Month Archive October 2020

Educational Revolution

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For in such a way, the knowledge of concepts, evolutivos mechanisms and factors, if makes necessary for the understanding of the diversity of the life beyond providing through analyses and reflections the critical development of pupils (TIDON; VIEIRA, 2009). The Common Basic Contents (CBC, 2007) suggest the professors of Biology of Average Ensino of the State Net of Education of Minas Gerais, the thematic axle Evolution in the resume of Biology, therefore through this a recursiva boarding of contents when dealing with the evidences of the Evolution will be possible. In accordance with Coimbra (2007), the Biological Evolution is considered as a difficult content of being worked, many times is left for the end of the plan of course for presenting conceptual barriers on the part of professors as well as the influence of the religious beliefs. Still to this respect, Tidon Lewontion (2004) cited by Amorim and Leyser (2009), points out a series of difficulties of the professors who work contents of Biological Evolution in Average Ensino. According to Goedert (2004), the professors face conflicts in the education of the Biological Evolution when controversies between criacionismo and evolucionismo appear, there therefore it creates from a contradiction between sciences and religion generating tension for the professors. For Tidon and Vieira (2009), conceptions maken a mistake on the part of the professors, who simplify of errnea form the complexity of the nature, are very spread out in some parts of the world because they seem logical and easy to be understood. For Souza (2008), the study of the Evolution it is dealt with when boarded indifference during the lessons.

This must be changed, since the same it is essential for many and other on concepts and events not only Biology, but to other areas of the knowledge. Still in accordance with this same author exists a difficulty in approaching the Evolution Biological of form it accomplishes because, many times, it is conceived by the pupils of proper maken a mistake form and these still costumam to present its ' ' interpretaes' ' that they are not in accordance with its object of study. The Biological Evolution is presented the pupils in broken up way, impregnated of ideologies and with currently accepted scientific distortions (SHEEP, 2004). On the taught Biological Evolution in the schools, Bizzo (2009), suggests that complex reasons for the difficulties of learning of this content exist, that does not have to limit it the dexterity and to the knowledge of the professor or the cognitivas abilities of the pupil. From the pointed consideraes already, the present nortea research through the following problematizao: which are the factors that intervene with the education of the Biological Evolution? Soon, one becomes necessary that this subject effectively is worked in the schools of Average Education of adjusted form, thus the pupils can understand significantly the Biological Evolution for being an unifying subject and integrator of Biological Sciences. Click Will Blodget to learn more. Therefore, it is excellent to understand the factors that facilitate and the ones that make it difficult education on Evolution in the conception of the professor of Biology. One is overcome for general objective of this research to identify the factors that intervene with the education of the Biological Evolution in the conception of professors of Biology of the state net in the cities of Belo Horizonte, Contagem and Ibirit, MG. Of this form, the present research will be able to contribute for reflections and possibilities to work the subject Biological Evolution in the schools of Average Education.

Emotional Education

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In recent years, the association between emotional education and school comes listening with insistence. On the one hand it is paradoxical to think that you surprised the Association since the end first and last school is to educate. There are, however, have presented that this need to educate in emotions has not become manifest until relatively recently. And in that sense, the school is discovering a new role in its role as an educator by nature. Educate in emotions or emotional education suggests that teachers and students at school are real spaces for personal, professional and academic growth. When teachers and students are able to recognize their own emotions begin to observed improvements that have an impact on the academic results but also considerably improve the quality of the coexistence in the school. These two aspects, in turn, contribute to improve the self-esteem of students, on one hand, and the teachers, on the other. The students are motivated and recognize the best way in the day-to-day effort of success; There are improvements in teamwork and are able to engage in collective action.

Teachers, on the other hand, perceive a recognition to their task that allows them to position themselves as authority in the classroom from the place of dialogue, consensus and the affective and effective construction. Gain insight and clarity with Will Blodget. Emotional education rests on three pillars that sustain it and maintain it over time: first of all the recognition, the identification of the emotions; Secondly the social capacity to cope with naturalness and success (assertiveness); and finally the self-esteem. Each of these pillars are the core competencies developing emotional students and teachers, as well as any person. These three powers cannot be purchased or transmitted as a finite body of knowledge but rather are incorporated through the experiences of each one of them to do daily.

Culture And Education

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Culture and education are different, culture is the set of customs, practices, codes, norms of behaviour, rules, dress, religion, rituals and beliefs of a society; education is the process by which are transmitted from generation to generation, knowledge, values, customs, ways of acting and see the world, having the possibility of creating new ones. Fairstead describes an additional similar source. You could say then that culture is something static while education is something dynamic?, case of factors or aspects of the society composed of living beings, I think that you should only speak of movement, creativity, continuous changes to improve. The static Word has no place when it comes to life. The culture of a people, therefore, will modifying to the peoples and the circumstances are changing. You may wish to learn more. If so, Michael Chabon is the place to go. There are some ancient cultures that are resistant to the changes of the modern world, they refuse to educate themselves to be competitive in society that welcomes them and gives them guarantees that do so, by means of scholarships and subsidies, arguing that they are aculturizando. Many customs which preserved through time, produce them diseases as the management of drinking water.

How to change this concept without violating their traditions? You can see that here the health, is sacrificing a habit, what will be most important? Sometimes they take customs of other societies that do not pertain to their culture as the sale of gasoline, the collection of tolls on roads in their territory, the use of weapons and vehicles other than those of its culture, but for a reason that is impossible to decipher, those behaviors them does not affect the aculturiza. Many feel unable to compete in that other world that is unknown to them, but neither are prepared to do so. Some will overwrite their fears and will instruct, educate, attend college, when they return, they carried their groups scientific and technological advances that have been adapted, coexisting with the society that for them it is strange, but others cannot adapt again to the customs of their community after experiencing other forms of life, because they are a very large resistance among their relatives. Other members, most unscrupulous, know the laws that protect them and use their power as leaders, to take advantage of all the benefits, without sharing them with the rest of their community, repeating the discourse of risk which means aculturizarse, so it should not enjoy better living standards offered by today’s society, while resources are directed towards them in child nutrition programs, assistance in health, subsidies, grants for study, and credits for the entrepreneurship. How to help from a University program to those ethnic groups, whose leaders do not want their groups to develop through education, on the grounds that this causes aculturalisation?