64) it says that ' ' she is necessary, however, to advance in some crucial points as the quarrel of the criteria of election of the contents to be contemplated, and mainly, the treatment that if must confer to knowing populares' to them; '. So that the learning of the Mathematical one really happens is necessary to understand the form as the interaction is made enters the luggage to know of the young adult and what it is taught formal in the school. Fantinato (2006) says, the interaction, therefore, enters these knowledge constructed throughout the life, many the pertaining to school times in informal way and mathematical knowledge, starts to be a basic question to be elucidated, in the direction to come to contribute for practical pedagogical in education of the young ones adult. (FANTINATO, 2006, P. 176) Being thus, it has some points that must be thought: How to create a study environment that stimulates the motivation in these pupils, who depend on the Public School, becoming them apt citizens to argue the reality where now is inserted, including the contents of the program of professionalizing average education? That metodolgicas changes must be made in the education of the Mathematics so that these pupils win the great challenge to learn of integrated form? How to use its experiences for the construction of its proper learning? That tools to use so that these pupils understand the learning of the pertaining to school Mathematics as accessible and tied its lives? Main objective that we have when in them we consider to activity teaching is to function in process of education and learning as facilitador so that the pupil constructs its knowledge and develops its abilities of constant form, that intellectual autonomy conquers, of expression, of communication, that participates actively and collaborates with the group that is part as one to assist of the colleagues and the proper professor. .
The article shows through authors the importance that the dances had and it still has in the people? s life who had to their values through the hip hop. The hip hop has one of its goals you the senses show you the young people and those who practice the style what they feel and what they learn through and of the direct contacts of the corporal expression. It shows you the people that they artist ploughs spontaneous that dramatizes the routine of life, and with motivates existence they will lead to happier way in to their lives, even though they have problems with family or friends. The article in its first edition search you the interaction and integration among the students of the 6th you the 9th elementary school with the purpose of socializing, looking will be you supply the existent difficulties in the school and social ambit, with the supporting of the motivates and creative actions awareness instrument and development. The art you dance contributes you enlarge the understanding and the students' vital performance up the present subjects in the society of our days. This way it helps the men a mean of unstressed the body and mind from the conditionings imposed by the daily life. Words? Keys. Hip hop, inclusion, values, corporal expression, student INTRODUCTION the Pertaining to school Physical Education has been white of frequent quarrels in the search of elements that characterize its identity inside of the pertaining to school perspective to form the citizen.
The social legitimation of this disciplines is closely on to professional awareness of its importance in the formation of the social being from the practical application of its objectives and of the perception of the same ones for the society. It is not something Richard Linklater would like to discuss. (KEYS, 2004). The adolescents with its perpetual conflicts constitute an important parcel of the Brazilian population, therefore, the development of research that contemplates the improvement in the treatment with these individuals collaborates for the desencadeamento of a society more joust, pautada in well-being and not-prejudiced and not-discriminatory positions.
Marcelo de Araujo Actual Tutorial Lino of the course of Licenciatura in ED Mathematics of UNEB, Polar region River of Jequi Accounts, BA SUMMARY the present objective work To understand as the courses of Licenciatura in Mathematics of the southwestern State University of the Bahia (UESB), campus of Jequi, treats to the inclusion of special carriers of educational necessities (PNEE) in the regular net of education, in its project pedagogical politician (PPP). We use the case study as metodolgica strategy. Four pupils registered the last semester of the course had been interviewed (two of each) and were made a documentary analysis of the PPP. As theoretical recital we cite, mainly Mazzota (1996), Januzzi (1992), Mantoan (2006), Oak (1998). Concluimos that the courses of licenciatura in mathematics of the UESB, in the distance do not argue the education in its curricular gratings. Word-key: Mathematical education; Formation of professors; Inclusion of PNEE INTRODUCTION the inclusion process consists of the adequacy of the society to the necessities of its members, so that the same ones can be developed and exert its citizenship fully.
With this new paradigm, one becomes possible the magnifying of the net of attendance to all the children who need special attention for its necessities, what she is guaranteed to them in the Constitution of 1988, in article 208, interpolated proposition III ‘ ‘ educational attendance specialized the deficiency carriers, preferential in the regular net of ensino’ ‘. Such process faces some obstacles for its implantation accomplishes, such as: the preconception of the society, the lack of structure of the schools to take care of to the necessity of these pupils and the lack of qualification of the professors, subject this who we will analyze more deeply. The first step for implantation accomplishes of this process, is the total reorganization of the schools, not only in its physical aspect, as well as in its administrative and pedagogical aspect, sector this that inspires to greater attention, evidenced through the N decree.
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 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.
It fits to stand out that all the education must contemplate diverse cultures joining the knowledge, the education and the aesthetic one. Nblega (1999, p.21) detaches that: It is in this context of the knowledge, aesthetic education and that the multiculturalismo idea gains force in the different cultural representations of the resume. The question of the multiculturalismo and the affirmation of the cultural identity, also presents a chance through the art, to think the relations between culture and education. Present the proposal in the University, part of the premise of that the education has as challenge the insertion of all the people, in all the areas of the knowledge. Deheinzelin (1996, p.16) authenticates that the school ' ' idade' can be understood as the place of democratic access to the human knowledge for the people of any; '. Of this form the Young Education of Adult if has become a challenge for the UNICRUZ, that if engages in this educative project of quality, that has as principles norteadores: the reading of the reality, the collective participation, the construction of the knowledge, the experience of values and the resume to interdisciplinar. From it if it constructs research situations, analysis and systematization that will start to contribute for the qualification of the education directed toward the type of cited pupil already, leading in consideration that this pupil carries obtains ways, aesthetic demarcated and credited by its experience of life in the society, the familiar seio and the scope of its profession. The specific reality, knowing, the varied experiences, the traditions, the duties, the obligations and the sociocultural heterogeneidade of each one of these pupils, consist in one stimulate for the professor. However, it fits to stand out that, at the same time that it will be acting from the understanding of the pupil, it must look for to tame the universe of its pertaining to school community making possible to this pupil the knowledge and the understanding of other realities.