Alvaro Romo Medina
Each area of formation constructed a plan of work for the development of the activities throughout the year. The planning even so organized in accordance with the especificidades of each area of formation, at the first moment consisted from the general cronograma of the project, common to all the participant areas. Structurally the PED- Scenic Arts, even so divided in teams for school, works with the group biggest that adds the eighteen scholarship holders, thus shares with all the involved ones, scholarship holders, supervisors and coordinators of area, the experiences lived deeply in the education institutions. In a similar way we construct together, educational actions that can be used in agreement the reality of each school. As initial measure, we plan and we argue the form that in we would present to the school, having valued the necessity to attract the attention, same interest and the curiosity of the pupils and to mobilize all the pertaining to school community. The quarrel occurred with the participation of all the scholarship holders and the Scenic coordinator of the PED/Artes, however, each group in common constructed to the form of presentation of the group to the pupils, being only the proposal: ' ' All would have to construct a Artstica' Intervention; '. Much even so the PED/Artes Scenic with priority takes care of pupils of 8 and 9 years, the intervention was elaborated thinking about all the groups of the school. To continue the story, I will focarei in the experiences and experiences of the group next to the State School Colonel Benjamin Guimares. State school Benjamin Guimares? group experience. Four scholarship holders of the PED Scenic Arts had been destined for the work in the State School Benjamin Guimares, composing this group are the pupils scholarship holders, Ellen Da Silva Paula, Camila Emilio de Moraes, Mirela Ferraz Blacksmith and Alvaro Romo Medina.
Carriers of partial subnormal vision (low vision) visual Acuidade of 0,05 to the 0,3, in both the eyes, with the best possible optic correction. The educative process will be developed for half appearances despite it is necessary the use of resources specific. I am citing only the existence of this item, because in this article, I will not work with the subnormal or partial vision. Participants: Description of the citizens of the case study Subject to: young woman of 24 years, congenital blind person, until that moment was participant of the group of dance of the PUCC of Campinas, with the Profa. Mari Gndara. that had slight knowledge of hall dance. One is about a well independent person in its daily activities, as for example, to wash ware, to make food, to clean the house, she works in telecommunications in Campinas and is married. Subject B: gentleman of 50 years, congenital blind person, participated for the first time of a work of development with hall dance.
She is physiotherapist pensioner of the Unicamp and also he had a related work the dance with the Jazz, and theater, and he did not have slight knowledge of hall dance previously. He has much muscular resistance, has space notion clearly. He presented estereotipados movements to balance the hands and the body, for reason to work as physiotherapist throughout some years. It always walked with the cane aid, and when it was in some place familiar, or supported for the colleagues it excused to the cane aid, using only the tateamento or aid of responsible. Procedure the used procedure for the group was through the six points spread for the body (shoulders, ilaca crest and knees) to develop activities related to the corporal choreographic composition, through the rhythm, using some musical instruments, such as rattle, coconut to mark the rhythm. In the two cases they had been also carried through education/learning of the dance, was developed exercises, with bases techniques of dance, and steps of hall dance.
The great challenge in the education is to know the skill particular of each child, therefore the child is before everything a being that likes, desires to play. The game is one of the artifices that the proper one nature found to take the child to develop an activity in its mental environment and. Vygotsky establishes a narrow relation between the game and the learning, attributing to it a great importance. So that let us can better understand this importance is necessary that let us remember some ideas of its theory of the cognitivo development. The main one is that the cognitivo development results of the interaction between the child and the people with who keeps contacts regular.
It agrees to also remember that the main concept of the theory of Vygotsky is of Zone of Proximal Development, that it defines as the difference enters the current development of the child and the level that reaches when it decides problems with aid, what it leads to the consequence of that the children can make more than what they would obtain to make for itself alone. The configuration of this quarrel will still give of specific form approaching the importance that some theoreticians attribute to the importance of the ludicidade in the process teach-learning, detaching paper of the game as facilitador in the process of acquisition of the learning of the mathematics in pupils of basic education. The author also detects in the game another element the one that attributes great importance: the paper of the imagination that places in narrow relation with the creative activity. (Vygotsky, 1999). It affirms that the creation processes are observed mainly in the games of the child, because in the game it represents and produces much more of what what she saw. For Palangana (1994) the conceptions of Vigostky and Piaget how much to the paper of the game in the cognitivo development they differ radically.
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.
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.
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.
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.
Public Relations Development
In the last times we follow the behavior of the human beings and the impacts that are being caused in the Environment and the society. The exacerbado development of the population ally the globalization is causing catastrophes that threaten to each day that passes the life in this Planet. Observing this picture we perceive that to revert or simplesmentente to attenuate this problematic one it is necessary and it demands urgency. With this, the main changes are seen inside of the companies and in the communities in which they are inserted, since, if fomented between its public it becomes more easy the implantation of social and ambient action for damages (R.S.A). In this context, the force of the Social Communication enters as facilitador factor for the promotion of action of socioambiental matrix and awareness. To create possibilities for the participation of all and to stimulate the application of habits that more assist in the learning and the addition of information for the formation of individuals responsible they can and they must be played by these professionals, who qualified for this, contribute in the reversion of this process. When approaching the languages, the communication between the public brings benefits to the institutions and communities, beyond contributing with the personal development and the ambient preservation. Soon, she is notable who performance of the professional of Public Relations if becomes basic in this aspect, therefore as a development agent and diffusion of information brings resulted significant allies to the R.S.A. knowledge. Valley to remember also, that its importance is given in such a way in what says respect to the socioambientais abilities, as in other diverse segments in which is necessary its attributions.
Supery has three functions: autoobservacin, brings back to consciousness moral, formation of ideals, that is the fundamenteal, because from the constitution of these ideals they derive the two remaining functions. The denied one goes against the autoobservacin, that it decrees distance or the approach of I with respect to the ideal. The maintenance of this denied returns inoperative the critic from brings back to consciousness moral, since to powerful the everything it is allowed to them, are beyond the good and of the evil. Then, when falling the denied one, I is inner to me before the critic of brings back to consciousness moral. The disrespect of supery is correlative of a retirement of the investitures of the formation of ideals, and consequently supery is transformed into pure culture of pulsin of death.
Freud maintained that in supery the reality and the pulsiones reconcile, and in this sense we think that the disrespect of supery is a defense that attempts against this instance in as much representing of the reality. The educator does not take care of the calls " cordura" proferidos by the educandos, in those who supery is projected. When this defense happens before supery, also it is interfered with the metaphorical process, but on the other reason: because when losing themselves or questioning the ideals, the sense of the reality is lost and, thus, significance of own desires, and the supposed reality. C. In order to obtain disrespect on the part of the student, the narcisista educator can put into play the use of contradictions logics, semantic, pragmatic, answers that turn aside the thought; it can try to break to the interlocutor the relation to him with the sensorialidad. That it does not create what sees, neither in the feelings, nor in the form to think conventional.
The educator puts into play these mechanisms and tries that it suffers educating them. If educating is not rebelled before the educator, educating the low regard. If educating yes is rebelled, forced the educator to rectify itself or to misestimate. When the educating low regard, thinks that educating is a transgressor and who denies to his coast. Usually it says that the student is " rebelde" , or that " the order subverts, and it does not take me in cuanta". (The nature of the contradictions will be treated in the part second). In this interaction generated by the contradictions, educating is object of a violence greater than the authoritarian one. In this last one it is made be silent to the other, but this other maintains capacity to think. However with denied and the contradictions, the possibility can be disabled of thinking of the other, and in this way to take to this one the conviction to him and of making believe it the nonconceivable thing. Educating runs risks when the educator maintains the denied one repeatedly. But a single condition is not sufficient. It requires in addition, of the warning order of educating, abandonante familiar means, certain educative policies of rigid institutions led by fascinating educators. This system puts the student in risk of oligofrenizar it because cannot pass when thinking assets,
The occured cultural changes in recent years, mainly the ingression of the woman in the dynamisms of the society, the children anticipatedly coexist people who are not, necessarily, of the familiar nucleus. Therefore, the study of the subject is considered of significant relevance to understand the establishment of the significant relations with other diverse citizens of primary the social net the objective of the present study is to know the behaviors of attachment/indifference of the child and of its primary cuidadores in the process of adaptation to the Infantile Education, analyzing and understanding these behaviors in children in process of adaptation to the Education Infantile as well as observing what it intervenes with the adaptation of the small children in infantile schools. The present theoretical research broke of survey of bibliography, published, teses articles and dissertaes of last the five years, inside of the areas of sciences human beings and education, with specific focus in the area of Psychology related with the subject Pertaining to school Adaptation in First Infancy. The search of materials was carried through through the databases Scielo, Academic Google and Capes Vestibule. The analysis of the material was carried through individually, through detailed reading of articles, books and summaries, having had as it guides the questions central offices how much to the aspects related to the development of the attachment between the primary cuidadores and the child, the process of separation-individuation of the child and the pertaining to school ingression and its adaptation in Infantile Education. With this study, one expects to contribute for better agreement of the relation enters the anxiety of infantile separation and materna and the adaptation pertaining to school of children of Infantile Education, as well as the importance of Psychology in the pertaining to school environment, inferring on strategies of confrontation in this process in such a way with the families how much with the involved educators..