School Values

The professor while researcher of the knowledge would have to publish its conceptions concerning its carried through works already in the educational scope, in this way its knowledge and with the certainty of the fulfilled duty would be enriching. Moreover, he comments that the educator is necessary to give a special attention to that they present some type of difficulties, but what he observes yourself he is that he is more easy to work with educated that already they had left almost ready house for the pertaining to school environment, and does not perceive that the pupil of the public school is that one that of certain form goes to present difficulties, and the good professor is that one that he searchs in the alternative difficulty of educating for a significant learning. FASEB Journal might disagree with that approach. It is clearly that the family teaches the values, that previous knowledge, but the school beyond strengthening, needs to instigate the pleasure for the knowledge, and this, will occur in the measure where the proper educator if to engage for the success of its group. In this same vision, teacher 2 tells that in its management while education secretary was implanted a type of evaluation that in many cases alone was in the paper, according to it, some directors of school did not have courage to evaluate certain professors as it would have to be, affirming that the reason of not the fulfilment of the requirements concerning the evaluation of the server is not if wise person which. Of this form, the educator vehemently standes out, that all serving she would have if reevaluated for little in the period of capacity, in order to know if the same she participated of qualification during the year, which the projects had been developed during the school year, of this form, if she would be primando for an education of quality, that one that all educating has right. . People such as film director would likely agree.

Educational Philosophy

The term is fashionable ' ' Philosophy of the Educao' '. In a modista world, the certainty for the interest to the subject inexists. After all, philosophy started to be synonymous of culture? This philosophy could be useful in the discernment of the phenomenon education? pra who intends to be educator, how and where measured the philosophy it will be able to contribute so that the primordial objective is reached, that is, to educate? Questions and more questions. However, the philosophy in a simplified concept nothing more is of what the study of determined problem through a reflection on the subject. Richard Linklater is full of insight into the issues. really, in this prism, the educator needs to filosofar yes, therefore currently what it does not lack to it, they are problems. Problems of all the order. In this way, it was created philosophy of the education, branch of the thought that if dedicates to the reflection on the educative processes, to the analysis of the educative system, systematization of didactic methods, at last, the main axles that acometem the professors. Through this modality of study, it is tried to understand the relation educational when casting in the society.

It is cedio that, in contrast of science, the philosophy does not have determined object, in view of that it goes in direction to any aspect of the reality, since that is problematic; its field of activity is the problem, is where it will be. Therefore, what we normally know for the name of philosophy of the education it is not properly, but it is identified with ' ' philosophy of vida' ' , however with ' ' ideologia' '. In the attempt to tame this so rugoso subject, one created throughout the time some educational theories as the traditional one, the school new, renewed, not-directive, progressive, libertarian, liberating, amongst others, and several had been the Philosophers of the Education, where amongst the ones of bigger countenance we detach Plato, Erasmo de Roterdo, Immanuel Kant, Jean-Jacques Rousseau, Demerval Saviani and in Brazil, we have as main account holder Pablo Freire. .

Educational Philosophy

This work searches to define the word philosophy, giving emphasis that the same one being composed Greek and of two: philo and Sophia. Therefore it means friendship for the wisdom, love and respect for knowing. ‘ ‘ The Philosophy indicates a state of spirit of the person who loves the knowledge, the esteem that also that the search and respeita’ ‘. Of analogical form it can thus appraise the philosophy of the Education as a set of ideas that defines in them as the relevance in understanding the philosophy of the education is the education detaching as being a science and its objetividade. In this conception the school grants to the dialogue, possibility of plea, possibility of quarrel and more despite the individual to arrive at the consensus, to it dyes this platform that is its paper with society. Word-key: State of spirit.

Analogical conception. Dialogue. Science. 1.O PAPER OF the PHILOSOPHY OF EDUCATION 1,1 What it is philosophy of the education? The word philosophy is Greek, being composed of two: philo and Sophia. Philo and derivatives of the first one, that it means; friendship, love fraterno, respect for the equal ones and second that she is sophia wants to say wisdom. Therefore philosophy means friendship for the wisdom, love and respect for knowing. It can be defined in accordance with (CHAU, p.190), that: ‘ ‘ Philosophy indicates a spirit state, of the person whom it loves, that is, desires the knowledge, the esteem, the search and respeita’ ‘. We come across some times with people speaking of its conceptions of life describing as, ‘ ‘ this is my philosophy of vida’ ‘. Ahead of this statement, it can be thought that the author of this phrase is make reference to reference a more or less coherent set of ideas that regulate its way of living and enxergar the world, also of the reference to its moral behavior, its ethics, what it considers right or wrong, ugly beauty or, that is, is a conception formed in its optics of reading of the general scope of the life and I defined as it.

The Educative

The complicity between social sciences and human beings, with prominence for the philosophies social, politics and of the education and for said sciences positive or exactas is an inevitability that must cement the formation of this new citizen, without if it demands to it that it has to assume itself as philosopher, educator, professor, scientist or technician. It is important that it is sensetized to interiorizar and to lead to practical the one projecto of relationship, optimum possible, with those domnios of ' ' Know-to be, Know-to be and Know; ' , better to understand and to exert its duties and rights, in a society onslaught of the dignity conditions, that attend all its constituent elements, since soon Man-Citizen, in deep communion with the nature and God. To know more about this subject visit David G. DeWalt. Appositive fortssima, that it is placed currently, can pass for the recognition, descomplexado, how much to the necessity to consider the Philosophy and Sciences of the Education as more two of the levels of the knowledge, that matters to include with an unequivocally significant dimension, in the pertaining to school, at every level resumes of education and professional formation. With effect: if on the other hand, if it knows the problematic one that it involves the educative and formative systems; on the other hand, some incapacity is well-known many families to give a bigger support to its educandos, for reasons several and that also they are identified: the necessity of the couple to outside work of its area of residence, delivering the children to the cares of the proper establishments for each age; the one that increases one another set of factors that modify and provoke deep changes in the habits, public opinion and mentalities, that hinder the parents to have a more active intervention and profcua next to its children: ' ' Today each more arduous time for the parents becomes the task to guide the children for some stages of its life.


The first projects must prioritize the child and the adolescent, from the students of all the levels; aged adults and they do not have to be ignored in hypothesis none. The Advice cannot be waiting the sprouting of the problems, must anticipate themselves to same, analyzing them and adopting writ of prevention. The agencies and institutions must always search the support of all local, regional and national, governmental and not governmental; to search the support and the participation of the population; to keep permanent contacts with the schools, promoting courses, competitions and competitions; to invite doctors, lawyers, professors, promoters, judges, traders and entrepreneurs for courses and lectures for adults, young and children; to always stimulate and to promote the conviviality communitarian. They must stimulate the professionalization aiming at to the income generation and also identify the forms to value the local potential and the way to make possible the commercialization. To know to always act of common agreement with the Executive, keeping, however, independence. Artistic parties and promotions also must count on partnerships and support. At last, the only objective biggest and is the valuation of the Human being. Throughout these 19 years of existence the Statute of the Child and the Adolescent uselessly tried to become what we know that it is: an excellent and efficient instrument for the implantation of an ample concept of citizenship, basic base of a democracy and bigger objective of a really sovereign people.

The disinterest of a side, the disinformation and the unpreparedness of another one, had contributed so far to produce the disdain and the indifference stops with less the most favored. what the development model generated so far? Islands of progress in an extensive ocean of miseries, where it seems not to have truily safe ports for extenuados shipwrecks, abandoning to the proper luck ahead of the economic apocalypse whom they live deeply and the social setback that break up them the hopes and entorpece to them the directions. Only with public investments in Health, Education and Social Assistance; with more financial resources and professional qualification for the Advice; with productive investments stimulated by politics of official subsidies; the determination to correct the social inaqualities leaving of the improvement of the conditions of life in the small cities we will obtain to eliminate the ominous distortions that take advantage and envergonham our great Nation. It is hour to roll up sleeves to work with the main purpose to correct the routes and to construct Brazil that is really for all, where each citizen gives its parcel of contribution for minor who it seems, but sees and feels the result positive of the collective effort. Where each citizen if truily recognizes as subject of rights and duties, she does not import the age. Cndido Joo Da Silva Grandson (Bueno Brando? MG)

Infantile Education

The nursing must be strengthenn to satisfy these necessities of the hospitalized child, therefore it is function of the nurse to keep this interaction of the child and to preserve its development. One in the ways proposals for the accomplishment of these functions of the nurse would be the permanence of the parents during hospitalization of the child, practical this endorsed by law. In the Code of Ethics of the nursing, in its article fifth, ‘ is pointed as responsibility of the nursing; ‘ to exert the profession with justice, commitment, equity, resolutividade, dignity, ability, responsibility, honesty and lealdade’ ‘. Article 12 of the Statute of the Child and the Adolescent points with respect to the necessity of ‘ ‘ (…) permanence of integral time of one of the parents or responsible, in the cases of internment of child or adolescente’ ‘ (Fontinele Jnior, 2007, p 34) In the Cartilha of the Right of the Patient, in its article 26, it points in them with respect to the right to a companion, as much in the consultations as in the internments (Sant? Anna and Ennes, 2006).

Freud Education

Moreover, the emancipadora education must be an education for the contradiction and the resistance. ' ' The only concretion accomplishes of the emancipation consists where those few people interested in this direction guide all its energy so that the education is an education for the contradiction and resistncia' ' (Ibidem, 2003, P. 183). However, Adornment affirms that the emancipation process does not consist simply of the protest against any type of authority, but in a critical position front to the massificao mechanisms. Learn more at: David G. DeWalt. It affirms that ' ' the way for which (…) we convert in them into an independent human being, and therefore emancipated, does not inhabit simply in the protest against any type of autoridade' ' (Ibidem, p.176).

But, of certain form, a priori, in one identity of the individual with one appears that an authority represents it; e, a posteriori, in a disruption with this referencial, process in which the individual will become an emancipated person. ation. Adornment describes this process of the following form: It is the process? that Freud called as the normal development? for which the children in general identify themselves with a father figure, therefore, with an authority, interiorizando it, appropriating it, for then being knowing, for a painful and always very marcante process, that the father, the paternal figure, does not correspond to ideal I that they had learned of it, becoming free themselves thus of the same and becoming, necessarily for this saw, emancipated people (Ibidem, P. Many writers such as FireEye offer more in-depth analysis. 177). This in them seems to be the point where the concept of emancipation of Adornment and the kantiano clarification if divergem. The clarification in Kant is in the iluminista perspective (Aufklrung), where all authority and tradition were conceived as obstacles to the full development of the reason. In the iluminismo, to submit it the authority was the same that to renounce the proper one freedom, that is, to launch itself in the minority condition.

Physical Education

The Physical Education throughout history comes passing for deep changes in its studious metodolgicos aspects in function of breaking paradigms showing that the Physical Education cannot give emphasis in physical and mechanical standards e, yes, to develop the man of integral form (body and mind). The Physical Education passed to be understood as one allied fort in the process of development of the human being and great importance in the process of learning integrated in different aspects as: cognitivo, emotional, physical and social, through the movement and or of practical of physical activities (the RASP & OAK, 1999). Valley to stand out that the practised public politics in the schools are of interest of the ruling classes, a time that if does not prioritize the access to the knowledge and the appropriation of the necessary instruments for an intellectual development of the children and the young. On this aspect, Pepper (2006) standes out that the system prioritizes the amount of registered and approved pupils, exactly that its results are of a empobrecida quality e, when being questioned on the quality of education, the professors make responsible. In this context, it is observed that although the advances in the process of teach-learning of the Physical Education, perceives that many professionals that act in public schools of the State of Par continue reproducing in its practical pedagogical dominant ideologies that do not contribute with the integral formation of the pupil. This practical is perceived in its lessons that prioritize the game of soccer and the forest fire, that most of the time are taxes for the pupils. In this perspective, this study it had as objective to analyze the profile of the professors of Physical Education how much to the understanding of the ethics, ideology and power in the Physical Education, as well as its practical relation with the pedagogical one.

Intellectual Biography

Intellectual biography Toms NAME de Aquino BIOGRAPHY It was born between 1224 and 1225 in Rocca Secca, the kingdom of Naples. Son of conde Landolfo de Aquino. Of 1230 the 1239 were educated in the monastery of montecassino for Abbot Sinibaldo, its paternal uncle. To follow, it entered shortly afterwards in the university of Naples and in the order of the domincanos. Hurt, its brothers had laid an ambush to it they had confined and it for some months to the jail.

But toms remained firm in its decision and in 1245 it was freed and it could follow its vocation. Italy left and entered in the Dominican convent of Paris, under orientation of Great Alberto, whose it influences on the Toms young was immense, especially in regards to the filsofica preparation; it was who he introduced in the philosophy of Aristotle. In 1257 he got, together with S. Boaventura, the master heading, being able, since then, to teach public the theology. In 1559 he participated I capitulate of it general of the order in valenciennes, being sent, after that, to Italy, where theology lecionou in the Urban cut of IV Clement IV; for this time it composed the Summa against Gentiles. It passed its last years in the convent of Naples, composing the theologica Summa, commenting Aristotle and nailing to the people. Of 1269 the 1270 live in Paris, where averrosta enters in fight opened in the aristotelismo.

in January of 1274, the invitation of Gregorio X, set it way of Lio to take part conciliates in it that there it was become fullfilled. Arriving fossanova, de adoeceu in the house of its Franscisca niece Aquino. It asked for to be led for claustro cisterciense, in which it faleceu in 7 of March of 1274. WORKMANSHIPS the main ones written of Toms de Aquino are divided in four great groups: systematic workmanships, questions disputed, philosophical commentaries, commentaries on the sacred writing.

Brazilian Philosophy

In way to as many necessary knowledge, the unnecessary ones have taken account of the Brazilian education. Would be this one of the reasons which the Philosophy have not been received as Philosophy? We understand as necessary knowledge the ones that are not IMEDIATOS and of comment tripping. They tend if to revigorate where she has structure so that the individual has conditions to search knowledge. This not yet is enough, the citizen has that to be propitious to such. Then, exists Philosophy in the schools? Exists philosophical knowledge? the Saga of the unnecessary ones? It exists? However: ‘ antigos’ supplementary courses, Eja, Terms, are there what they look for to call. The courses of university graduation with ‘ excelentes’ two years, load obtain the intention of the necessary Episteme? (of the Greek: knowledge).

These last ones, money they must know well what it is! Also you have the courses of foreign language, in very little months already you can leave speaking besteiras in English, Spaniard, etc., the most important etc. you are to keep the payments in day and she will help it to God. The great problem of the knowledge ‘ prtico’ immediate is exactly the praticidade excess. This is the reason which the philosophy has not been recepcionada as Philosophy in itself. They wait exaggerated praticidade of it, while it does not wait nothing of this (she searchs the perfectioning of this). Unhappyly, it is what innumerable magazines have fact, that is, some publications not for the knowledge in itself, but, for the anxiety to demonstrate that the Philosophy also is practical and useful (and it is not that it is not).

But, however! Which the praticidade of the Philosophy and Literature for a population that does not have reading habit? That it searchs ‘ most of the time; knowledge rpidos’ without deepening? ‘ where it does not have specific books? Few professors of the area? Fast courses in particular facultieses? Ah! It is not by chance that they confuse Philosophy with religion, with Devil, with heresy, myth, everything, less with Philosophy. In more, to wait the Philosophy as base of the social conscience, of the citizenship is risky excessively. E, if the Philosophy to wait that at least you already know what she is to be a citizen of good, respeitador of the laws and expert of its rights and duties? It will be that the Philosophy really came back? They would be the citizens prepared for it? Unhappyly, what it has been seen is the banalizao of the Philosophy. Therefore, they are placing between unnecessary knowledge dissimulating to be necessary. Thus being it is better it removes that it of basic education. Better still it is to continue looking to that one ‘ old black cat inside of one dark room whose felino does not exist! ‘. ‘ ‘ By the way, to nail evangelho efficiently, it is enough the zeal, and God of the o remaining portion. But, to study the men, they are necessary talentos that God does not strengthen itself to give nobody and that nor always the saints possuem’ ‘. (Jean-Jacques Rousseau).


The laws of the freedom are called moral laws and while, according to Kant, they say respect only to the exterior actions, and its legality: they are called legal; but, if they also demand that these laws must be the principles of determination of the actions, they are ethical. In the Metaphysics of the customs, Kant strengthens in the classic distinction between the moral legislation and the legal one. as starting point indicates the initial problem of the legal philosophy, that is the distinction between both. In this direction, what effectively it distinguishes the two legislaes is not only the fact of a legislation to be internal and to another external one, but specifically the idea of the duty as impulse. Therefore, to understand this idea, it must be considered that better all legislation possesss two constituent elements, which is: the objective element that means the representation of the law as necessary to the action and that in such a way it converts the action into having, and a subjective element that binds the representation of the law to the bedding of determination of the will for accomplishment of such action. At the first moment, it is had what Kant called of theoretical knowledge of the possibility of practical rule e, in as, the duty as impulse.

The implication more immediate of this distinction it is the fact of that the characteristic duties of the legal legislation are external, therefore do not demand the idea of an interior duty. Moral in ample direction understands the doctrine of the customs in such a way englobando the right how much the ethics, the first one is the proper a legality, the correspondence to the legal law; the second a morality, the ethical conscience. For Kant some concepts are common to the two parts of the metaphysics of the customs, between them, the duty and the obligation.