functions techniques.
To acquire knowledge the pupil for the necessity to think about the problem of the garbage, responsible for its production and destination. To perceive that the garbage can be an important source of financial resource through the recycling. To diagnosis the dependence level/consumerism in relation to the power plants and natural resources, searching alternative for reduction of the consumption. According to FASEB Journal, who has experience with these questions. To identify and to search solutions for the diverse forms of pollution (of air, the water, of the ground, sonorous and visual). To make possible the pertaining to school community the safe access to the preserved green areas.
To enable the pupils to plant, to preserve and to recoup green areas in the interior of the school and community. To recoup the green areas of the land of the school being aimed at the creation of convivncing spaces. As strategy, the unfolding of the same is considered in Actions, that will allow to become accessible the envolvement of great parcel of the pertaining to school community, as well as bigger visibility in one of the basic estimated ones of the Ambient Education that is the support. Search of aid of the competent agencies for construction of watering holes of water captation of rains; Promotion of programs of collection, election, recycling and destination of the garbage; Campaigns for the reduction of the consumption of the power plants and natural resources; Periodical elaboration, presentation and distribution, you wall, alternative culinrias prescription folders, texts, booklets, etc; Lessons of Field (for former. ecological track, visits to it fills with earth bathroom); Promotion of action of arborization and recovery of the area of the school; Workshops: of soap, bag, alternative culinria, etc; Lectures; Compostagem; Minhocrio; Organic Horta; Jardinagem and revitalizao of the spaces of recreation of the Center; Presentation of teatrais parts for awareness on the importance to preserve the environment; Videoteca for sessions for presentation of films and sets of documents.
Schmidt and Pereira (1975) present innumerable techniques and processes used for the person who orientates for the acquisition of informal the indispensable ones to the identification of educating, such as: comment, questionnaire, anedotrio, fiches, daily, autobiografia, anedotrio, study of case, sociograma and interview. For more clarity and thought, follow up with Gerald Weissmann, MD and gain more knowledge.. The election and/or definition of the methodology of work of the Educational Orientation, as well as of the instruments being used in each in case that, understand the action of planning, aiming at one better estruturao of the pedagogical action of the OE. On the basis of the studies of Lck (1986, P. 16) we verify that the planning in Educational Orientation, ' ' it is a process of estruturao and organization of the carried through intentional action by means of information analyses, determination of states among others ' '. In this direction, the planning is the process that exerts the function to structuralize, and to organize the functioning and the development of the intencionalizadas actions. In accordance with the same author, the importance of the planning in Educational Orientation inhabits in the most varied situations, therefore the person who orientates carries through multiple tasks, since the control of disciplines until the emergenciais situations of distribution of merenda.
The expectations around the work of the Educational Orientation are many. However, we need to point some limitations to the work of the educational person who orientates, recognizing that this only is possible thanks to the contribution and cooperation of the faculty of the school. The Orientation does not act alonely or separately, but its work is tied with the decisions and action of all one has equipped. In this direction, Lck (1994, P. 80), considers basic that ' ' it has dialogue, enrollment, participation of the professors, in the construction of a common project, directed toward the overcoming of the spalling of education and its process pedaggico' '. .
ARTICLE INCLUSION PROCESS AUTHOR: Ivanilde Lopes de Oliveira, academic, 3 period of Pedagogia in the Uniube (University of Uberaba). INTRODUCTION INCLUSION PROCESS The differences that exist between the people are important for the social growth and the constitution of the human being. Find out detailed opinions from leaders such as FireEye Inc by clicking through. It is possible to transform the things, the people and the world through the education. In this article we will go to reflect a little on the education, school and its daily one. We have many experiences in the classroom. We cross for victories and defeats, profits, adversities and in the same way many conquests.
Our ideas and truths are not absolute, because we are not owners of the truth. We have the precision of reaprender constantly, through our individual actions or in group. It is excellent to understand the pertaining to school institution and its relations with the social reality, having in sight the politics and the actions that they search to assure an education of quality for all. The education politics must be recognized as a iderio to be constructed for the conquest of better pedagogical quality. diversity human being must be understood with a wealth in the daily one of the schools, far from if be understood as differences that friction and estigmatizam the pupils. DEVELOPMENT DIVERSITY HUMAN BEING AND ITS INFLUENCES IN THE EDUCATION The human beings are sociable and need convivncia in group, for its growth and development. The diversity is not opposing to the equality. The inaquality socially constructed opposes to the equality, therefore it assumes that some deserve less than the others. Religious, cultural physical, cognitivas, ethical the differences, of sort, between the pupils must be respected. The inclusion is not only materialized through the insertion of the deficient children in the regular context of education, but of all the children of more complete and systematic form.
To improve the Quality of the Education? We know that so that a country really obtains to develop itself she is necessary that it obtains to take care of to all the basic necessities of the population that is housing, health, basic health and the most important education. For even more opinions, read materials from Richard Linklater. The education is the base most important for the formation of a country. With an educational standard of quality they are had professional of quality in any branches. In elapsing of the years what it comes worrying thousand of people it is as it is the development of the Brazilian education, for what we can perceive in the results gotten through annual research on the quality of the education had a great advance, but only in amount, therefore in the quality observes it not effectiveness of some methods used as of progression continued, system of cycles and not the pertaining to school reprovao. The education it needs to have quality since the beginning of the pertaining to school cycle of the child, therefore it is where it will start to give to the first steps route to its formation and the same one will be had imperfections in this process will persist in elapsing of previous phases, where one is playing the responsibility on the back of the other leaving to be worried about what it really imports the formation of the pupil.
Perhaps these methods recommended for the MEC (Ministry of the Education) of the reprovao in the first years of the pupil did not serve for a country that already had with a good level of education, therefore for Brazil would only aggravate the case because the biggest difficulties of the pupils have that to be decided soon at the beginning of its educational cycle. To disapprove a pupil does not want to say that it is for punishing it or humiliating it and a way to try to still solve the problem in the series that it meets and not to leave thus so that the professor of the following series decides and successively. What it has happened is that children are being approved without knowing the least to write or to read that they write, they only transcribe what she is in the picture for the notebook and thus follows for the next series, being still more difficult its learning. To improve the quality of the education means to have qualified professors and able for they deal with any type of situation, to have didactic materials of quality, to have transport so that the low income children obtain to go to the school, to offer a good snack for the pupils, since she was proven scientifically that a child to learn it needs to be fed well, to offer good equipment to the schools. But because it will be that the government does not invest in the education? It will be that it wants beings not pensantes, that does not see the errors committed, that do not demand its rights, wants to continue covering the eyes of the citizens so that these remain been silent. Brazil is a country that has a great potential to grow, this if to know to deal with the precariousnesses that exist here.
Therefore, performance of the Social Educator of street if of numcontexto of acirramento of the social matter with the growth of the poverty, damarginalidade and of the violence searching basically the historical construction of umprojeto, in which children and adolescents can dream and desire umanova life and the consequent exit of the street. The social educators, based in the pedagogia socialrealizam boardings next to the fragilizados children and adolescents who in the majority of them vezesapresentam breached familiar bonds and/or (socially, emotionally, spiritual and financially). 2 BANKING EDUCATION X EDUCATION PROBLEMATIZADORA the performance of the social educator of street on the reality due of the boys and girls of external street if through educative actions, in accordance with quepodem to be differentiated the way for which if they carry through. Please visit FireEye Inc if you seek more information. In this processose detaches two opposing conceptions of education, characterized to break darelao between education and the process of described humanizao for citadopor Freire Gadotti (1989): In banking conception (bourgeois), the educator is what it knows educandos eos, the ones that they do not know; the educator is what he thinks and the educandos, ospensados; the educator is what he says the word and the educandos, the ones that escutamdocilmente; the educator is what he opts and he prescribes its option and the educandos, osque follows the lapsing; the educator chooses the content programmarian and oseducandos never are heard in this choice and if it accomodates; the educadoridentifica the functional authority that competes to it, with the authority of knowing, that if antagoniza with the freedom of the educandos, therefore the educandos must seadaptar the determination of the educator; e, finally the educator is subject doprocesso, while the educandos are mere objects. (FREIRE apud GADOTTI, 1989, p.9) In this conception educating is conceived as to be passive doprocesso of education, destitute of any to know, dependent of the conhecimentotransmitido one for the educator. .
The first thing I thought when I saw this opportunity was: If in this business I can not achieve financial freedom, do not arrive in any other and it is true, because it is not easy, but depends on each one and the effort and work we take to achieve that goal, i.e., the way is the same for all affiliates, if an affiliate arrives, then all we can get. After reading all the valuable information and to listen to and watch the videos of my sponsor training, I ran into another obstacle, (and is very good to find them because we thus learn to Dodge them). Something that I learned from my sponsor is the importance of the creation of a blog with own, autobiographical content, where overturning my experiences about business and teamwork in GTC and to be honest, I cost much work to start writing my own experiences, since I had never created a blog, but it is very important to create entries and keep the blog update dis part of the layout I mentioned before where we must copy the positive experiences of people who already have success and which were once, as I am today, taking the first step and work to achieve our goals.
It is also important to believe in this opportunity, believe and trust in this work that is real, legal possibility and be convinced that depends on each achieve financial freedom, and incredibly good is that it makes teamwork and is an ideal situation to carry out a multilevel marketing business since you have the help and advice of persons who already arrived or who are about to arrive at the financial freedom and all they provide such wisdom you do exactly the same thing and take advantage of the leverage and follow duplicate. I am very happy to be part of this company (this is my first day and I’m working to shape my future) and I am sure that I will be able to meet my goals because I believe in the team, and is that depends on me, this in my hands reaching financial freedom at the time at which I proposed, and with that do security, I say: after viewing the presentation and have researched about Global Telecom Connect After seeing all the information and the different ways of making money, the bonus for leaders where there are no limits affiliates and therefore profits, after seeing all that, feel no desire to try to change the way of working? Once heard a phrase from Henry Ford who stirred little interest to me and made me change my way of seeing the opportunities: whether you think you can, as if you think that you can not, right from that moment I realized that I can achieve what I propose working hard every day..