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Physical Education

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According to Oliveira, (1994, P. 105)? Physical education in Brazil was during much time considered neutral without ideological connotation. It was restricted one physical activity whose movement was apprehended for the pedagogia of the consensus in its eminently biomechanic aspects. She is necessary before any innovative attitude enabling, convincing and to clarear the mind of this professional so that from it starts to occur to the changes effective of the area. while the professionals of the Physical Education not to open the eyes looking for to penetrate in its reality of concrete form through the critical reflection and of the action, will not be capable to promote the man conscientiously the life levels highest, thus contributing with its parcel for the accomplishment of the society and them people in search of its proper happiness. (Medina, 1989).

It would be ideology excessively to dream as Betti, of that the Physical Education as disciplines must have for purpose? to introduce and to integrate the pupil in the corporal culture of movement, being formed the citizen who goes produziz it and to transform it, instrumentalizando it to usufruct of the game, the sport, the dance and the gymnasticses in benefits of its quality of life. She is necessary that the pupil has? right? to know what, why and so that to carry through this or that movement, that is, to give to reason and practises it to meaning, establishing criteria and until they help and they intervine in order in accordance with to guide to the work the interests of the group. The intervention of the pupil will go to contribute so that the professor adopts one practical pedagogical reflexiva, potencializadora and above all flexible. Following this line of reasoning we have that to agree to Santin, (1987, p.28), when it says that the Physical Education will have greater identity and greater autonomy when if to approach more than the man and less of the anthropologies, when to leave of being instrument or function to be art, when to move away themselves from the technique and the mechanics and if to develop critically.

Adult Education

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For in such a way, it is used of its work, transforms the nature, it coexists in society. ' ' The Young education of Adult always must be a multicultural education, an education that develops the knowledge and the integration in the cultural diversity, an education for the mutual understanding, against the exclusion for reason of race, sex, culture or other forms of discrimination and, for this, the educator must half know well the proper one of educating, therefore knowing adult the reality of this young it only is that it will have an education of qualidade' '. (GADOTTI, 1979). Another excellent aspect is the paper of the educator who must consider the proper reality of the educandos, searching to bring the proper ones inside lives deeply of the EJA pupils pra of classroom, so that together they can construct a diversified knowledge, rich and multicultural. In this way, the educator will obtain to promote the motivation necessary to the learning of the pupil, thus despertando in them the interest and the enthusiasm, opening to them a bigger field to reach the knowledge. Today what if it perceives is that the young and the adults want to see the application immediate of what they are learning e, at the same time, need to be stimulated to rescue its auto-esteem.

This young adult, generally, is so capable as a child, only demanding more adequate and efficient technique and methodologies for this type of modality. ' ' That the education is the process through which the individual takes history in its proper hands, in order to change the route of the same one. How? Believing educating, its capacity to learn, to discover, to create solutions, to defy, to face, to defy, to face, to consider, to choose and to assume the sequences of its choice. But this will not be possible to be continued bitolando the educandos with daily pay-formulated drawings, with texts created by another one for copy …

Average Education

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Data-collecting of the educative unit: Monet college Was with a joint action of a commission of certain Christian community that they had approved in March of 1996 under the coordination of a religious leader Luis of France (fictitious name), with the presence of the Departmental one of Education of a net of schools. Philip Tiago (fictitious name), the creation of the School with the fancy name: ' ' Monet&#039 school; ' (fictitious name), from the following year of 1997. Learn more about this with Author. They had been registered that initial year, 18 pupils which had been attended by the one for teachers who had voluntarily donated themselves for this work. During the period that understood of 1997 the 1999 this school took care of the community with voluntary work and total managed by the church with the support of the reliogiosa institution. Only in 2000 that the school took a route more promising, they developed work aiming at the construction of a new school. In October of 2003, the project was approved, being priority, to construct to bathrooms and 04 classrooms in the year of 2004. The school was developed and reached the targets of registers considered for the net of schools each year. From 2004 the 2010 school has advanced in growth to each year in the physical, pedagogical aspect and spiritual.

Today with 815 pupils and 52 employees, 3 pisos with 13 classrooms, direction, treasure-house, reception, coordination of infantile education and basic I, coordination of basic education II, orientation, room for library, laboratory of sciences, room of the professors, square poliesportiva, masculine and feminine patio of recreation, playground, bathrooms, infantile bathroom and canteen, etc. Descriptions of the educative unit the School of the Monet this located in So Lus? Maranho has as clientele pupils of the infantile Education to nineth of Basic Ensino, and Average Education from the year of 2011. Taking care of to the community in the adjacencies of the quarter and members of a local religious community and other quarters.

Inclusive Education

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Is therefore the responsibility of everyone (school, state, family, society) and not just to teacher. Keywords: inclusion, deaf student, responsibilities. Others including Author, offer their opinions as well. Introduction Currently our society if opened for a great quarrel in the educational scope that is? Inclusive education? considered ' ' great desafio' ' for all. All this quarrel is paramentada in the right of the pupils with educational difficulties special to study in regular education, that is, to be educational party to suit called Inclusive Education, translated as education for all. What it has been observed is that it has an implementation of this right, however an absence of real conditions so that has an effective inclusion, based in the respect to the human being and that not only guarantees the access, but also, the permanence in the school, and mainly, equality of learning. What it is evident is that it has necessity of reformularizations, more clarity and coherence ahead of a reality not so favorable, however, already ece of fish. One becomes then necessary more communication between that they plan the changes, the ones execute that them and the ones that of them participate as coadjuvantes or as citizens of the learning so that thus it can be cured or be knocked down the barriers that obstruct or disable the success of the inclusion. Amongst the innumerable questions that demand reformularizations are the formation of the professor who in its great majority receives these pupils, but do not have many conditions to offer to them to an education of quality due its lack of formation for the inclusive education. Many times, the failure pertaining to school or specifically of the inclusion, independent of the factor motivated that it, incurs on the professor, who always is pointed as bode expiatrio of mazelas and the embezzlements that the Brazilian education lives deeply in the current days. However, she is necessary to stand out that many are the responsible personages for these embezzlements, not having, the professor, to bring for itself all the responsibilities, therefore, does not only fit it to promote action, to implement changes, either even so evident its paper protagonist of this process.

Educational Citizenship

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To understand this affirmation better the Statute of the Child and adolescent places in its articles, interpolated propositions and paragraphs where the child and the adolescent have right the education, aiming at to the full development of its person, preparing it and characterizing it for the exercise of the citizenship and the work, assuring them: the equality, the conditions, the access and the permanence the school where educating will have its rights placed for the Been o, therefore the same is obliged to this easiness for the growth of this Educational Citizenship/. (ECA Art. 53 to the 59). Unhappyly this situation is to the times utopian, not happening of a legal form in the vision of the law, can make a comparison where the responsible parents are obliged or to register its children and stepsons in the education net, we know that this to the times does not happen for other fteis reasons or even though stronger and this is crime and in the truth not to no punishment for that they do not fulfill the law. According to Towers (2003), ' ' when arguing theories of the citizenship and its importance for the education, it is important to go beyond historical or Legal consideraes.

In the same way, it is important to go beyond the citizenship notion as a species of personal status, a combination of rights and duties that all the legal members of a State-Nation detm' ' (p.67). The quarrel of the citizenship is very complex where we observe its difficulty to remain in the process of development to all of a nation where unhappyly some are characterized as citizens and others dissimulate in living deeply its citizenship. In relation to the significant responsibility of a unit of education (School), it needs without shades of doubts, to exert its function of citizenship, giving has supported to all to those educandos to live fulfilling its duties and usufructing its social rights making responsible to all those that search the improvements for all rational society.

National Educational Curriculum

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Systematically different governments of different ideological matrices, make possible the development of affirmative actions in relation to the politics anti-racists in Brazil, favored for the spreading of the National Curricular Lines of direction for the Education of the Ethnic-Racial Relations and for Ensino de Histria and Cultura Afro-Brazilian and African, if anticipating in the search of forms that make possible one better agreement concerning positions aiming at to the convivncia in way to diversity. Thus being, this moment of our work makes a presentation of the content of these lines of direction and the related Law. Pertinent quarrel of questions racial in education Brazilian currently, although the universalizao of basic education, mainly for children of up to 14 years, when it is brought for Basic Ensino, obligatorily, children of six years of age, we still have many differences of accessibility and maintenance of black and white children in the public system of Brazilian education. According to Cavalleiro (2005), the black people in Brazil study 4,2 years on average, while for the whites this period if extends for 6,2 years. Already in the band of 14 and 15 years she has a 12% total more than the black illiterates in relation the whites of the same age, being that about 15% of the white children of 10 the 14 years of age are in the work market, against 40% of the black children.

Patrimonial Education

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The Patrimonial Education becomes, a constant process of education/learning that has for central objective and focus of action the Patrimony (Horta, 1999). It is in this topic that if finds the performance source primary that comes to enrich and to fortify the individual and collective knowledge of a nation on its culture, memory and identity. Through actions directed to the preservation and understanding of the Cultural Patrimony, Patrimonial education becomes a vehicle of approach, knowledge, integration and aged learning of children, young, adults and, objectifying that the same ones (reverse speed) know, (reverse speed) value and if (reverse speed) they appropriate of all a cultural inheritance they pertaining, providing to same a more critical and operating position in (reverse speed) the construction of its identity and citizenship. Identity this that, each time more, urges for a special attention of the diverse sectors of our society (QUEIROZ, 1989. HORTA, 1999). The intention of activities of patrimonial education is to provoke in the community the redescobrimento and new forms of looking at archaeology, of form to develop attitudes of preservation, protection and respect in relation its cultural good, rescuing what it composes the cultural reference of the people of the community and the forms of cultural expression that constitute its alive patrimony.

(Viana, Mello & Barbosa 2004). Thus, its histories of life and the historical, social, cultural context, economic politician and where they are inserted and they will be determinative in the knowledge on the archaeological patrimony. Archaeology must search in the memory, and the direction of identity the elements for one practical educational pedagogical didactics and that has taken the understanding of the individuals on the importance of the material vestiges. This would be correct if in we did not identify more to them with the Graal Saint, with the mantle of Christ and lost Arcas of what with cocar and machadinha of rock of some Brazilian indian. Source: Michael Chabon .

Childhood Education

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Therefore the development is paper of the family of auto-esteem of its children. Considering the necessity of if reviewing the bases of the education of the child supported in bibliography of diverse authors, the research approached the contributions of the psicopedagogia in the educational scope through a proposal of work carried through in set with family/school making possible to minimize the indiscipline in the children. Family the family is indispensable for the individual development of the child, in which it starts to construct its history of life. The family plays a decisive role in the formal and informal education of the child; she is in its space, that are absorbed the moral, ethical and humanitarian values, creating a net of entailed significaes to myths, beliefs, religions, secrets, fears and ideas. The well-succeeded education of the child in the family is that it goes to serve of support to its creativity and to its behavior when will be adult. The family will be the influence most powerful for the development of the personality and the character of the people. Although the conflicts, the family is only in its determinative paper in development of the sociability, the affectivity and the welfare physicist of the individuals during the period of infancy and adolescence. The affectivity in the learning process the child if constructs to the measure that lives and coexists in its half one; it is not born with habits, this if she makes from its experiences, the emotions are gifts in all the moments of our lives, in the relations with the other, where if they create the affective bows. The affectivity is basic in the construction of the citizen, therefore it is the first manifestation of the psiquismo, giving impulse for the cognitivo development when restoring bonds with the social environment. Since small, the baby uses the emotion to communicate itself with the world, before exactly of the language, obtains to establish relation with the mother, by means of affective expressions and gestures.

Education

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Education not-deed of division appears from an experience lived deeply in space, when attending a course disciplines it research and period of training in spaces not-deed of division in the course of pedagogia in the UNEB, campus XV in Valena-ba. Through the Theater of the Oppressed one, methodology proposal to act in this space, can be understood the practical universe between oppressed and oppressing in the educative one. Having with space to be searched living of the Community of the Popular Houses situated in the New quarter Horizon in the city of Valena-BA. Ahead of they will problematizaro servant, verified it necessity of the learning in formation to create its proper Theater of the oppressed one if auto to know and to leave then to understand the complexity of the other. Star Guitarist has similar goals. INTRODUCTION the period of training in spaces education not-deeds of division is a challenge for the pedagogos in formation. Historically when if it speaks in pertaining to school education, then it is thought about the pertaining to school institutions demarcated by the walls that delimit these institutions of education physically, where happens what we call formal education.

To to attend a course VIII the semester of the course of pedagogia in the University of the State of the Bahia (UNEB), campus XV in Valena-ba, in disciplines period of training and research in not formal spaces of education, had as reading proposal the Pedagogia book of the Oppressed one of FREIRE (1987), serving of theoretical basement and instrument of reflection for the creation of the Theater of the Oppressed one. The theater of the oppressed one can be characterized as one technique, developed for tramaturgo August Boal Young chicken, with the objective to fight against the exploration and the oppression. Of matrix politician, transforming libertarian and, the theater of the oppressed one intends to transform spectators into citizens capable to be protagonist of its proper dramatical action.

MST Education

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To create this new organizacional and educative model, was not so easy thus, therefore they knew that they would face resistncias, opposition. But they had science that they wanted a worthy life in these conquered areas and needed to act in coherent way with this new social project, practising the values which they believe, a great challenge to be faced, and is in this context that the question of the education appears in the MST, the direction to consider in fact something that its especificidade takes care of and is justified inside then the creation of a specific sector of the movement? the Sector of the Education of the Movement Without Land. Initially in 1985 some families and professors of one determined nesting had decided to congregate themselves and to argue on the education of the children who if found in the nestings and encampments of that locality. Worried in guaranteeing a school for these children, developing an education of quality. However, they had clarity of the conflict situation that if found. Of this form, she was if molding this new characteristic and new quarrels they had been appearing. The sector together with the movement, thought, argued and elaborated proposals of as it would be this education, the formation social politics and of its integrant pedagogical Principles that guide all today the schools of the movement. Although this, nor always when a nesting area is legalized if constructs to a school, many times, still is necessary mobilizations, fights so that this fulfilled right either.

However, already if a teaching starts there, in the practical one, of the fight for the construction of a new school. Not concluding As ‘ said Marx; ‘ the history of all the societies that had existed until our days has been the history of the fight of classes’ ‘. (MARX, 1998, pg 23), we can say that everything that already is defined is not exempt of transformation, nor the society and nor the education. Everything is in constant movement. Therefore we do not conclude, but we direct, we keep, we transform. the movement and the school that we know walks in this direction. It is said very today in an education that takes care of the especificidades of the involved people in the process of education/learning, in fact, had greaters quarrels concerning this process in education. But we are far from reaching an education that understands the human being in its essence.

The education programs/escolarizao, offered in the diverse modalities of education, differ from what the population in general longs for its education. How to argue education in an exculpatory society? As it affirms Caldart ‘ ‘ the capitalism, still hegemonic social system in the world, comes if showing to each desumanizador and cruel time in its lgica’ ‘ (CALDART, 2004 p.17). The proposals of education in a capitalist society leave of side one high number of people, the excluded calls social. One of the principles of the education of the MST, is one (reverse speed) structural organization, therefore inside in such a way of organization, does not have as to argue EDUCATION, therefore the school is part of the society.