Education and Knowledge

One understands that all education is also education of the body. However, the practical subject pertaining to school educating for certain immobility. It is necessary not alone to work with the body, but also the educator to feel, to perceive and to understand the importance of the efetivao of activities that develop the corporal aspect in the education. A time that the interpersonal relations permeiam this way. The school, as social institution, must make possible the growth through the interpersonal relations and facilitate the appropriation of the knowledge elaborated. In this direction, it must take educating the acquisition of a conscience criticizes that the world vision extends it, allowing the accomplishment of a interpretativa reading of the facts, the relations that the man establishes with the others and with the nature.

The educator, as mediating between educating and the knowledge, must be a formador, reflective, conscientious professional of the importance of its paper, compromised to the educative process, integrated to the world of today. E, because not adept the corporal manifestations as form of creativity and of varied artistic languages (music, theater, plastic literature, arts). When approaching the corporeneidade process, in the case of the dance, Duarte Jr (1995) salient that the dance is understood as art because is capable to create expressive forms of the human feelings, being a communication form. It is a way to assure the agreement and the quality in the relations between the people and the groups, playing a basic paper in the integration efforts.

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FREIRE School

Relation professor-pupil and the motivation of the pupil in basic education the daily pertaining to school is permeado by many situations, and amongst them, a fact lived deeply in my pertaining to school period marked deeply my experience as pupil. As pupil, he had that to be submissa and aptica, therefore the professor did not give questioning option. In the difficulties during the learning, she was restrained when it requested a new explanation of the content, and this occurred as many times that mine autoestima if undid, provoking an interior conflict desmotivou that me to continue studying. My family, exactly with low economic power registered, me a particular school to make the Ginasial, since he was not ours I privilege to have this right in the public school. She felt me enthusiastic for being in this pertaining to school phase, but when in the school, this animation diminua, therefore the professor entered in the room and he did not give a good day. She did not have dialogue, this if she summarized basically to the explanation of the contents contained in didactic books. The professor was the transmitter of the knowledge, a dictator, and I passive pupil, who was hours behind a wallet making copies and in silence. Approaching the paper of the school, I cannot leave to consider the influence that the professor has in the life of the pupil and its learning, being served as model in the development of the social abilities.

Considering this boarding, based in theoretical beddings, I search a critical vision on the performance and the methods adopted for the professors in the day the day, its social attitude and the motivation as factor that it conducts learning learning. The education is not static, and the classroom a space where we learn values and attitudes. It hisses (apud FREIRE 2007), argues that the education is free and does not happen in isolated way, individual.

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Vigotski

The period that we will go to study, properly said, will be of 1896 to the 1934, tempoem that Vigotskiesteve in the world. Let us see such concept of Marx: ' ' to construct a new society through the Social' ' ; it is possible to conclude that all we want a society, more human being, and better different of what it is currently. The thoughts, then, in this direction had not been only a new society, but also for a central formation that changes the aspect and the thought forming a new man. All Russia started to think about the necessity to form this new man; Then Vigotski is born at this time and all its research pass the being in the development and formation of a new individual. At this Vigotski time the partisan filiation was not filiou to the communist party in relation.

As many social, intellectual phenomena and politicians not only aim at that nothing it can be explained outside of the nature and to think, in a society, but a social group footwear for this necessary vision of a new conception. The State must be lay and if it divides in not secular weather and. However, we consider that the State while Brazil is lay, but let us analyze: It will be that he is same? We see that ecumenical movements had not allowed that the lessons of religion in the schools were purely catholics and that many professors still start its lessons with a conjunct, then do not have a lay State properly said. The catolicismo (in such a way the Apostolic Roman how much the Orthodox one) places all its ' ' males and demnios' ' on the communism. One remembers the used term of this text at the beginning, as: ' ' Eater of criancinhas' ' Then &#039 is considered; ' eater of criancinhas' ' therefore they wanted to leave the children without religion and base religious catholic or, then this seen age, in the religious vision, as a devilish and pecadora action.

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So Paulo

Homgrafas: equal words in the different writing and in the Homfonas pronunciation: equal words in the pronunciation and different in the writing. Perfect: equal words in the pronunciation and the writing. Paronmia: It is the relation that if establishes between two or more words that they possess different meanings, but are very seemed in the pronunciation and in the writing, that is we parnimos, them. Polissemia: It is the property that one same word has to present some meanings. (Gonalves, 2010, P. 2-5). CONCLUSION Is important to consider the Semantics in the education of Portuguese Language as a process that is only initiating and that it requires, therefore, much more research so that let us can arrive more at a knowledge improved and thus to promote an education more efficient, generating more productive didactic books and with contents most elaborated.

_______________________ academic Work presented the Prof. Ana Macedo Maria as final of conclusion of disciplines of Semantics, offered for the related teacher in the Course of Letters of the UNEMAT. REFERENCES BAGNO, Landmarks (org.) Lingustica of the norm. So Paulo: Loyola, P. 155-177, 2002.

Bechara Evanildo, Grammatical Modern of the Portuguese Language, ed, 37, Lucerna publishing company, River of January, 2001. BORBA, Francisco Da Silva, 1932 – Introduction to the lingusticos studies. 13 ed. Campinas, SP: Publishing bridges, 2003. CHERRY, William Robert, Magalhes, Thereza Portuguese Cochar: languages: literature, production of texts and grammar, vol. III, – 3. ed. rev. ampl. – So Paulo: Current, 1999. FIORIN, Jose Luiz. Introduction Lingustica II, principles of analysis. So Paulo: Context, 2003. ILARI, Rodolfo. The lingustica and the education of the Portuguese language. So Paulo, Martins Sources, 1997. KOCH, Ingedore. The text and the construction of the directions. So Paulo, Context, 2000. TRAVAGLIA, Luiz Carlos. Grammar and interaction: a proposal for the education of the grammar in 1 and 2 degrees. 8. ed. So Paulo: Cortez, 2002.

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Infantile Education

The proposal donates to Jose Auri Wedge, in the cited text presents many positive points, which can be applied and be adapted for that they deal with the education infantile. This argues that the subjects to be worked in the Infantile Education or classroom must leave of what the child already lived deeply as the narrative of certain servile story for of a knowledge generating another new knowledge to be acquired by the child. There it appears to the generating words words with real direction for the child having to be related with the objectives of the subjects considered for each level, being able to take the reflection philosophical in the pertaining to school environment. The words appeared from the generating words must be argued and be dialogued. This will be made thus the conversation extends and stimulates the thought, for such the thematic one must be estimulador and ample.

I agree when the author says that the professor (a) must prioritize subjects that create possibilities of the pupils to be reflecting on what they are studying or what he is taught to them. Still the author argues that to be to work with generating words he is necessary to choose subjects that on with the thematic ones are developed in it elapses of the school year if not losing of sight the specific objectives of each subject. In the Infantile Education the subjects are worked in way that the child develops reflective acts as the discovery of the pleasant sensations, friendship, the libertarian courage-pulso and the difference it democratic pulso. I believe that the adequate choice of subjects for the philosophical conversation is of great importance for all those that work in the infantile education and education in general way. We have that to relate definitive knowledge with the reality, with the knowledge that pupil possesss to break the child from there can is developing its knowledge of coherent and conscientious form.

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Brazilian Constitution

Today the municipal net of So Paulo counts on 304 deficient students of a total of registered 40 a thousand in 124 units pertaining to school. The subject inclusion of deficient children is present today in the day the day of the education, the professors is perceiving that the differences not only must be accepted, but received to mount the pertaining to school scene, the professors must adopt practical creative in the classroom. To value the pupils and to take care of to all are more than what to create conditions for the deficient ones, the inclusion is a challenge that implies in changing School as a whole, in the project pedagogical, using material pedagogical special as method braile, computers with verbal communication, and moreover, the building must be adapted with slopes of access, bars of support, widening of the doors and resources that make possible the attendance. The deficiencies cannot all be measured and be defined by one, but we have that to take in account the current situation of the person without discrimination and can provide an affective learning, as much of the educative point of view as social. In the inclusive education the person with deficiency does not expect that if adapte the School, but that this if transforms of form to make possible that the deficient one if feels well and has development. In the truth it is difficult to find professors whom they affirm to be prepared to receive in classroom a deficient student, the inclusion is a full process of unexpected, however it is in the responsibility of the School to search orientation and support of the associations of assistance and the medical and educational authorities as to proceed. The Brazilian Constitution of 1988 guarantees to all the access the School, and the same one cannot exclude nobody taking care of to the legal principles, the legislation most recent is the convention of Guatemala, this document was promulgated in Brazil in 2001, reaffirming that the people with deficiency have the same rights and freedoms that others where she forbids to any type of differentiation, exclusion or restriction based on the difference them people.

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