Therefore the governments must of certain form invest more resources for implantation in fact of Special Education e, over all for the qualification of the professionals, therefore only thus, will be possible to take care of to this and any another modality of education, since that if it has more commitment mainly and honesty. . . .
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.
All we, deficient or not, are citizens to suffer discrimination, therefore it is predominant in our society, but the condition of the deficiency multiplies the discrimination. If the question of the sexuality frequently is treated while a taboo in our society, this subject still if polemiza more when we argue the manifestations of the sexuality in people with deficiency. The sexuality also estimates, forms to think, to feel and to act, pertaining to the human being, the form of if perceiving in the world, seeing the world and to interact with other men and women (BECKER, 1984; WSTHOF, 1994). Despite socially it is stipulated derived from an impulse, in the truth, the sexuality is about a dynamic process of approach and thus: ' ' to recognize the meaning of internal states, to organize the sequence of the especificadamente sexual acts, to decode situations, to establish limits in the sexual answers and to properly tie meanings of not sexual aspects of the life for the sexual experience dita' ' (Gagnon & Simon, 1973/2005, p.13). Find out detailed opinions from leaders such as Levi’s by clicking through. However, in accordance with Scabello, Saints, Profida, Freitas and Galati (in prelo), when the concepts of deficiency and sexuality to aparem linked, instigate a series of preconceptions, doubts and stigmata front to the sexuality of these people. In the words of MAYAN (2001), it is clearly that, the questions related to the sexual development can be harmed in the people with deficiency, but its responsible parents can also bring difficulties or, who wait that the school, how much the institution where these perhaps pass most of the day, gives account to supply adequate to a sexual education its children, forgetting that its deficient children, children, adolescents or adults, has proper yearnings and sexual feelings. In this manner, the perceptions of not-deficient (the educators, researchers and other professionals whom they daily deal with the question of the deficiency; familiar parents and/or) that they deal daily with the questions concernentes to the deficiency and the sexuality of its educandos children/, would be demarcating, the proper way of these to be understood, deal, to guide and to promote the sexual education for these people. .
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.
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' '. .
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.
There the present article of literature revision had as objective to explore the importance of the collective pertaining to school, understanding itself as the team of managers, professors, parents and pupils, but mainly the importance of the familiar participation in the school by means of the pertaining to school planning elaborated by the institution. Word-keys: School, Family, Collective. INTRODUCTION To understand the process of construction of the person with human being implies necessarily in knowing it in all its dimensions. Understanding that this biopsicossocial being is weaveeed in the tram of the evolution human being we walk to open a fan of possibilities and ways to be trod for initiative and fondness of this being that acts actively inside of this process. Pablo Freire (1996) in its walked by the education and for what he is human standes out the importance to stimulate ‘ ‘ reading of mundo’ ‘ , basic paper of education and of the educator: ‘ ‘ Thinking critic implies the dialogue that is, also, only the capable one to generate it. Without it, he does not have communication and, without this, he does not have education. The education is dilogo’ ‘.
(FREIRE 1996, p.20). For Pablo Freire (1996) the citizen not form and mentally ill reform of its social environment, in the same way that it is influenced by its historical time, social and cultural, it (individual) marks the society where it lives in the measure it questions where it and the ressignifica according to its new learnings. In this context, the educator acquires the quality of assistant of this apprentice in its discovery becoming the way of the learning the induction of a new to know, as who if assuring of the starting point side-the-side with who walks tames the walked one, understanding that this to walk not if of by itself, but that it needs to be mediated by the school and the family as partners in this construction.