Month: December 2012
pag.2). The great problem of the classics, mainly of the foreign language, is its adaptations in which, many restrictions are made, therefore nor always the classics are a translation of what really it is the workmanship. They have classics that they are translated, already others are adapted. These adapted many times with very great literary license finish changing the plot, suppressing personages, moving the end of history, and this is not favorable, therefore distance of the original workmanship, becoming another workmanship. For example, to if considering a reading of a workmanship of Shakespeare, you have that to be Shakespeare, in the truth you can argue in as working this author, of whom way to work, but to say that a workmanship of 200 pages adapted for a workmanship of 60 pages, with radical changes in the plot is very different. It must be had an immense care, and well be analyzed, therefore when making this adaptation radical changes is perceived. Then, to work in such a way national the integral classics how much foreign, with a good translation, adjusted to the young it is a very important question, and the vocabulary, the election of the vocabulary, the syntactic constructions, everything very adjusted well is ideal to work especially with the young in average education.
To read the classics for the young of today does not make difference, therefore little she is salient the importance of if reading, for example, the parts of Shakespeare, pride and preconception of Jane Austen, Twilight of Stephenie Meyer, the Chronicles of Nrnia, authorship of Clive Staples Lewis, amongst diverse others. The biggest difference and importance for these pupils are attributed to the obligation of the reading, to the requirements with regard to the expression of what it was read, and still to the treatment of the reading from determined subject. The important differences or points send to the difficulties and to the lack of reading habits that can be located in part in the pertaining to school formation of them.
Thus, a new education is established, as that one of the good orator. Thus, the sofistas taught techniques of persuasion for the young, to a raised price, in way that, in the assemblies, was capable to have strong arguments to gain the quarrel. The sofistas defended the idea of that, in such a way, good citizens would form themselves, and that the teachings of the sofistas did not have utility for the life in the plis, beyond being repletos of errors and contradictions. Thus, the Sofistas, whose word means ‘ ‘ sbio’ ‘ , they were presented as masters of oratria or of rhetoric. But, later, in accordance with Hamlyn (1990), to its contemporaries, them passes if to be known as dodgers. ‘ ‘ Scrates censured them because it found that they alleged to supply more than what they really gave. In special, it alleged that they said that they could teach virtue to the man and found that they did not make nothing of this ‘ ‘. (HAMLYN, 1990, p.25) CONCLUSION the philosophy appears as a new way to think on the world, going against the mythical thought.
This was influenced significantly by the sprouting of the Plis. The first thinkers, the Jnicos, searched a unit basic of the nature, whereas the sofistas dedicated the relations to it between the men and the society. The argument was basic for the life politics in the Plis, where the art of the persuasion was taught for the sofistas.
During century IX and XX the economic and social development of our country brought obtains social damages, therefore in a context of economic, industrial and urban growth they are inserted the aggravation of the social crises: proliferation of tenement houses, marginality, misery and crime, without isentar the minors who each time more early were directed to search, to fight for the sustenance and to promote its survival. Thus, they created new social rules that would guarantee ' to them; ' felicidade' ' leaving to usufruct of the educational, intellectual and social development. These minors influenced for the social environment where they lived were placed to the edge of the society by means of repression. All those that not if they inserted in the process of rules and productivity of the society was condemned the vagrancy and predestinold the repression. Such attitudes, of a child or adolescent, are recognized as revolt or social indifference. The desires of this individual in direction its happiness are fixed in distress and frustrations lived deeply in its I circulate social. These desires in search of its happiness find pleasure in the infraction of rules, the violence or the use of narcotics that ' ' suspendero' ' its you distress.
Before interacting with its pairs, the child is influenced by its parents. Since the birth she is submitted the multiple rules to discipline and same before speaking she takes conscience of that she possesss certain obligations. The social rules that the child learns do not correspond to its necessities and interests. For this reason, Piaget believes that it would be artificial to study the moral development from the comment of as the child understands and obeys such rules (Cria-Sabini, 1986). However, one admits that the moral is passvel of being conquered by the education. Each individual passes for a series of pressures on the part of the adults which determine and favor the moral heteronmica, clearly visible as being a relation of having and obligation.
It thinks, also, in the establishment of practical of the story as the goal, despite subjective, but excellent in the studies that if make the respect, to search to awake the fancy and the imagination in the listeners, what we find the reinforcement of inestimable value when we analyze to be the imagination and the fancy essential bases for a creative thought. Here, it is interesting to detach that, when dealing with these subjective 0 variable, it arrives to be a privilege to think the art to count histories as a reference of creation of encantamento spaces. For more symbolic than it seems the mention to the creation of such spaces, we have to reflect how much to the fact of that the development of the people, tangenciando the rational and logical processes, also passes for the emotional growth and of the establishment of convivncia rules. It is what it is gone to select of how much in allowing the experience them in these worlds of encantamento. Experience, by the way, so important, that it goes to demand of the educator a series of cares to allow a greater it positivao in the educative action.
The first one is of its reflection concerning the forms of if communicating with the child. The child, mainly the small ones, needs a dialogue consisting of symbolic references; from there the preference for the tricks, for the personages of make-of-counts, the fancies involving invisible and fantastic beings; from there the inabalvel belief in mythical personages (Noel Papa, coelhinho of Passover etc). She is necessary that, in the communication with the child, let us know to deal with these references, duly warned, in the contrahand, to block any possibility to narrow the relations. I wait that he is clearly even though I believe nor to need to say this that it is essential condition, in this quarrel, the educator to like children and to like stories and infantile histories, perceiving the importance of this instrument.
One another found reply, was repassed by citizen 2, quediz that literature serves to humanizar the man and still to become oaluno critical. According to Cndido (2002, P. 85): It does not corrupt nemedifica, for in such a way; but, bringing freely in itself we quechamamos the evil, humaniza in deep direction, because it makes to live. Then, literature humaniza, from the moment where different possibilitaexperincias of those lived by the reader, showing osdois ways of the life: the good and the evil, that will have to be trod deacordo with the choice of each one. Table 2 – How professor, which the desires that you encontrapara to teach literature? Challenges in> the lack of practical noestericas and the scarcity of of literary readings sofatores that contribute so that the pupil faces artistic literature comoobjeto of difficult understanding.
Taking emconsiderao the reply of citizen 1, really, the pupils nodemonstram interests for the literary texts and as the author says, one of the causes is the lack of theoretical notion, regarding the workmanships, of its composition. as it said citizen 2, has the reading lack, even though emdecorrncia of the boarding that is given literature, as algofechado, as only answers, of preference of the professor, ondeno if of the importance to the knowledge> of the pupils, to the point to deleschegarem to the definitive interpretativas conclusions. It will be that the challenges for the education of literature alone must seratribudos as responsibilities of the pupils? Table 3 – Knowing that many pupils do not reveal interessepor Literature, as you have worked so that desperte in them ointeresse and the curiosity for disciplines? To awake interest porLiteratura suj & To look for to say a little doenredo of workmanship 1 50 after Faz some questions aleitura Mostra that literature temuma narrow linking with the history of humanity 2 50 Solicita to the pupils queescrevam texts portraying its histories TOTAL 2 100 In table 3, inquired it the citizens as they work literary texts so that the pupils can demonstrate interest.
A text that also illustrates the positioning of the professor in relation to its pupil: when adopting alfabetizao method ' ' engessado' ' the professor stimulates the pupil to be mere ' ' reprodutor' ' of the reality where he is inserted. To the step that when adopting alfabetizao method more ' ' livre' ' , more dynamic, more interesting, pupil will contribute it to become an individual capable to modify the reality where he is inserted. Leaving the position of expectador for the modifier position agent. Somebody capable thing to carry through and not only to reproduce already the existing one. In such a way we understand the alfabetizao process as being one of the moments most important in the formation of the individual.
Being ideal that it still happens in infancy, however currently we find still an expressive number of illiterate adult people in our Country. This reality is being faced with the creation of the young programs of alfabetizao of adult (PRO EJA), spread for all Country with the objective of alfabetizar young adult and takes off them of this condition. at this moment we open the quarrel to trace a parallel with the Precious film (2009), where the protagonist is an adolescent of 16 years that she does not know to read nor to write. Although the school frequentasse, it became invisible the eyes of those professors. Therefore as to justify the permanence of it in the same series of alfabetizados pupils? Only when engravidar for the second time that then the director decides to take some attitude in relation to the girl: she banishes it from the college. The pupil transfers to an alternative school.
That is, a school that alfabetiza young. At this moment it passes to be seen as a complete individual and not only as a school registration, a number. In this favorable environment it then starts to learn to read and to write.
Axe of Assis is an extremely didactic example of reading education. For it you can learn to not only read the book in itself, but some commentaries and notice contained in the book and children who possess the access the Axe of Assis progress much more and the country that tends economically and socially to grow makes it of time with the injection of people scholars. But the Brazilian schools (and in this in case that public, but also particular and particular on ones religious institutions) are not imported in letrar, but in alfabetizar its pupils. A time alfabetizados, that is, a time it having capacity to read, or being apt for such it is played in second degrees that useless and very little contents pour usable in the life and learn the magical way of the copies, the sites and, mainly, of control c and control v and seems that in a magician pass who would have as second step to read definitively has the brecado process on account of a pedagogia that not pedagogical in some schools. It is a situation lamentable and alarming, but comprovvel in any plan of lesson (when they exist), in any college and even though college.
The people become more shes-ass (in the direction pointed for Professor Ghiraldelli Jr In one of the final aforismos of the text of Horkheimer Adornment on the burrice as fixidez, stop, to park) in the measure where they gain degrees in the coasts because they are incapable to leave its perches and to sing of rooster in another clientele. great part of this exactly must nobody nor to teach and others not to learn (as if it learns without education). The degree of comprometimento of the reading in Brazil is so great that many people, in relation to the Politics, at least know what is if to locate in a place of center-left or social democracy.
However it considers that the space can come to be a place when will be explored, known, experienciado. In turn, the place can is changedded into space, when this to cause in the man sadness, bad souvenir of something. In citations of Relph it is clearly that spaces contain places and that places are the spaces closest of the men. To understand and to differentiate space and place from many studies and research were and are the studious objectives of some gegrafos, philosophers and of the area.
In this work of Amlia Regina Baptist Walnut, where it cites some studious and its ideas on space and place, it is easy to arrive a conclusion of that the place alone is place, properly said, when it is lived by the man and that space can be place when this will be inhabited and humanizado, it appears there to the question of the fenomenologia that tends to explain the man with its personal experiences of the place. These thinking ones only come to add, of the emphasis and to show that the place study it is not to treat the man as population, people, classroom and yes as the formador of the place with experiences that only that one that lives in this data place has. This workmanship has for objective to formulate a thought differentiated in the geographic treatment of Place, is rich in content for geography colleges student, therefore it approaches a subject that translates quarrel in this area sufficiently and, mainly, this Work it would be sufficiently useful in the education of geography of the initial series, would be of utmost importance to work the place where the pupil lives, its relations with this space and the people who are part of it. The experience acquired with the lived space (Place), the children pass to a phase of mental representation of this place (subject already treated by Walnut in this summary), that is, at this moment they make representations of the place in its return from mental projects of the places lived for them. This work takes the pupil to discover and to understand the geography of the place where it lives. The category of place translates the spaces with which the people have more affective bonds. The place is where they are the personal references and the values that they direct different forms to perceive and to construct the geographic space. (PCNs).
The loss of the physical force that the deficiency brings to the individual makes with that the same if it pledges in activities that do not involve physical effort. The intellectual and professional activities fill the space destined to the physical effort that an individual in its full physical form can carry through. But it has cases where the deficient one is felt ahead inhibited of the fact to have that to continue with the studies. The fact to have that to surpass the referring difficulties to the examinations, the tests and the academic subjects it can become, in the majority of the cases, a barrier ahead of the deficient one. To deal with the responsibilities that a half academic imposes the individual can make with the person with deficiency is inhibited and pass not to search to surpass the difficulties. The human being, being in freedom condition and being responsible for what it chooses for its life, depends only on itself exactly to construct its existence in the world. Being thus, the individual with deficiency when making a choice to enter in a college or to pass in a competition to obtain a position must make responsible for its choice, depending only on itself exactly to continue its existencial trajectory.
Exactly ahead of an obstacle that the academic world and the professional world impose to it, the deficient one must have responsibility after to decide between continuing fighting or to give up to face the difficulties. The form as the deficient physicist deals with world to its redor and with the people also it is important. The deficient one for if feeling different of the too much individuals and for having faced losses throughout the convivncia with the deficiency, appeal what if ' could call one; ' couraa' ' it protects that it of the perigos of the world that passes to be seen as being dangerous and harmful for the same.