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.
1 According to Florestan (FERNANDES, 1995, P. 194-195) although the contradictions that crossed the movement of the pioneers, the efforts of this ' ' tangent burguesa' ' in the educational area they must be praised by searching to place Brazil in a new platform. ' was an utopia; ' reformista' ' of overcoming of stages, but an utopia that it aimed at to offer to all the social classrooms a minimum of dignity. However, these ' ' intelligences radicais' ' , followers of the referring to abolitionism workmanship, had not cheated to reach the aimed at objectives. ' ' Why? Because in Brazil, for the elites of the ruling classes, what it was important, what was functional, was to neglect the education of, not to educate; to educate the children of the elites and to neglect the education of the mass; to keep the mass it are of the school or then to inside place the mass of the school as future man power, qualified or half qualified, of some degrees of development econmico.' ' 2 low the quality of Brazilian public education can be measured by the high indices of evasion and repetncia, as well as for the international evaluations that place our pupils in platforms baixssimos. As root cause, it is proven precarious formation of the faculty, that suffers with the social depreciation from the profession and with the lack from structure and support in the majority from the institutions from education (NATIONAL INSTITUTE FROM STUDIES EDUCATIONAL RESEARCH, 2003).
2. The current pupil and its relationship with new technologies. The pedagogical new features and the mundane sofisticaes had always entered for the pertaining to school routine by means of all an educational hierarchy, first the director at last communicated with its managing team that repassed the coordinators and these to the professors who placed together in action with the pupils what of new if he considered, were always the tonic of the pertaining to school relations, from top to bottom obeying a certain order so that the things could happen.
Who does not remember a narrative on fantastic beings counted when still small? how many times these histories are not repassed of generation in generation perpetuating the teia of the verbal tradition? the books? This magician what they in them impose when as many times identify in them with a personage, its devaneios and problems? We notice clearly with these indications that literature states the man and later it acts in the proper formation of the man (Candido: 1972, P. 2). This humanizadora force and also source of satisfaction of desires in the aid to answer one second question: Why to stimulate the literary reading in the school? Exactly because such reading can assist in the formation of the children and adolescents, activating its imaginary one, helping to answer questions through the analogy between the real world and the fictitious world, of the comparison of the problems of the personages and the proper reader. As Zilberman, (1990, P. 19) the reading of the literary text constitutes a sintetizadora and complete activity: The reading of the literary text constitutes a sintetizadora activity, in the measure where it allows the individual to penetrate the scope of the alteridade, without losing of sight its subjectivity and history. The reader does not forget its proper dimensions, but it expands the borders of the known one, that it absorbs through the imagination but deciphers by means of the intellect. Therefore one is also about a sufficiently complete activity, rare substituted for another one, exactly of existencial order. These have its direction increased when opposed to the experiences transmitted for the text, in way that the reader tends if to enrich thanks to its consumption. The importance of the literary reading becomes evident, in the measure where this beyond humanizar helps to decipher and to understand the proper life, assists to give more security as for the experiences of each reader, beyond, it is clearly, of being educative, as much in the direction waited in the school, how much, as already we saw, in the life of each reader.
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.
Then, in this in case that, the way is opened for disciplines of philosophy in average education, is not due to linking with the daily one of the pupils who the contents face resistance, if something to leave wrong, we must look exits in another place. Given the initial kick in the attempt to sensetize the pupils how much to the thematic ones of it disciplines of philosophy let us pass now to one second question: to problematizar around these subjects in intention to inquire if the problems that had touched, for example, Plato in relation to the education appears for the pupils in the same way or has another connotation. What it took Plato to understand that education is not to give eyes to the blind people, but to guide or to direct of adequate form the eyes of who well enxerga. What the pupils of average education think on its proper education. He is one I benefit or a enfadonha imposition? They would by itself choose to study and if they would dedicate of good grado to this task? These questions, I think, I could be made in the target of the interpretation of the alegoria of the cave, where it is evident that one that is chained when free being of chains is obliged to look at front and to walk erect, forced to go up aclive of the cave indicating that education is to make violence to the next one. In synthetic way: to sensetize the pupil concerning the necessity of if thinking philosophical we can mention that the cited authors had thought the question of the freedom as something that all man must long for, but to problematizar appears the question of the inherent risks the freedom and to investigate it is enough to ask what it is the freedom? How it if of? Where it consists? Which are its limits? That benefits can happen of the freedom? the risks? In the case it is only is only one of the subjects here that can be boarded enter the pupils of average education.
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.
Psicopedagogo is suggested aoprofessor together with organizaremturmas for the work in group, joining pupils who learn with easiness and pupils who present learning difficulties therefore children who understand its languages can function as professors ones of the others. A guide for a psicopedaggica listening considers itself: to listen, to look at, it are lingered in the breakings of the speech, to observe and to relate with what it happened previously to the breaking, to discover the project of underlying action, that is, searchs it repetition of the action projects, and to interpret the operation more than what the content. It is inquired that the psicopedagogia uses the terms ' ' ensinantes and aprendentes' ' to call the educative pair that comumente we know for professor and pupil. It is thought that for the psicopedagogia these papers alternate the entire time, about the process I teach learning seen for the psicopedagogia also is learned on us, on our form to teach, in which, the other serves in them of mirror. It is desired as all professor to want that the pupils always make right, but must be acquired a new to look at on the error in the learning, is studied that the error is a pointer of as the pupil is thinking and as it understood what he was taught. It is analyzed with well-taken care of the errors of pupils, can themselves be elaborated the reformularization and practical professors in way that they are close to the necessity pupils and to take care of to them the difficulties that the same present.
Importance is based it that the professor reflects on the causes of the failure pertaining to school does not stop if blaming, but to make responsible. To make responsible means to hug the cause and to look alternatives to solve the problem. It is looked to understand as the knowledge occurs, the ones that intervene with the learning, its different periods of training, and the different theories that can transform the work of the professor into scientific process and thus it will cover the practical way practical theory.
When differentiating body and soul and placing to oquerer as attribute of the thought and as ' ' passion of alma' ' , Discardings are to adefinir as the soul and the spirit participates of what it is voluntary eintencional in the man. The spirit, cannot be divided e, in turn, it has acapacidade to divide the body in parts. ' ' Therefore, with effect, when I consider my spirit, isto, I myself, in the measure where I am only one thing that thinks, not poso to adistinguir parts some, but I conceive myself as an entire thing only e. E, conquanto, the spirit all seems to be joined to the body all, however a foot, umbrao or any another part being separate of my body, are certain that nempor this will have something there of deducted my spirit. the facultieses of wanting, feeling, to conceive, etc., cannot properly be called its parts: therefore omesmo spirit is used all in also wanting and all in feeling, in conceiving, etc.
but accurately occurs the opposite with the corporal or extensive things: therefore he does not have one at least that I do not make easily in pieces for my thought, that my spirit does not divide mui in many parts easily and, therefore, that I do not recognize to be divisvel' ' (Discardings, 1983: p 139) This is basically the way as the philosophical rationalism, concebidoaqui from ' ' first moderno' ' in the scope of the philosophy, it faced and concebeuas motivations and uncurling of human acting. Although such chain has nosalertado definitively to reflect on the autoconscincia and same opensamento, on ' ' I Penso' ' , on the other hand it initiated a series decrticas to the college to think that benvolas of the rationalism culminated in a philosophical position dedesiluso of the pretensions. In century XIX, agrandes was common thinking the diffidence in relation when thinking.