The school enters in this logic in the concession of the space and the responsibility to foment these practical educative. the education of the atletismo must focar its intentions what the letter biggest of this country determines. Although to be about one of the classic contents of Physical education, the atletismo still is very little spread out in the Brazilian schools and if they are worked are being made in restricted way where the lessons if concentrate in few modalities, generally races and jumps. Moreover, in many schools, the atletismo is developed with the classic objective of sobrepujar the adversary, through metodolgicos procedures that they aim at to the income, being to the edge of the creativity, the construction of new forms of movement and of the insertion of the same ones in the pedagogical context of the other sports. Faceta of the divulged atletismo nowadays is that one of the great names, marks and records that, with the support of the media, transform the athletes into true super-men. This work does not intend to approach this vision. We look for to inside focar the arts of the atletismo of a pertaining to school context that has as objective to provide to the socialization, interaction, inclusion, motor and cognitivo development, in end, the human being in its totality.
To work the atletismo content inside of the school we support in them in some metodolgicas theories already studied until this 3 semester of the course of Physical Education. In such a way, some modalities for accomplishment of the tasks directed toward the pertaining to school public had been chosen. 2 – ATLETISMO MODALITIES the atletismo modalities are varied. She is composed of races (100, 200,800, 5000, 10000 meters, among others), jumps (with pole, in height and distance) and the launchings (of dart, record, among others). Then the professional of pertaining to school Physical Education has in its hands a gamma of contents, only in this modality, so that it can study on the subject and transform it into pedagogical activity.
However, its application on this work consisted, in the assistance of lessons in two groups, in the Intermediate school Ours Mrs. of Ftima in order to survey the degree of exploration and transmission of ambient contents in headquarters of manipulation of transversal subjects during the lessons of Biology. 1.6.3.Tcnica of Interview According to Universal Dictionary of Portuguese Language (1999), Interview, ' ' it is conference enters two people in place and hour anticipatedly agreed, or are a colloquy efectuada between two or more interlocutors, in order to get one definitive informao' '. This method, was used to interview professors and pupils, in order to get information related with the degree of depth of interaco and agreement on subjects related with the conservation of the environment. 1.7.Delimitao of the Subject This work is fit in the line of research and scientific inquiry. It focuses its study on ' ' Not capitalizaton of the lessons of biology for the practical one of the Ambient Educao in the Intermediate school of the Estoril in the Beira' ' , as sustentation in the elaboration of the report for the conclusion of the acadmico degree of baccalaureate in Ensino de Biologia for the Pedagogical University. theoretical 1.8.Fundamentao As DAYS (2003) the evolution of the concepts of Ambient Education directly was related to the evolution of the environment concept and to the way as this perceived age. As the concept of environment was reduced exclusively its natural aspects, it did not allow to appreciate the interdependences nor the contribution of social sciences and others to the understanding and improvement of the human environment. With passing of the time, but necessarily in the Conference of Tbilisi, the Georgia, in 1977, the Ambient Education was defined as a dimension given to the content and the practical one of the education, guided for the resolution of the concrete problems of the environment, through an approach to interdisciplinar and of an active and responsible participation of each individual and of the colectividade (UNESCO, 1980).
Not only qualification in methodology, but also in content, practical of reading, cultural habits and of position, in use of technological resources. With this, we can endow Brazil with an educational system that promotes greater equality of chances and makes possible greater access of the society what we call citizenship today. The majority of the managers of private schools not enxerga competition between public and particular school. They do not want to receive pupils alone because they had not obtained vacant in the state or municipal schools. Public schools of highest level exist where experiences happen riqussimas.
What it makes it difficult the action of the public school, that also has highly qualified professors, it is the high rotation of the staff. The professor is of the net and not of a pertaining to school unit. When if it obtains to mount efficient a faculty, arrives the end of the year, half of the professors is removed and is had that to start everything of new. Already in the particular net the same rotation does not exist, because without a steady faculty it does not have definition of the pedagogical project. In the municipal schools of the interior, for example, where the faculty of the Infantile Education and of Basic Ensino is more steady, it has excellent models of public education. It has certain difference as for the performance and quality of education comparing the public school and the particular one, therefore this last one in such a way suffers a pressure from the market, how much of the parents, therefore they are paying and they demand one better resulted, what it takes the school to charge the professors more than, thus improving the levels of this education, exactly that of form not so satisfactory, in regards to quality. The great newness for many people is that the particular school does not possess performance so different of the public school, therefore the objective greater of both is leaving to desire in alternative proposals where, in fact, what if it wants to reach either the learning of the educandos.
Summary of the thesis of mestrado the crisis of legal education and the possible contributions of the general education, of Fabrizio Marchese, defended next to the College of Education of the State University of Campinas (UNICAMP). Rogrio Duarte Fernandes of the Steps MARCHESE, Fabrizio. The crisis of legal education and the possible contributions of the general education. Campinas: Program of After-Graduation in Education of the State University of Campinas (UNICAMP), 2006. Dissertao (Mestrado in Education).
The crisis of legal education and the possible contributions of the general education, dissertao of mestrado of Fabrizio Marchese, guided for Elisabete Hunter of Aguiar Pear tree next to the Program of After-Graduation of the State University of Campinas (UNICAMP), reflects on the historical conditions where if they had given the referenciais of estruturao of legal education in Brazil, for in such a way reconstructing its creation and the landmarks that had promoted it alterations, making possible the understanding of the process that allowed the same ones to have the basic conformation contemporary. Beyond minute and complete research concerning the legal instruments that structuralize this process and passage, the author establishes necessary a diagnosis of crisis that is deriving of an education legal without correspondence with the description-social vicissitudes and divorced a bigger capacity of reflection concerning the right while instrument that must be apt to the reach of its social function. This historical reconstruction of the right courses as necessarily assayed for the author no longer period of the Empire had support in the ideals of the elite politics and in its project of consolidation of national independence and the proper Brazilian imperial State, of luck that exactly in the republican period, the Republic came to establish a prism ideological and predominant politician already in recent years of the empire and therefore, almost no change occurred in the questions of the education (P.
We detach the importance of the Educational Orientation in the mediation of the process teach-learning, evidencing the necessity of action integrated of the OE, adopting a dialgica relation with all the pertaining to school team, in favor of one better performance of the educandos. In this direction, we recognize the importance of the planning for Educational Orientation, aiming at to the elaboration of performance projects that take care of to the necessities appeared in each reality. Finally, we emphasize the main challenges and possibilities of the Educational Orientation in the present time, presenting itself as work field each more complex time in our society. DEVELOPMENT The Educational Orientation appeared at the beginning of century XX, in the United States, with intention to guide the educandos for one adequate professional choice. Its function was to help the pupil to define one better position or profession that it longed for to exert. But, then unreliabilities had appeared and difficulties of educating and thus, a more including assistance for well conduziz it was necessary social and personal life.
On the basis of the studies of Nerici (1976) we verify that in Brazil the Educational Orientation appeared for 1930 return, for the Loureno educator Son, with the denomination of ' ' Service of professional Orientation and Educacional' '. Later, in 1940, the educator Junqueira Maria Schmidt, unchained a work of spreading of the Educational Orientation for all the country, through courses, conferences and writings, by means of the CADES (Campaign of Perfectioning of Secondary Ensino) and of the Ministry of the Education and Culture, stimulating the creation of the Educational Orientation in the schools. The expression understood Educational orientation as a service auxiliary of the school appears for the first time, in the federal legislation, in Decree N. 4,073, of 30/1/42 (organic law of Industrial Ensino). The formularization cabvel, however, appears in the Organic Law of Secondary Ensino, in the Decree n.
Diverse forms of participation exist so that the employees can inside exert its activities of the school. They are: participation as presence, participation as verbal expression and quarrel, participation as representation politics, participation as taken of decision, participation as representation politics and participation as enrollment. Chapter 2? Values, objectives, principles and dimensions of the participation. In this chapter the salient author who clarity of the objectives, the orientation for principles and the understanding of its implications how much the action they become the participation well more competent effective and. The participativa action depends on that it is carried through by means of the orientation for certain substantial values, as ethical, solidarity, equity and commitment, amongst several correlated others, without which the participation in the context of the education loses its social and pedagogical character. In this scope, the ethics are represented by means of the action guided for the respect to the human being, mainly. Solidarity is revealed by means of the recognition of the inherent value each person.
The equity is represented by the recognition that people and groups in special differentiated situations need attention and conditions, so that they can be placed in parity with its fellow creatures in the development process. the commitment if translates the action of the involved ones in the pedagogical process, focada and identified with its objectives, values, principles and strategies of development. Therefore, it fits to alert that the promotion of the participation must be guided from the following general objectives: To promote the development of the human being as to be social and the transformation of the school as social unit dynamic and opened the community, of form with that the education if becomes responsibility of all, family, state and school. To develop the comunitarismo and the spirit of collective in the school. Already as objective generalities they are distinguished: To guarantee meaning social to the actions and you practise pedagogical? To raise the standards of quality of the school? To involve the family in the pedagogical process? To promote the direction of corresponsabilidade and commitment of the participants? To establish greater integration between pertaining to school resume and reality? To still create formador environment of citizenship on this aspect, the participativa management if bases on a series of linked principles, such as the democracy as one lives deeply social engaged with the collective one, construction of the knowledge of the pertaining to school reality as resulted of the construction of the reality in itself, and the participation as a necessity human being.
Educational Necessities Special
The analysis of data was divides in two parts: the analysis of the interviews and the documentary analysis. REVISION OF LITERATURE? Definition of PNEE (Carrying of Educational Necessities Special) To speech in inclusion of special carriers of educational necessities in the regular net of education, me seems pertinent to call of clear form, to who is mentioning, thus providing to one better agreement in relation my research. According to Almeida (apud MANTOAN 2006) the carrier of special educational necessities, ' ' He is educating that he presents in permanent or temporary character, some type of physical, sensorial, cognitiva, multiple deficiency, typical behaviors or high abilities, needing therefore, of specialized resources to develop fully its potential and/or to surpass or to minimize its dificuldades' '. This definition explains of clear form that the PNEEs is not only the ones that presents physical or sensorial deficiency as many think, also enclosing people with high abilities, as the superendowed ones. So that she is clearer the difference of these concepts, Almeida (apud MANTOAN 2006) defines the person carrier of deficiency of the following form: She is that one that presents, in comparison with the majority of the people, significant physical, sensorial or intellectual, decurrent differences of innate or acquired factors, of permanent character, that difficulties cause its interaction with the social environment and. The education is a human question of law, and the individuals with deficiencies must be part of the schools, which must modify its functioning to include all the pupils. This is the message that clearly was transmitted by the World-wide Conference of 1994, of UNESCO, on Educational Necessities Special. When to approach this subject not we can to forget character social education, that in such a way exerts the inclusive paper how much of exclusion, this tenuous linking if of had to the requirements and the transformations of the society, in function of the process of globalization, that brings the necessity of a general formation of the pupil, similar of that it is prepared not only to decide problems and yes to understand the society which it belongs.
LIST OF ABBREVIATIONS EA: Ambient education ONU: Organizations of United Nations: ONGs: Organizations not governmental ONGS UNCED: Conference of United Nations for the Environment and Development MMA: Ministry of the Environment, the Hdricos Resources and Legal Amaznia MINC: Ministry of Culture PNEA: National plan of Ambient Education SGA: System of Ambient Management Par: Ambient liabilities SUMMARY The ambient question if has become more frequently argued the measure where if it evidences that the interference of the human being on the natural systems can compromise, as much the quality of life of the current world-wide population, as the life of the next generations. Decurrent the problems caused to the environment of the action of the man, have been object of some studies for the most diverse areas of knowledge. The solution of the ambient problems depends on the persistence of each segment of the society, depends on all we. The proposal of this work are to point possibilities of if working the Ambient Education in enterprise environment, as well as, enabling enterprise pedagogos to work inside with this subject of the companies. The Ambient Education considers to rescue moral and ethical values, in order to use the natural resources of rational and not predatory form, forming sustainable and, responsible and above all conscientious societies. Word-Key: ambient question, next generations, action of the man, enterprise environment, to enable enterprise pedagogos, moral and ethical values, natural resources and sustainable societies.
In the scene of the education modality in the distance the movement of pedagogical actions in the direction to provide is increasing educating to the practical abilities and that they assist the autonomy in the construction of learning and greater quality in this process of education learning. This work detaches important aspects of this model of education, favoring an environment where the knowledge can consist of multidimensional form, to interdisciplinar, autonomous worker and cooperative. The organization, consideraes and characteristics of the didactic material printed matter, digital audiovisual and, as instrument in the mediation of the learning and its relevance in the construction of the knowledge. Through the present study, it was possible to observe that the comprometimento with the quality requires requirements techniques, technological and pedagogical so that the EAD can be firmed as reference of education in the current world and the partner-cultural plurality, providing to the constant perfectioning and the formation compromised with a critical and participativa conscience of the pupil in the society.Words key: independent learning; didactic material; construction of the knowledge.
If the psychic apparatus dominates the rejection, remains the criterion that reality coincides with the self, and an act may be because of being or not an object. The rejection is opposed to a categorical imperative. With reference to the categorical imperative refers to a process that develops from the superego, and the power of this imperative derives from the effectiveness of psychological death of the father as an ideal. That is, powerful and hostile father was elevated to a categorical imperative protective. Protective to the extent that it allows the support of think, the release of the immediacy of experiencing, of perceiving, of pretending.
Maintaining the term implies the rejection of auto-eroticism, and this leads to a compulsion to speak, to refute permanently traumatizing trial. As the teacher out of control, incurring the verbal excesses against the judgments of their students and that move their position. The rejection produces a particular effect on the sense of conviction, which is usually tied to represent the thinking processes, not perceptions, that is, they believe what they think, not what is perceived. Another effect of the dismissal is the metaphorical loss of capacity, capacity that has a requirement for maintaining the sense of conviction. The superego has three functions: self-observation, moral consciousness, formation of ideals, which is the fundamenteal, because of the formation of those ideals derive the two remaining functions. The denial is directed against the self-observation, which decreed the removal or the approach I respect to the ideal. Maintaining this powerless denied criticism of moral conscience, as the powerful all are allowed, are beyond good and evil.