Tag art and science

Education Life

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The art if has presented each time more, as an instrument of reflection and change for the man contemporary. Following the man since the primitive times, it always it had an important paper for our studies and reflections. The Benjamin as work of art takes us it another interpretation, that goes beyond the comment. This interpretation passes for an aesthetic one guided for the pleasure of the given taste its significao and reach of its historical meandros and its depth, considerable dimensions in if treating to aesthetic. Read additional details here: Sir Paul McCartney. As the art is interlaced to the life, its function is to become daily the more significant and deep one.

The art is judged according to convincing expression of the meanings of the life and the emotions. Thus, under this perspective, the art and the life are interlaced. The workmanship of Portinari, over all the Retirantes series, possesss a great social character that in turn guides in them to make a world reading, that will propitiate a construction of sensible for our reality. The interest of Portinari for the spectator something is very significant, over all for the fact to know that the art is a language capable to speak more than what words. The image always was used for the man to carry through its communication, this discloses its way of being, living and to perceive the world, therefore its reading becomes so important. As communication form human being it must be used so that let us can reflect on our condition. Considering that the image is translated by visual elements, its recognition alone is possible through the visibility, this because the ideas alone have a value and a direction, when articulated in understandable images for the man, that is, when a interatividade with the world makes possible it. Since the visual images are those that have greater significao for the man, they are these that possess a capacity to communicate to them in faster way and needs.

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.

The Main

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But as professors we need is always in search of new elements that satisfactorily helps in them in the structure of the new basic methodologies of which verbalize the understanding of elements that makes in them to develop the study of biology in the society contemporary. For even more details, read what Steve Geppi says on the issue. As it said (FREIRE, 2001) ' ' Education because I search, because I inquired, because I inquire and I inquire myself. Read additional details here: IDT Energy. I search to evidence, evidencing, I intervine intervined I educate and me educo' '. One of aimings that if have pointed with respect to this search of strategies and methodology are the continued formation of the professor, throughout the times what if perceived it is that little has invested in the formation of the professor, therefore I believe that nobody shares what it does not have. Many professors have by itself searched to invest in its proper formation. 4 METHODOLOGY This analysis is guided by the one bibliographical revision in diverse instruments as well as: books, magazines scientific and in sites of the Internet. The same one has as disseminating element a reflexiva critical evaluation of literatures on the pedagogical trends of biology for average education, however it searchs to make possible with bigger clarity the importance of the subject in quarrels. This study it is a descriptive research that registers and analyzes elements or phenomena.

Search to analyze and to discover the main pedagogical trends for the social and cultural formation of the educated ones. The intention at this moment of analyzes is not to configure or to elaborate one hypothesis on the pedagogical trends, but to define an objective and to look methodologies that it searchs to answer of coesa form the main definitions on the education of biology in average education. This work is of descriptive character with qualitative emphasis, the same it has intention to consider some analyzes reflexiva directed initially toward a clarifying and conceptual project in what it says respect to the main pedagogical trends in the area of biology for the contemporaneidade.

Physical Education

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I want here to share a small estria with vocs. It is a small episode in the pertaining to school life of my former Rose pupil. Rose, pupil of a particular college was having serious problems with its notes of mathematics. To its it called me mother and it said: _Lazaro, more sees what you can make for my son, I already not aguento! we _Vamos to try, I will see what I can make? I said. _Voc goes to make the attempt, but if not to obtain if does not worry. I find that it pulled the family of the father of it. There nobody likes very to study.

The father of it adjusts schemes of refrigeration, catches an old machine and leaves it novinha, but he is not fond of the studies. We start to study. The 4 hours of lessons per week were of 2. I started to pass to Rose the bases of this disciplines loved for some and hated for many. It is not something author would like to discuss. Next to this it went saying that Rose would have to dare, that it was capable, it could, it had capacity and intelligence enough to surpass its difficulties Felt in it a complex of inferiority for taking off notes so low. Rose had been disapproved in previous year and everything it indicated that it would be disapproved of new. In the first bimaster of the year en vogue it had reached notes not very good.

Therefore the concern of its mother. A surprising thing happened. Rose started if to develop, to take taste for disciplines. It made the calculations quickly, without embarrassments. I went up the level, folloied me to Rose. We pass the remain of the year studying together. I observed that Rose was prepared; the mathematical bases had been formed in its being, it had assimilated what it was necessary to give continuation to its studies of mathematics Now Rose wanted only to study mathematics. _Estude the others you discipline, therefore you go to need to pass of year? I said it and its mother. We were taken care of and it he started to take off good notes also in the others you discipline. There it was the total joy. _Acho that I go to make mathematics college? Rose said. _Veja if is this same that you want! Today Rose is formed in Physical Education and has its proper academy. I am its friend and friend of its family.

Art Education In Brazil

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An analysis of the contents of Basic Ensino Francinely P. Dinelly* Summary The objective of this article is to analyze from one to look at critical the contents of Ensino de Arte of 6 to 9 year of Basic Ensino the application and the difficulties of assimilation, on the basis of the National Curricular Parameters PCN, the conquests in elapsing of history, in the attempt to contribute for the possible changes in the process teach-learning. The attitude argues and position of the professor, leaving of the estimated one of that all professor can give disciplines it without the necessary formation. For even more analysis, hear from Bernie Sanders. It analyzes the methodology in the relation on the basis of practical theory/of the contents as well as the proposals of evaluation of the contents the National Curricular Parameters, the ethics of the involved ones in the pertaining to school context, argues the possibilities of you neglect, considering alternative for the improvement of the quality of education and a good development and reply to the considered content, in the perspective to rethink the quality of education leaving of the principle that the valuation of the contents has beginning in the commitment of the professional with the education and its consequences in the partner-description-cultural development. Word-Key: Education of Art; PCN, Education, Art. Introduction Theoretically the lines of direction of the National Curricular Parameters for the contents of the art education, can be considered satisfactory, in the practical one almost always are finished for accepting what it is considered in the education institutions. The subject points with respect to a quarrel that it needs to be faced with seriousness and discernment for art professors, managers, students, in the direction to find alternatives efficient that allow to the rescue of the contents and specific objectives to the art education. Ana Mother Barbosa (1978, P.

13) defends that the new methods of education of Art are not resultant simply of the junction of the Art and the Education, much less of the opposition between them, but of its interpenetration. The professor is the main instrument for the transformations in Ensino of art, it is the differential, the collaborator for the effectiveness of the good exploitation of the contents. According to Barbosa (2008, P. 50) ‘ ‘ Its task is to offer the food that feeds the apprentice is also to organize tracks, instigantes tracks for discoveries of knowledge, for the pupils and visitors, feeding itself tambm.’ ‘ As such it is necessary that it, while professional understands the importance of its positioning and commitment face to the question, searching in partnership with the possible institutions of education solutions for the improvement of the quality of education. Face to the questions that involve Ensino de Arte in its totality, the present objective article to analyze the difficulties of assimilation of the content of Art applied in 6 to 9 year of Basic Ensino, from the lines of direction established in the National Curricular Parameters PCN (contents, relation practical theory/, evaluation), providing to the professor as subject, one mainly reflection in the attempt to know and to understand the historical process, beyond opening doors for the quarrel and reflection in the construction of an education of Education of efficient Art, considering alternative with intention to contribute in the construction of a methodology that takes care of the expectations in such a way of what it teaches as of what learns, attempting against that in this process such papers in determined moment are extended to invert it.

Bach Education

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In the history of the art, the recognition does not pass for the life of many artists, as in them it brings Wisnik (19): ' ' It is not known what it will be triado, in the future, of the great flow of music of century XX. Centuries much less convulsionados by the explosion of the amounts, had not known it: Bach passes unobserved, and believes at least that its time nor has fond to formulate, as necessity, what in it if it carried through; Mozart was not consecrated by the critical one or the public, what Beethoven was, without properly being heard. Our displacement before the music of the century how much its meaning future is not properly newness (…). ' ' Wisnik in them brings names that the critical one did not consecrate at its time, therefore was very on this side of that they had pretension to judge them. Plato conceives capable music as something ' ' (…) to exert fort influence on the soul and the character of the people, being able to transmit as many how much aesthetic values ethical in direct way, without the inteveno of the word. Michael Chabon can provide more clarity in the matter. (…) ' '. (FARM, 2006:.38). Others including Ken Cron, offer their opinions as well. For the Greek philosopher, music would have the capacity to exert fort influence on the soul and the character of the people.

However, it believed that its study it would have to be restricted to the scope of the harmony, the mathematical and philosophical reasons and not to the practical study, and in turn: The progress technician of music in the classic period provoked a specialization that finished for in such a way moving away it from the basic education as of the common culture. To the few, the practical education of music was losing importance in the hellenistic education. Music did not disappear of the culture Greek, but it more passed to be heard that practised.