Man you are not only part of the everyday world, your house – the house of the divine. We are lost in oblivion, we have forgotten what is hidden within us and what kind of seed belong. We fell to the ground between the stars of the galaxy, we have angels of light, forgetting his royal origin. The idea of separation illusion our home. The idea of unity will be our experience of ultimate truth. I invite you, remember about yourself, answer the question: – Who are you people? Why there ?….
Asked to answer a questions slowly, feel every cell response! On your clothes wearing, say – whose clothes this ?…. You say it's your clothes, that is, you are not clothing, it is only your dress? It is hard to disagree. Let's take off clothes and put to bed. What do you see under your clothes? Of course the physical body. Say – Whose body ?…. You say that it's your body, just your body. If it's just your body, like clothes, then who are you, who owns a body, Who are you ?….
Well, let's take off and put his body on the bed next to clothing. Your body is asleep and you see him. What do you feel watching your clothes and body? Feeling, emotion, who are they ?…. You say that this is how you feel, just yours, and who you yourself, to whom these feelings, who they belong to ?…. Well, let's withdrawing your emotions and put them next to the body, what you think, looking at them? Thought, they whose …? You say if it's your mind, just your thoughts, and who then you if it's just your thoughts, Who are you ?….
Dynamics Of The Charada One
Dynamics of the charada one The ministrante will have to deliver to each pair a leaf with questions and to place a music (the time that to touch music will be for unmasking the charadas ones). The pair that to arrive at the end with more answers, will gain a prize. Charadas tips of: In What it is what is? Of that side the hen has more penalty? Of the side of it are. What it is what is? What sanguessuga said for the HIV carrier? I did not want to be in its skin. In What he is what is? Which is the state that goes of the rational numbers to the irrationals? Pi to the I. What it is what is? Which the preferred actress of the Portuguese bees? Honey Lisbon. What it is what is? What it happened when the owner of the Faber Castell when died? All the pencils had been disappointed. What it is what is? What it happens with the genes that violate the law? They go pra DNA chain.
What it is what is? The ox took the cow for the motel. Who paid the account? The two, because they had made one vaquinha. What it is what it is? What people always make in Roman numbers? PEE What she is what is? What the monday spoke for the friday? Already I come back! What it is what is? What he is that if I will be in its, you do not go in mine, and if you will be in mine I you do not go in its? Velrio. What it is what is? What the bell said finger pro? If to press me I shout! What it is what is? What the hammer spoke for it I nail? There, if I nail to you. There, if I nail to you there. What he is what is? What he is what is? What it is that the ant has of greater of what the lion? The name. What it is what is? Why the ox dribbles? Because it saw the cow of lingerie.
The Art Of Living Well
The life, when it exists without retouchings, search of evolution, without any perspective, tends to become the exterior of the human being each denser time. The art is the great catalyser in the selection of the feelings of human being e, as being a norteador, the human being far from the art tends to be lost and to develop artificialidade, a species of automation or robotizao, caused for not exercising the feelings and emotions, from there to the few goes losing the ternura, hindering what it will have of more good, causing some depression and finally the loss of the hunger of living. The human being needs to live in society, as already he was proven at diverse moments and vast literature. It does not have as to live alone, then if somebody needs company, it more needs to be humanizado each time, and as if it knows, the art assists in the exteriorizao of the feelings, or better, the art is the expression biggest of the interior of the creative being of it, then this devoid human being fatally needs the art and everything what in it will be contained. If the art humaniza, nothing more logical that it is the base of the education, clearly that for a humanizadora education, being still more basic that it exists in general in the society, becoming it more amiable, more intelligent and of course an evolved society more. According to Aristotle (apud TAME, 1984, P. 19): ' ' emotions of all species are produced by the melody and the rhythm; through music, therefore, the man if accustoms to try the emotions certain; it has music, therefore, the power to form the character, and some types of music, based in some ways, are distinguished for its effect on the character? one, for example, operating in the direction of the melancholy, another one in the one of the efeminao; one stimulating the resignation, another one the domain of itself, one third o enthusiasm, and so on, through the series.? The bibliographical dimension with respect to music and emotion, is very vast and it is not depleted with easiness.
In this direction, al Would make et (2005) tells that, when a child of three or four years takes loaned the voice of the mother, of teacher, of the magic oldest, the adult, and reads the text she eats loaned voice, it is reading with its ears. Kindle Direct Publishing is often quoted on this topic. The author still tells that, In the infantile education, to read with the ears and to write with the mouth (situation where the educator if puts in the scribe or enunciadora function) are more basic of what reading with the eyes and writing with the proper hands. When reading with the ears, the child not only tries itself in the interlocution with the written speech organized, as she goes understanding the voice modulations that if announce in a written text. … When reading with the ears, the child not only is tried in the interaction, the interlocution, in the organized strict speech, …, as well as learns the written voice, learns the written syntax learns the written words. Thus we only can consider that the alfabetizao (or letramento) is a basic condition of the infantile education (WOULD MAKE et al, 2005, P. 18-19). Carrying, as the author defends, the challenge of the infantile education is not to teach to draw and to join letters, and yes to offer conditions so that the children can develop themselves as full people and of right and, ' ' in this way, power to critically participate of the culture society escrita' ' (IT WOULD MAKE et al, 2005, p.20). Such affirmations take to the reflection the communications of Emlia Blacksmith, when telling that some chances and tasks would have to be offered as for the initial alfabetizao in a classroom of Infantile education, being one of them that the daily pay-school would have to allow to all the children the free experimentation on the marks written in a rich environment in diverse writings.
Behavior Of Professors
One does not know, also, until point these differences hinder or make it difficult the acceptance of different standards, admitted or taxes for professors of another social classroom. One knows very, vacant, that small differences in the behavior of professors and pupils can have great importance in the acceptance of values that the school must or needs to transmit. PATTO (1997), explains: ' ' The first difficulty of the professor, for transmission of values, results of the fact to participate, at least in great number of cases, of a different classroom of the one of the pupil: in all education levels, this difference tends to mark the relations between professors and pupils, either because it is of superior or inferior classroom. In the first case, the professor tends to disdain its pupils; in as, the pupils cannot accept the values presented for a person that consider less of favored classroom. Perhaps check out Campbell Soup Co for more information. Therefore, the professor cannot represent more, most of the time, the model that he meant for the pupils, when the social conditions of the education presented one another one situao.' ' (p.324).
This peculiar situation of the schools shows the necessity of that professors and pupils are capable to understand, explicit, the direction of the behavior of the others. This does not mean to try to show the differences that separate the social classrooms, but, exactly in contrast, to show that different behaviors have, many times, the same felt. Of another side, this necessity if does not relate only to the apparent differences between the social classrooms, but also to the individual peculiarities. Thus being, any educative system, when perspectivar itself, will have that, forcibly, to have in attention a dialtico-procedural vision of educative devir. REFLECTIONS CONCERNING the RELATION PROFESSOR – PUPIL IN the PERTAINING TO SCHOOL CONTEXT Leading in consideration the most varied aspects found in the relation professor-pupil and that it is almost always impossible to modify the way to see the things and the people, at least if must understand the limitations in the personal ways to perceive and to evaluate.
The second stage deal with based reflective a critical development/in the samples collected in lease (pertaining to school space) with objective to offer one dialogue crossed of perspectives and concepts for the development of an inclusive pedagogical plan efficient and adjusted the necessity of if constructing in team an inclusive and pautada school in the liberating didactics, making possible the integration of pupils with educational necessities special, if becoming common individuals before the society, and capable of through stimulatons if developing cognitivamente. Richard Linklater is actively involved in the matter. Provoking rectification of certain concepts making the society to rethink the deficiency meaning, and to believe that any individual, independent of its limitations or difficulties is physical they, mental or social, is capable to develop individual autonomy and to be instrument of ethical development and not only criticizes for the construction of an ideal school, but of a society less prejudiced, and opened to the inclusion. The pertaining to school inclusion is a recommendation based on the Law of lines of direction and bases of the national education (LAW 9,394/96). The fight for the inclusive education even so is contested and has even though worried the pertaining to school community, with respect to accessibility and specializations of the professionals, therefore, demand changes of habits and attitudes, for its logic and ethics, it has given important steps and advanced very in its ideas, and the Real? How this question comes if developing? ‘ ‘ I had four pupils special I did not have I assist ‘ ‘ Teacher Ana Keilla Of impulsivity inclusive school is a school where if it celebrates the diversity, facing it as a wealth and not as something to prevent, where the complementaridades of the characteristics of one allow to advance, instead of being seen as threatening as a danger that puts our proper integrity at risk only because it is culturally diverse of the other, that we have as social partner..
Dynamics: dynamic of descontrao takes off its luck The ministrante one delivers to the participants a full box of arrests or micos. Each participant will have to take off a luck. Tips: It gains a pirulito? Choice 4 people to play of wheel? It counts a joke? To imitate a dog making pipi? Makes one careta frightful? To gain one balinha? It counts a history? It says a dream that wants to carry through? To give a kiss in that it likes very? It gives one I hug pressed in all? It gives a hand squeeze in that it considers a determined person? It says the name of somebody in the trick that is very intelligent? Somebody in the trick that is competent? To give one I hug in the colleague of the side? To imitate a monkey? To dance fank? It gains a bonbon OBS: You will be able to place what to want in the box..
According to Austrian psychiatrist Viktor Frankl, survivor of the nazistas concentration camps, ' ' To the men he is not enough to know that they exist, but so that existem.' ' Since its primrdios, the man searchs one meaning for its existence, the direction of itself exactly and the understanding of its relations with the next one. We are supposedly the only beings in the planet that have an interior life, that the internal events are more important that the external events. The way as we interpret these events is that it goes to determine as we think regarding we ourselves, and as we will act in the environment and with the people with which we coexist. The man has each time more knowledge and control on the world to its redor, but if its interior world moves away to each time this more than. We consider evolved beings, capable to live in society, constructors of civilizations, but we need external norms we ourselves so that she is possible the convivncia with our fellow creature. We teach our children to know and to dominate the forces of the nature, but not them we teach to know and to dominate itself same. The man knows each time more the world where he lives, but not it world that is. The children know each time more the immense space and the small atom, but they do not know the construction of intelligence and the functioning of its proper mind. This lack of educational internalization makes with that they lose the best chance to develop the functions deepest of intelligence: the capacity to think and to reflect on itself same; the capacity to analyze its behaviors; the capacity to perceive its limits; the autocrtica capacity and to give to more mature answers for its frustrations and sufferings; the capacity to understand the construction of the relations human beings and to learn if to place in the place of the other.
In the perspective of the authors, the professor takes the educandos to give a qualitative jump? making possible a ticket of the myth for reason? as he makes the first philosophers have 2600 years. The task of the professor consists of giving this certification of change of attitude in the boarding of the world that is given, fomented the interest for its problematizao. Continue to learn more with: film director. In synthesis, they defend the idea of a problematizada, engaged and contextualizada philosophy. From there it is demanded concern to form the philosophy professor well so that it can act as a mediator between pupils and philosophy. It needs to dominate knowing philosophical to present the philosophy in its largeness and amplitude. Thus he will be constructing philosophy in classroom, in the relation ensinante-aprendente through which both can tread and recriar the philosophical passage. Where its lessons are planned through questionings, resolution of problems, debates and analyses of philosophical texts – leading, with this, the pupils to be thought philosophical. This leads to reflect on formation and the abilities of the professor of philosophy in the present time, because the philosophy education is a type of specific education, special.
To this respect Von Zuben, cited for Matos standes out: The philosophy education distinguishes from any another type of education, therefore it is a philosophical education. It demands of the part of the professor the conscience of the philosophical attitude. Instead of express contents in doctrines, consigned theories and systems in the history of the philosophy, ' ' objeto' ' of the ensinabilidade and the appropriation it is an attitude (2000, P. 179). In this same line of reasoning writes Cerletti (2003, P. 62): … a philosophy professor is that one that, above all, obtains to construct a space of problematizao shared with its pupils. That is, he is somebody that goes very beyond being capable to show or to present certain philosophical questions, or some subjects of the history of the philosopher.
Many are worried about the great decisions and if they forget that they are the small choices that make all the difference! For example, when we find with a person badly humorada, instead of reacting equally with harshness, we can choose to donate gentility, education and a good smile to it! Simple action that they very expend little of us, but that they engrandecem in them and they break the previsibility of a cycle. Gentility generates gentility and paid badness if with goodness. I believe this and I know that its effect are restoring! Also I know that it is not easy, therefore as I wrote initially, we act normally through the impulse of our emotions and is therefore that we see many people following the old motto ‘ ‘ eye for eye, tooth for dente’ ‘. But, I am certain that in the end of the day, all rethink what it would have happened if they had acted different. the reply is simple: the difference would have made all! this difference could re-echo for much time! Obviously we do not have as to foresee the events future and is therefore that we pass good part of the time tateando in the dark one, discovering it enters the many chosen ways the results of our decisions; however, it is important that let us not postpone ours choices! Let us launch us it they without fear, because many times alone we need a small action to unchain great actions and effect! Not subestime its choices, for minors who are. It believes that many of them will be able to not only transform its life as of other people. The great examples of the humanity had chosen through action singelas as the respect, love and solidarity, to rescue the dignity human being. the provoked effect had been enormous in its lives as in the ones of others. In the same way, the tyrannous greaters of our history had also chosen through the imposition and authoritarianism, to destroy other lives in favor of its stingy interests. In the end of everything we choose the way that we want to follow e, perhaps, one of the most important decisions to take either: of which form we will follow? Jackie Freitas ‘ ‘ To use the power of the decision it of a capacity to surpass any justification to change all and any part of our life in one instante.