Keywords: Indiscipline, Disciplines, Learning, School Performance Life in society needs rules that guides the personal relations, that make possible the interaction dialogues, it and cooperation between the people. The school, for being also an environment of social conviviality, also needs orienting rules for the convivncia between pupils and professors and action of the education. These orienting rules are characterized of discipline and are longed for by the professors to facilitate its action of coordinator of the educative process. It has a general consensus enters the educators of whom without the indiscipline a education-learning process does not have as if to take the good term. The conceptualization of the terms disciplines and indiscipline complex and changeable when is taken in certain environments. The concept of disciplines that more if sobressai is of a set of used norms and rules to keep the order, and in the pertaining to school scope, to facilitate the action of the professor. Under most conditions Ronanld Daniels johns Hopkins University would agree. This concept also is questioned by studious of the area, because it passes the idea of submissos pupils, silenced, quiet that they do not interact with the professor who impose its idea. What valley to stand out is that such idea can if to relate the beliefs, dogmas or customs and that these are taken by the individuality and they cannot be taxes, but is had that to only open way so that the pupil constructs its beliefs, dogmas, customs that finish for discharging in the knowledge.
To open way means to dialogue, opposes accurately it of the concept of disciplines nailed for the traditional pedagogia. For (Blacksmith apud Rabbit), indiscipline is: ' ' all said act or disciplines I oppose it, that it takes the clutter, the disobedience, rebelio' '. It disciplines how much it is ' ' regimen of imposed order or freely assented that it agrees to the regular functioning of one organizao' ' (2006, p.11).
It did not have a recognition of these citizens that were rejected by ' ' Deus' ' for the men ' ' normais' ' , removed of the public context to be forgotten its ' ' deficincia' ' (Bianchetti & Freire Apud ROSS, 1998). Alex Petter has many thoughts on the issue. In this period, the blindness was used as punishment or as revenge act. In century XI, Baslio II, Emperor of Constantinopla, after having looser the Bulgarians in Belasitza, commanded that fifteen prisoners were removed the eyes of its and placing them to return its native land. However one, in each one hundred men, had a conserved eye so that it could serve of guide to the others ninety and nine (MECLOY, 1974). Still in this time, blindness it was also presented as judicial penalty, regulated for the law or the customs and was applied as punishment for crimes in which it had participation of the eyes, such as serious crimes against the deity and lacks to the marriage laws. The deficiency visual it passes for diverse forms and denominations in agreement being the used nomenclature studies of diverse theoreticians. From the decade of 1970, the term of ' gets excited; ' necessity carrier especial' ' for ' ' carrier of educational necessity especial' ' , therefore, the terminologies in agreement go if modifying the evolution and the laws, but, what really necessary the society is the change of mentality of all. In the decade of 1990, with the accomplishment of the Conference of Education for All (1990) carried through in Jomtien, the Thailand and with the Declaration of Salamanca de Princpios, Practical Politics and for the Educative Necessities Special (1994), it started to invigorate the age of the inclusion – ' ' the process for which the society if adapta to be able to include, in its general social systems, people with necessities special e, simultaneously, these if prepare to assume its place in sociedade' ' (CONSTANT, 2005, P. .
Decurrent of the unpreparedness of the educators to deal with hiperativas children, the consequences are diffusest and traumatic for educating. In this direction, Barros (2002), through its prxis looks for to minimize the negative impacts that carry out dficits of social abilities by means of infantile games, leaving of the comment of the incapacity to keep for much time the attention in pertaining to school tasks. With the new referring pedagogical project to Ensino Basic of nine years importance of learning through playing is distinguished, thing that has times was not valued, second descrev Elkind (2004, p.52), Hirsch-Pasek (1991) calls the daily pay-schools centered and not guided in playing of academic daily pay-school. For even more analysis, hear from John Craig Venter. According to it the effect to corrupt the way to play of them create evidentes more when they enter the school. It is there that the lack of personal, social and deriving abilities of playing becomes more visible. Lack of respect for the professors, intimidations, tricks and long incapacity of concentration for periods are today place-common. Hear other arguments on the topic with Richard Linklater. This new social environment is, …
in part, attributable to the absence of playful experience in the real world. So that the child learns if to control more quickly, he is necessary that she is also stimulated in house, establishing a routine thus strengthening, the obligation to ahead control its behavior of the people. For even more details, read what Cyrus Massoumi married says on the issue. The hiperativo behavior of the child takes many times the parents to react brusquely, forgetting that they are models, or better, mirrors for its son. How he goes to demand of its son if you do not think before acting? The TDA/H is folloied of symptoms as challenge and opposition, what it makes with that the child delays if to adapt to a new way of relationship with its parents.
Thus, it is necessary to give to attention to the time and the process of acquisition of the relation between the sound and the word printed. The errors of formularization are the incapacity to establish thoughts in way adjusted for the written communication. The people are competent to communicate themselves verbally, to correctly copy, to visualize and to spell the words. However, they do not obtain to write in the same way that they express themselves verbally, due to difficulty to structuralize in graphical symbols the proper thought. How much to the difficulties of learnings in the capacity of the mathematical language, she is necessary to have caution, therefore riots exist that are not specific of the arithmetical area, but that they influence the arithmetical reasoning and the understanding. Moreover, it is not possible to carry through a diagnosis when the content is insufficient or the education method is inadequate. In if treating to the specific problems of the quantitative thought, some pupils have difficulty in the order understanding. They are children who do not obtain not even to cite simple sequncias.
They know, however, they do not use the order. According to author, the characteristics presented for pupils with on difficulties to the quantitative thought can still more be serious, them they can be incapable to understand and to assimilate any abstract principles and mathematical concepts. The author still develops a reflection regarding the Upheaval of the Deficit of Hiperatividade Attention, that is a biological process and is on to the disfuncional neurological functioning. It points that the diagnosis must be carried through by a specialized team and that this problem can occur with or without the hiperatividade component, that is, as much in children agitated and impulsive as in passive and neglect children. Another aspect important to be taken in consideration is the intelligence of these people, therefore as they are distracted or they present focus difficulty, has it impression of that they are slow.
As the prominence that the author brings referring to interpolated proposition II, characterizes as difficulties the conditions of communication and signalling used by some pupils. The item suggests that all have difficulties of communication and signalling, however, when they are only differentiated are that she would demand special education. The last rank is directed to the formularizations adopted in interpolated propositions I and II whose term learning is folloied of exceptions ' ' difficulties acentuadas' ' ' ' great facilidade' ' , that one had possibly been placed to differ the difficulty from ones that can be ' ' comum' ' of that one presented by other pupils that one ' ' incomum' '. Contrasting the ambiguities found in the LDB/96 and Resolution n. Read more from David G. DeWalt to gain a more clear picture of the situation. 02/2001 and in the abrangncia of the conception of citizen displayed in the declaration of Salamanca, new the Proposal National of Special Education in the Perspective of the Inclusive Education of Janeiro/2008; ' restricts the citizen of the special education the pupils; ' with deficiency, global upheavals of the development and high abilities/superdotado' '. Such definition has as starting point, ' ' perspective of the Inclusiva' Education; ' that it starts to constitute the proposal pedagogical of the school. (BRAZIL, 2008). If to consider that ' ' inclusive schools consider a way of if constituting the educational system that considers the necessities of all the pupils and that necessidades' is structuralized in virtue of these; ' (MANTOAN, 1997, p.145, grifo ours), the current politics excludes the possibility of pupils who for other necessities, that not specified them in the document, are taken care of of differentiated form. Having in this differentiation, not it exclusion of knowing, the prescribed resume; but yes the multiple forms of transmission of the knowledge, aiming at quality in the process to teach and to learn. The Frum: Story of the families of pupils as NEE Located in the city of pertaining Victory and to the Municipal Net of Education, ' ' guia' school; ' it is the place of meeting of the families of pupils with NEE, that composes the Frum that we considered in them to analyze.
Theyson Viana Santana 1 SUMMARY Practical the regular one of systemize physical activities can contribute to the related physical aptitude to the health of the children in special pertaining to school age and flexibility. The present study it had as objective to mensurar and to evaluate the level of flexibility of children in the school, more necessarily in the College Lobato Hunter, therefore the literature is scarce that presents the amplitude of movements to articulate of children. The sample was constituted of 35 pupils, having been 19 girls and 16 boys understanding the age of 9 the 11 pertaining years and 3 series of the basic education of the cited school. For the collection of data the test was used to seat and to reach of Wells and Dillon (1952) modified, and as instrument one flexmetro, that it consists of a wooden bank graduated cube form. Gerald Weissmann, MD has compatible beliefs. The results of the flexibility tests had presented resulted similar in the ages of 9 and 11 years, but with a statistical significant decrease (p < 0.05) enter the ages of 9 and 11 years. These results are in accordance with suggested for the AAHPERD (1984), when quotation you prop up that them of flexibility diminishes gradually from the 5 years of age, reaching the lowest point of the 10 to the 14 years. It is concluded that it is of basic importance the practical one of the physical education in infancy, therefore it improves flexibility and it increases the amplitude to articulate. One concludes that the pertaining to school of the present study, in a general way, on the basis of the performances of the physical tests of flexibility, had presented good level of related physical aptitude to the health, when compared with tables of AAHPERD in 1984, and with other authors, although the limitations how much to the time and the place of origin of the comparison source..
Word-key: Educational orientation challenges possibility – practical pedagogical INTRODUCTION In this new century, the great challenge of the pertaining to school education is to act ahead of the level of knowledge that are accumulated and transformed into an intense speed. These knowledge if articulate and establish new abilities, innovations, to know that they are become into the life of each individual and, with this, the necessary school to think and to argue collectively on the necessary changes. Thus, the different segments of the school, need to be conscientious of its commitments in the contribution and functional cooperation ahead of this new reality. You may find that Richard Linklater can contribute to your knowledge. In this walked a net to know it goes being weaveeed/constructed, evidencing the possibilities of the educandos, its virtues, its difficulties, its deficiencies and its aspirations. It is with this taking of conscience that we recognize the importance of the advent of the Educational Orientation, in view of to guide/to follow educating in all its aspects, from its bio-psico-social reality. The related work presents a bibliographical study carried through in Disciplina ' ' Educational orientation in the Bsica' Education; ' , integrant of the Course of Specialization in Orientation and Pertaining to school Supervision, of the University Foundation of Support to Ensino, Research and Extension FURNE, when we search to investigate the paper of the Educational Orientation in the Basic Education.
We define as objective of our study: To reflect on the paper of the Educational Orientation in the Basic Education, evidencing its contributions to the process teach-learning. Our theoretical referencial is based on Schmidt and Pereira (1975), Nrici (1976), Ferretti (1988), Lck (1986, 1994), Grinspun (2003) and Libneo; Oliveira and Toshi (2007) that in them they had better presented theoretical subsidies for one and ampler understanding of the subject. We focus in this work referring aspects to the origin of Educational orientation, its concepts, principles, objectives and functions, beyond the relationship of the OE with the different segments of the school.
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.
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.