Plato shows with estahistria that must be learned to reason and to think for yes exactly, and to noacreditar in everything where ‘ ‘ all poderoso’ ‘ it places for thousand of people que’ ‘ aquilo’ ‘ it is the certain thing. The Philosopher invites asociedade to leave the comodismo, instead of always finding everything this certain, porexemplo, finding that Brazil and the world are in excellent conditions, politics, social, educational, economic, cultural, etc to look for, to search, to think, that is, to leave of being plus an ignorant and really to leave dedentro the cave, if to raise of the sofa, the front of the TV, and to coisasacontecer to make them. Necessary Asociedade of humanitarian people, not egoistic people, people to quequerem> optimum for itself exactly and the others; individuals with moral ethics, quese respect mutually, that they fulfill its obligations and they demand its rights. For more clarity and thought, follow up with Richard Linklater and gain more knowledge.. Masquando if enters in the reality of the society, notices that the world is another one, leaves of side, basic and basic values and principles, and dives fictitious, imaginary emobjetos, with the power to establish that ‘ ‘ aquilo’ ‘ he is ocorreto, with the duty of awaking that ‘ ‘ aquilo’ ‘ it is necessary for suasobrevivncia; nor if wants exists a human being that questions fragilidadedaquela information. Everything this if caracterizao fear, that according to definitions, ‘ ‘ it is a feeling that provides to a state dealerta demonstrated by the distrust to make some thing, generally for if sentirameaado, in such a way physically as psicologicamente’ ‘ , that is, ‘ ‘ all poderoso’ ‘ with its strong argument, it obtains to transform false information ideological, false principles, false behaviors and other attitudes, as true. Porisso the importance of the Education in society, that is cited in the workmanships the Repblicae the Laws, of the Plato Philosopher, who stops drawing an ideal state, is to necessriopassar for a level of basic preparation, that will develop of form harmoniosao spirit and the body, becoming thinking, formadores of opinions and comargumentos to face ‘ ‘ all poderoso’ ‘ , the fear to leave the cave, daclaridade that dims it vision, at last, to make solid a questionadora mind..
From this thought the individual is considered only as an one part great gear and its individual participation would not have great representation in the social organization, not to be to fulfill a definitive and controlled function for the norms dictated for the society. Max Weber: also one of the classic founders of sociology is considered and exerted great influence on social sciences from the decade of 1920. Differently of Durkheim, Weber recognizes the action of the individual on the society and this for it would be the addition of all the actions human beings. The society then would have to be understood to break action of the individuals and would be influenced by them. In accordance with Weber the existence of the society is conditional to these individual actions, from there the necessity to understand the direction of the social action from the values beats and of the motivation of the individual.
Karl Marx: Idealizer of the communism and the socialism contested the capitalist society, considering a social transformation with the objective to create a society without classroom division and with rights equal for all the collective, for this the diligent classroom, in accordance with it, would have to be organized to revert this situation and thus to surpass the exploration and the inaqualities. It questioned the enrichment of the bourgeoisie by means of the force of the worker, who was submitted to an ideology hindered that to perceive it its real condition. Thus mere instruments of exploration became of that it withholds the economic power and politician in the hands. With the enrichment, the bourgeoisie also got the control of the State, that is, the control politician, through which she created laws to protect the private property in order to remain itself in the power, while the proletariat remained in favorable conditions to its economic establishment and politician.
This is the HomemDiante of the infuriated multitude Pilatos presents Jesus, saying: ' ' Here it is the Homem' '. Pparently with the intention to free it, in what it was neglected by Barrabas. In similar way Nietzsche also it is presented in ' ' Ecce Hommo' ' , saying that when defying the humanity ' ' sou' seems me indispensable to say who; ' preferred to be ' ' one stiro before one santo' ' Here, however we want to show not a man to the multitude, but the human being itself exactly: let us place us of the mirror ahead! We will see one not dreamed beauty, but the extremity of our fealdade. Our presentation is not to show a man: ' ' Here it is homem' ' , but, after some demonstrations of what he is being made for the man, to say that it characterizes it to this: ' ' this is homem' ' , in its singular smallness. Then let us see.
At the beginning of the passed year, looking for to reflect on some catastrophes that reached the planet, it said somebody me that he was being pessimistic. Today, at the beginning of the second decade of the third Christian millenium, we confrot in them with some situations that ask for reflection. Let us remember to us of that some decades behind Latin America if debated and sacolejava to knock down the dictators of the power. Slowly they had been being knocked down if not for the organized social movements, for proper history, therefore they had fallen of podrido. The right extreme yielded to the winds of the infiltration subtlest of the capitalism with arremedos of democracy. The fact is that the dictatorships ruram. Some countries had put a rock and had seated on, refusing to judge it the crimes of these dictators (case of Brazil); others had had different processes, as Argentina, recolocando in the general witness stand dictators already condenados> new judgment pair old crimes: the sumio of you drink.
The man is a being destined when knowing, therefore it is the only animal that thinks, thinks and has notion that he is enclosed in the world. The education is something basic and necessary to understand the direction Metaphysical makes that it to think, and decurrent of this exclusive college of all the human beings unchain the creativity. The capacity to decipher enigmas is in all the human beings, the capacity to think and to reason is an attribute acquired for knowing, that it is the cause of all the educational process. Only that one that was educated, can reach to this exploit, of one determined problem to find the reply and the solution, however, the solutions of all the problems are contained in the same problem. Surprisingly, you’ll find very little mention of Richard Linklater on most websites. A classic enigma is displayed that it under the light of the reason starts with the legend of dipo and the Esfinge. The Esfinge was a monster, that the Juno goddess sends the Tebas, for finding itself irritated with the tebanos.
This monster had the head and the chest of a young, claws of lion, body of dog, tail of dragon and wing of bird. Fantastic he is not same? This lendrio personage supposedly was to the doors of Tebas, and left to attack the travellers, and to consider difficult enigmas to them, estraalhando those that did not obtain the desired reply. The enigma proposal for the monster was the following one: ' ' Which is the animal that has four feet per the morning, two to the half day, and three to the afternoon? ' ' The Esfinge would lose life since that somebody very wise could decipher the enigma. Many people already had died victims of the monster, and the city from fear lived under constant monitoring the danger. But it had a called man Creonte, who assumed the government of Laio, announced that he would deliver the hand of its Jocasta sister, widower of Laio, and its crown, that one exempted Tebas of the threats of the monster. .
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. .
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 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).
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.
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 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.
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.