Eliel Manasses of the Rock Professor: Davi de Miranda University Center Leonardo of the Vinci? UNIASSELVI Geography (GED 0611)? History of the Education. 18/06/2010 SUMMARY the renascentista thought brought many changes in the life of the man, mainly in if treating to the interpretation given regarding its vision of world. In this period the being starts to search explanations regarding its origin and its function in the land, being constructed a new form to think and to exist, thus bringing the individualistic thought. The education takes new routes. The church loses space and searchs to react with the one against reform. Word Key: Thought; Revolution and Church.
1.INTRODUO the renaissance makes was it of transistion of the man, of the age measured pra the modern age. This period detaches the change of thought of the human being, leaving to see and to believe in the world of religious form, in the form nailed for the church, where the explanations for the events you explained and inexplicable they were in the deity. In this period the man starts to search answers for many questions, mainly on its objective in the land and the search for knowing the universe where it inhabits. The man starts to search its origin, starts to change its form to think and to live. In to this I deal it period directed for the profit starts to grow, bringing the capitalist thought. The period is marked by the sprouting of the liberal thought, bringing the elitist education, where the great mass finishes being excluded.
With the renascentista revolution the church launches against reform, aiming at to recoup faithful and to finish with the heresies. Martinho Lutero was the founder of the protestant church, in the separation of the church catholic and defended the school for all. By if opposing to the religious thoughts of the church the same it was excomungado.
Educative the previous one can be carried through of some forms where the pupil can in such a way effect passed and the jumps of front as of side and to make it difficult a little he can be considered that he is even become fullfilled of coasts and with the together feet. 4.3 – Dynamic of arremessos of Weight For this modality of the atletismo the professor can consider a field lesson leading the pupils for the river that it cuts the city and to work some knowledge there as geography, history, environment among others. Specifically I hurl on it, the professional can command that the group looks rocks in the edge to launch them it the river and from instigating the pupils there to construct other tricks. The educative ones postados here are excellent to provide the cognitivos, social and motor developments of the participants. They can be worked in classroom and it are of it, that is, in sand fields, of gram, river edges (as cited in item 4.3), at last, fit to the professor to search these ways so that the pertaining to school work does not take behaviors fatigantes. For clapard (1954, P. 185), the school must make to love the work. Many times teach to detestar creating it, around the obligations that impose ackward affective associations.
It is, therefore, indispensable that the school is a joy environment, where the pupils work with enthusiasm. 5 – CONCLUSION With the accomplishment of this work is clearly that the atletismo offers gigantic chances of contents so that the professional of pertaining to school Physical Education can offer its public leaving or suppressing positions obsolete that, unhappyly, still persist in the current days, mainly in regards to the education of the atletismo. This implies that the actions of the pupils do not have to be conditional to the daily pay-conditions physicist-esportivas as a subsystem of the institutionalized sport. Thus, professor is basic it to have the knowledge of as to problematizar actions that make possible education and the learning of the pertaining to school atletismo despite the difficulties of physical, material space adjusted, professional motivation, among others things, do not have to be ignored, is necessary to strengthen the inherent easinesses to its possibility of education in the school. The educative ones cited, denote the desconstruo of the characteristics of the esportiva institution. In general way we can affirm that the objectives of the pertaining to school atletismo tend to provoke beneficial modifications as rise of the pertaining to school income, increase of auto-they esteem and reduction of the pertaining to school evasion of the students.
To Educate A Dog
Everything what your dog learns during its first year of life will leave it noticeable for always, of there the great importance of a correct education during this one time, but you are not discouraged if your dog already has more than 1 year of age; still you can improve some things in him; although to be I will say sincere you that this is more difficult that to educate a puppy well. To the question on Like Educating a dog beginning always saying that an evil handling in the raising and a bad education can take to some dogs to develop ” Upheavals of the Comportamiento” (that is conduct problems) like the phobias to the noises, the dogs, the people; mainly to the children and this it can finish in serious mordeduras and aggressions. By all what has been said previously you will be able to be given account of which it is not enough with giving him to eat and to vaccinate it; also it is necessary a correct and responsible education. Here some practical advice on Like Educating a Dog go: 1) – Like Educating a Dog: ” Few palabras” In order to issue an order to the dog it is not necessary to use many words and in addition these must of being short, since it does not include the human language a simple one NO! well energetic it is sufficient. Also you could use: qudate, outside, here, stop, attention, together, sit (seated), down (thrown), we go, above, well, etc.
The Ambient Education is seen today as a perspective of active change of the reality and the conditions of life, for intermediary of the happened awareness of the reflective social process in diverse formal educative spaces and not-deeds of division. Under this vision the main objective of this article is to reflect on the importance of the Ambient Education it sustainable development and to argue concerning the current society assuring the importance of the planetary complexity and the questions that evolvem its practical applicability as half to guarantee the support searching a style of sustainable life and the construction of a holistic paradigm that guideline the man the nature and the world, as necessary party in the attempt of an Education for the sustainable development. Sustainable development. Society contemporary. etails and insights.
This practical study considers reflection on the social ones in the context characterized for the destruction of the environment leaving of the diagnosis that the industrial capitalist society is based on the profit and the consumption and comes being during much consumista and progressive time. The purpose of the work with this subject is to supply subsidies necessary to create new attitudes and behaviors face to the consumption in our society and to instigate necessary changes the awareness route the production based on the sustainable development. The human beings inhabit today in an environment created, where the industry contemporary, together with science and the technology, modified and still it modifies the nature with insonhveis attitudes in risk space that, in the extreme limit, at risk deposits the survival of the species human being. In accordance with Morim, the ecological risks are the result of the expansion of science and the technology. Ahead of the necessity of change of social behavior for the effectiveness of the concept of sustainable development, ‘ is necessary; ‘ to educate for the understanding humana’ ‘ (Morin, 2002, p.93).
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.
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.
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 ' 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.
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.
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.
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.