Brazil Schools

Not only qualification in methodology, but also in content, practical of reading, cultural habits and of position, in use of technological resources. With this, we can endow Brazil with an educational system that promotes greater equality of chances and makes possible greater access of the society what we call citizenship today. The majority of the managers of private schools not enxerga competition between public and particular school. They do not want to receive pupils alone because they had not obtained vacant in the state or municipal schools. Public schools of highest level exist where experiences happen riqussimas.

What it makes it difficult the action of the public school, that also has highly qualified professors, it is the high rotation of the staff. The professor is of the net and not of a pertaining to school unit. When if it obtains to mount efficient a faculty, arrives the end of the year, half of the professors is removed and is had that to start everything of new. Already in the particular net the same rotation does not exist, because without a steady faculty it does not have definition of the pedagogical project. In the municipal schools of the interior, for example, where the faculty of the Infantile Education and of Basic Ensino is more steady, it has excellent models of public education. It has certain difference as for the performance and quality of education comparing the public school and the particular one, therefore this last one in such a way suffers a pressure from the market, how much of the parents, therefore they are paying and they demand one better resulted, what it takes the school to charge the professors more than, thus improving the levels of this education, exactly that of form not so satisfactory, in regards to quality. The great newness for many people is that the particular school does not possess performance so different of the public school, therefore the objective greater of both is leaving to desire in alternative proposals where, in fact, what if it wants to reach either the learning of the educandos.

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UNICAMP

Summary of the thesis of mestrado the crisis of legal education and the possible contributions of the general education, of Fabrizio Marchese, defended next to the College of Education of the State University of Campinas (UNICAMP). Rogrio Duarte Fernandes of the Steps MARCHESE, Fabrizio. The crisis of legal education and the possible contributions of the general education. Campinas: Program of After-Graduation in Education of the State University of Campinas (UNICAMP), 2006. Dissertao (Mestrado in Education).

The crisis of legal education and the possible contributions of the general education, dissertao of mestrado of Fabrizio Marchese, guided for Elisabete Hunter of Aguiar Pear tree next to the Program of After-Graduation of the State University of Campinas (UNICAMP), reflects on the historical conditions where if they had given the referenciais of estruturao of legal education in Brazil, for in such a way reconstructing its creation and the landmarks that had promoted it alterations, making possible the understanding of the process that allowed the same ones to have the basic conformation contemporary. Beyond minute and complete research concerning the legal instruments that structuralize this process and passage, the author establishes necessary a diagnosis of crisis that is deriving of an education legal without correspondence with the description-social vicissitudes and divorced a bigger capacity of reflection concerning the right while instrument that must be apt to the reach of its social function. This historical reconstruction of the right courses as necessarily assayed for the author no longer period of the Empire had support in the ideals of the elite politics and in its project of consolidation of national independence and the proper Brazilian imperial State, of luck that exactly in the republican period, the Republic came to establish a prism ideological and predominant politician already in recent years of the empire and therefore, almost no change occurred in the questions of the education (P.

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Educational Necessities Special

The analysis of data was divides in two parts: the analysis of the interviews and the documentary analysis. REVISION OF LITERATURE? Definition of PNEE (Carrying of Educational Necessities Special) To speech in inclusion of special carriers of educational necessities in the regular net of education, me seems pertinent to call of clear form, to who is mentioning, thus providing to one better agreement in relation my research. According to Almeida (apud MANTOAN 2006) the carrier of special educational necessities, ' ' He is educating that he presents in permanent or temporary character, some type of physical, sensorial, cognitiva, multiple deficiency, typical behaviors or high abilities, needing therefore, of specialized resources to develop fully its potential and/or to surpass or to minimize its dificuldades' '. This definition explains of clear form that the PNEEs is not only the ones that presents physical or sensorial deficiency as many think, also enclosing people with high abilities, as the superendowed ones. So that she is clearer the difference of these concepts, Almeida (apud MANTOAN 2006) defines the person carrier of deficiency of the following form: She is that one that presents, in comparison with the majority of the people, significant physical, sensorial or intellectual, decurrent differences of innate or acquired factors, of permanent character, that difficulties cause its interaction with the social environment and. The education is a human question of law, and the individuals with deficiencies must be part of the schools, which must modify its functioning to include all the pupils. This is the message that clearly was transmitted by the World-wide Conference of 1994, of UNESCO, on Educational Necessities Special. When to approach this subject not we can to forget character social education, that in such a way exerts the inclusive paper how much of exclusion, this tenuous linking if of had to the requirements and the transformations of the society, in function of the process of globalization, that brings the necessity of a general formation of the pupil, similar of that it is prepared not only to decide problems and yes to understand the society which it belongs.

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Enterprise Environment

LIST OF ABBREVIATIONS EA: Ambient education ONU: Organizations of United Nations: ONGs: Organizations not governmental ONGS UNCED: Conference of United Nations for the Environment and Development MMA: Ministry of the Environment, the Hdricos Resources and Legal Amaznia MINC: Ministry of Culture PNEA: National plan of Ambient Education SGA: System of Ambient Management Par: Ambient liabilities SUMMARY The ambient question if has become more frequently argued the measure where if it evidences that the interference of the human being on the natural systems can compromise, as much the quality of life of the current world-wide population, as the life of the next generations. Decurrent the problems caused to the environment of the action of the man, have been object of some studies for the most diverse areas of knowledge. The solution of the ambient problems depends on the persistence of each segment of the society, depends on all we. The proposal of this work are to point possibilities of if working the Ambient Education in enterprise environment, as well as, enabling enterprise pedagogos to work inside with this subject of the companies. The Ambient Education considers to rescue moral and ethical values, in order to use the natural resources of rational and not predatory form, forming sustainable and, responsible and above all conscientious societies. Word-Key: ambient question, next generations, action of the man, enterprise environment, to enable enterprise pedagogos, moral and ethical values, natural resources and sustainable societies.

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