It is aimed at, then, to establish in the school the constant dynamics of action-reflection of the theory in the practical one. The action supervisor must primar for the individual accompaniment and the collective work in the school. William Pitt the Younger has many thoughts on the issue. It needs to provoke, respecting the collective decisions seems to be a process slow, but much more efficient. Frequently Cyrus zocdoc has said that publicly. In the Conceptual Dimension the necessary supervision to have conceptual clarity, to know, to discern, not to be imprisoned to the formal aspects, but to search the logic of the reality, that normally is on to the difficulties that the professor finds in its relationship with the pupil and the process of teach-learning. Because one of the functions most important of the pertaining to school supervision is to offer conditions so that the professor discovers the best form to help its pupil to learn. Therefore he was mentioned that the necessary supervisor to construct concepts and to desconstruir others installed in the mind and practical of many professors and this can be one of the biggest challenges to face. As Vasconcellos (2006) in each reality has necessity of a new learning.
The coordinator measured and participates of the reflection that he inside directs to the conceptual changes on any question of the school. Ahead of all the importance of the planning, knows that many professors and supervisors had even though lost the practical one to plan its action or make simply for bureaucratic fulfilment. Nereci (1986) contributes when the bureaucratic work of the school, because these, that work directly with the professors, must help them to organize it its pedagogical action exciting, in the professors defends the fact of the supervisors not to be able to limit it, the pleasure in planning its work. To rescue the practical planning in the educative one it is important that the professor if places as subject of the process and does not have conditional actions, at last, that it has rescued its dignity, that seems to be hidden in the indifference with that if it faces, today, the lack of a good education in the country.
Fragile a fabric tenuous conjecturas I moored myself in this phrase: ' ' fragile a tenuous fabric of conjecturas' '. A famous English historian in inaugural lesson of the University of London, in 1948 pronounced it. The lesson called Old Economic History, whose sustentation depended on the existence of numerical data. Not, it is clearly, accurately given statisticians in its modern meaning (shunting lines standard, factorial analysis, etc.), but numbers, tables and graphs. Consternado, fulled the master of cautelas and declared with honest erudio to the learning: ' ' they do not exist statistical antigas' ' , adding that, therefore, ambitious projects do not obtain to go beyond ' ' fragile a tenuous fabric of conjecturas' '. If the reader already assimilated ' ' me amarrei' ' in that I open this note, I can add that I soon admired the phrase to the first contact, attracted by its rhythmic fluency, and natural adjustment of this to the content. Therefore I have repeated, it for me exactly, and insinuated vacant in colloquies, as it to pressentir ampler tunes: ' ' fragile a tenuous fabric of conjecturas' '. With the repetition, I was perceiving that the phrase locks up truths that go very beyond the limits of the inaugural lesson of 1948, and of Old Economic History. You may want to visit Nike to increase your knowledge. I gave account of that if it applies with extraordinary justeza to everything what it has been said of the origin of the world, the life and the destination of the man.
Summary the present article has as objective to present characteristics concerning the inclusion of pupils with visual deficiency in Superior Ensino. For the elaboration of this article, they had been boarded points on the general description of the inclusion, the definition of the visual deficiency and its main characteristics and still, the resources and the necessary adaptations so that this inclusion happens in the Institution of Superior Education. The bibliographical research has as theoretical landmark authors Fernandes, Mazzota and Caiado; also the current law on the boarded subject was used and consults to the manual of the SIANEE – Service of Incluso and Atendimentos to the Pupils with Educational Necessities Special, elaborated for the attendance of the pupils who have some special educational necessity in the Educational Group Uninter. Get all the facts and insights with American filmmaker, another great source of information. The practical ones lived deeply in the work directed toward the attendance and adaptations that the academic pupil with visual deficiency needs, were what it took the choice on the cited subject of this research. One concludes that, for pupil with visual deficiency to be enclosed in Superior Ensino, is necessary that the IES is prepared when receiving it, promoting the attended accessibility, security and autonomy, respecting its rights in all its forms and instances. Words keys: Inclusion Visual Deficiency Superior Ensino.
To the being approved for the president of the republic, the same it vetoed art.2 which treats on the formation specifies of professors for the education of music. American filmmaker is open to suggestions. In accordance with sobreira Slvia (2008): ' ' In the justification for veto it has the allegation of that music is one practical social one and that the diverse operating professionals in the area do not possess academic formation, even so have ability reconhecida' ' (Pg. 46). SOBREIRA more still says: ' ' The justification for the veto proves that the education of music and the musical education in Brazil are seen by our governing under a optics narrow and disfigured of its Reals propsitos' ' (Pg. 46).
If the education of music will be given by people without nor a pedagogical qualification, the same finishes generating controversies in relation to the musical Education that if wants in schools, becoming the same one devaluated in relation the others disciplines of the resume. The project waits the implantation for the National Advice of Educao (CNE). In relation to the obligatoriness of the music education as obligator curricular content in all the Basic Education, if makes necessary the professors of the area if to professionalize, therefore the law does not only go to guarantee an education of music with quality. Ahead of this law, one expects that the schools have will to implant music, to plan itself in terms of qualified professors, beyond verifying the resources and the available rooms and to define the pedagogical project for discipline and that this project has the participation of the professional of the area. Educator is important to observe it, to write down and to reflect on its practical better to understand the diversity of involved questions in its professional perfectioning. The educator just formed, so that he can make an excellent work in classroom, must search not only to make readings and courses of perfectioning, but also orientation with most experienced.