Coimbra Island

It did not pardon to nobody, it attacked everything and all: people, governors, colleagues and authorities. Nose of embono with such drawn, that it enters in the stairs two hours first that its owner. 2.Botelho of Oliveira (Bahia 1636 – 1711) – Was formed in Right in Coimbra. It published its poetries in Lisbon. Its workmanship is considered nationalistic. Its poetries were lyric, inhaled in armed.

It published in 1705, ' ' Music of the Parnaso' ' , workmanship divided in four parts: You rhyme Portuguese, You rhyme Castilians, You rhyme Italians, You rhyme Latins. The first part is only interesting, the remaining portion is considered historical document, of little literary value. In the first part it appears the poem: ' ' The island of mar' ' , that it speaks of the island of the Recncavo. It still wrote: ' ' Description of the Itaparica&#039 island; ' a work in Latin. 7.11.A ORATRIA: In the Baroque one we had the best orators of Brazil, all sacros. The Pleiad was composed in gabaritados Jesuits.

Between them the greater was the priest Antonio Vieira. 1.Pe. Antonio Vieira (Lisbon 1608-l697) Made the studies in the college of the Jesuits and entered to l5 years the company of Jesus. In 1634 priest commanded itself. He was editor of the letter Assents. Lecionou in Olinda. Its fame grew the sermon after: ' ' Foot lo good success of the weapons of Portugal' ' , against the ones of Holland. It participated of the politics of the restoration. It nailed to the religious tolerance and the economic whitewashing of Portugal, after the restoration. It exerted mission diplomatics in Rome, Haia and Paris (where it failed). It comes back to Brazil (So Lus – 1653) where it starts to catequizar indians and it denounces to the king the aboriginal slavery. In 1661 he is imprisoned for the court of the inquisition because of the ideas on ' ' Fifth Empire of the Mundo' '.

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But we have to recognize the concrete possibility of the micron-cosmic atomic theory, therefore the space, being infinite in such a way for great how much for small dimensions, in them opens this way. That is: our Solar system is a type of macro-atom. Our planet is an macro-electron, the Sun is a macro-nucleus and each galaxy would be a macro-molecule species. However, then all the subatmicas particles can be in the truth similar micron-asteroids and! It is enough to see everything that has in cosmo, to know what it has in the microcosm! This implies in the fact of that a macro-cosmo exists, with possible macro-beings, and our planet in this in case that it is a simple electron of a substance of this macro-world! Most interesting it is that, as the infinite it is in such a way for the miniature one how much for the imensido, obviously they are infinite the macro and microcosms (each atom is a mini-system to estelar, composition for other mini-atoms, that in turn are other mini-mini-systems estelares, to the infinite, without speaking in phenomenon the inverse one the same, the infinite the macro-cosmos, to the imensido). But and the time relations? However, very simple: how much bigger cosmo, proportionally bigger the time. I explain: translation of the Land around the Sun of – in one year, what it would be equivalent to a complete return of an macro-electron around its macro-nucleus.

If an electron of ‘ ‘ zilhes’ ‘ of returns around its nucleus in stipulated fraction of our as, for one beings ‘ ‘ macro-mundo’ ‘ , one year ours lasts a return of the electron of them. This is not difficult to understand. To facilitate the agreement, it is enough to mentalizar that the physical time, does not exist. What it has is a convention between ratio of diverse movements, that is, the time is simply the result of the relative movement between the bodies! The space is simpler still: it is a pure emptiness!

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Mathematics Professor

The pupils had said that tempofoi little and that the normal lessons would have to be ' ' of the same type anotodo' ' , what he takes in them to review the concept and methodology the seremaplicados ones in other segments of the mathematics, in the following years, with novosalunos. He appears then, the proposal of new planejamentos. Planning envolveprincipalmente the reflection of the professor and so that ocorrauma aprendizagemsignificativa, it must look for to take in consideration the concerns and osmeios cultural and social of the pupils. As it says Axe (1996: 192), escola fits to take care of so that the teia of significaes is strengthened here, refinadaali, always with the resource to the enrichment of the denovos relations or the construction we as beams of relations. The knowledge is a teia of interlaced meanings comos interessespessoais narealizao of its projects. When we think about teia deconhecimentos, one becomes necessary that if it makes a guided action, and we nopodemos to think that an only hand exists, a ready prescription to be followed ouplanos insurances as they try to make the book-text and the resume. According to Pablo Freire, (1994, p.47) ' ' (…) it has umapluralidade in the relations of the man with the world, in the measure where variety of its answers ampla desafios' '.

This variety of relations is initiated namedida where the professor obtains to create in the pupil a knowledge position, becoming it, thus, I criticize in what he mentions the pluralities of relations. Odilogo between professor and pupil is very important in los in the resolution, to suggest ways and reasonings? The reply it is in the exchange of ideas, in the dialogue. We go to clarify this half dilogopor of an example. It assumes that professorprope that its pupils decide in grupoalguns problems of Mathematics. Osproblemas can have been selected of a didactic book or created by it.

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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&#039 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.

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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.

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Proximal Development

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.

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Federal University

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.

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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.

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Semi-Integral Attendance

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.

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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.

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