Federal University

We can say that he is possible to diminish the incidence of the islands of heat with some attitudes as to increase the number of trees in the biggest possible number of points in the center of Cuiab. The city hall to fiscalize the disordered construction of building that block the downtown ventilation, fiscalization in the polluting load of the cars, this is some recommendations that we can offer with the end of this work. The results show that difference of temperature between the studied regions exists, these differences intervene with the climatic behavior of the region. Bibliographical reference ASSIS, E.S. boarding of the urban climate and applications in the planning of the city: reflections on a trajectory. 2005. 10 f. Article? School of Architecture, Federal University of Minas Gerais, Belo Horizonte.

MAITELLI, G.T. et al. The intensity of the island of heat in Cuiab/MT, the rainy station. 2004. 14 f. Article. OLIVEIRA.

the S. et al. Analysis of the variation of temperature and humidity in function of the characteristics of occupation of the ground in Cuiab-TM. 2006. 12 f. Article. SOUZA, D.M.; NERY, J.T. Variations of the thermal standard of Ourinhos and its relations with the urban activities. 2008. 7 f. Article? UNESP. XAVIER. the L. et al. Variation of the temperature and humidity between urban areas of Cuiab. 2006. 12 f. Article. SCHREINER, S.; VASCONCELOS, L.C.S.; ZEILHOFER, P. Techniques of Geoprocessamento for modelao of anomalies of temperature in the urban perimeters of Cuiab and Great Vrzea? TM. 2007. 6 f. Article – UFMT. COLTRI, P.P. et al. Influence of the use and covering of the ground in the islands of local heat regional in the city of Piracicaba, So Paulo.

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Geography

As the proper name says is orientaes for a geography resume, these orientaes had been developed with principles of Kaercher (1998), with the pretension through reflections with the attempt to renew practical the curricular ones. This document has broken of three analyses made for Milk (1993),) a construction of the subject front to the world, that is, not having been enough that to the professor ‘ ‘ doe’ ‘ , ‘ ‘ deposite’ ‘ the knowledge for more critical than it can seem in the pupil. With the pupil, yes. For the pupil, not. To fight the resume vision that privileges the information and quantification or spalling of knowing. The creation must be emphasized.

To unite information with reflection. To more than search a version for a fact. To show to the conflicts of interests and the messages in the space between lineses of the texts. b) A transforming action of the citizen on the reality. ‘ is not enough; ‘ to know mais’ ‘ , ‘ ‘ to know mais’ ‘. She is necessary that this knowledge is prxis, that is, a combination of action-reflection in the daily one of the person. To transform the reality implies to assume the character politician of the education with the taken consequence of decisions.

An alert one: to respect the other, the different one, is basic condition for the democratization of the school and the society. c) One to think relationary and to multidiscipline. Knowledge is a multiple confusion and complex relations and these must less be each time become attached the rigid academic borders.

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Semi-Integral Attendance

We use as criterion for the election of the searched sample the children who remain in integral period in the Institution and the professionals that with them acts, a time that the Center also offers semi-integral attendance. The studied sample involved 1 group of Daily pay-school (5 years), 1 group (4 years) and 1 of Maternal (3 years) perfazendo a total of 60 children and 6 professionals amongst a universe of 209 children and 15 professionals divided in 7 classrooms in the Center of Infantile Education Albertina Felcio Dos Santos, the city of Aripuan. RESULTS During the accomplishment of this work we made many comments with descriptions of scenes where the children enter in the imaginary world. Amongst them we above select the scene, in which a group of children of the Daily pay-school (5 years) plays of casinha, demonstrating that any place and any object open possibilities to enter in the game of make-of-counts. At these moments, we perceive that the child when imitates somebody, beyond reproducing the action of the person, also places a little of itself in the imitation, as Vygotsky (2000) this fact contributes for the process of infantile development, therefore the imitation of today, tomorrow, will go to become something proper of it.

When it is playing, the child creates situations imaginary where if it holds as if it was acting in the world of the adults. While it plays, its knowledge of this world if extends because in its tricks, it acts as the adults act in a true game of make-of-count. If it is allowed the child, for example, to play in an automobile, one charrete or another way of transport any, its action will tend to reproduce the actions that observes in the adults who lead these ways of transport; it will be worried, also in reproducing the racket of the engine or trot of the horse.

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Cartographic Language

Bibliographical revision: The Cartography, defined for Joly (2008, P. 07) as ‘ ‘ the art to conceive, of raising, to write and to divulge mapas’ ‘ , for being directly on Geography allows to represent the geographic space in the paper through the cartographic language, that according to Joly (2008 P. 19), ‘ ‘ it consists of a conventional arrangement of the spots significativas’ ‘. In the education of Geography, this cartographic language makes possible the pupil to develop the capacity of perception through the symbology, leaving initially of its space of experience for the posterior understanding of the space geographic as a whole. Being thus, the use of such cartographic tool makes with that this process if becomes indispensable to reach the levels necessary to the construction of geographic knowing and consequentemente to improve and to enrich the education of Geography.

However, the development of the cartographic language in the education process/learning of Geography is important since the beginning of the escolaridade, because beyond contributing so that the pupils understand and use the maps it also are necessary as the same ones can in such a way develop relative abilities to the reading of the geographic space how much its space representation. Material and Methods: The employed method consists of the descriptive analysis and bibliographical survey with intention to argue the importance of the cartographic language in the process education/learning of Geography. *Graduanda of the third year of the course of Licenciatura in Geography, UEG/UnUCSEH – Anpolis (GO). Conclusions: The cartography in itself became important in education contemporary, as much pupil to understand the necessities to it of its daily one how much to study the environment where if it lives. Being thus, to acquire knowledge the importance of the cartographic language in the lessons of Geography and consequentemente to improve the implantation of the cartography in the pertaining to school and space context he is something that deserves great relevance of the geographic point of view, a time that the development of the space notion and its representation say respect the improvements of life for the society.

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