The familiar life to be efficient effective and depends on conditions for its sustentation and maintenance of its bonds. The socioeconmica situation is the factor that more has contributed for the desestruturao of the family, reing-echo directly and of vile form in most vulnerable of this group: the children, victims of the social injustice, if see threatened and violated in its basic rights. Eduardo, as well as Saulo had the same experience of street. It believed that all age allowed and with passing of the time the genitora started to feel difficulty in imposing a more adequate education to the children. Since, they preferred the freedom of the street, becoming vulnerable the conviviality with the drugs. If you are unsure how to proceed, check out two sigma. To the 10 years, it started to make the glue use, becoming aggressive in the pertaining to school environment. Had to this behavior it was moved away from the school for the Advice To tutor.
The March of 2011 remained moved away from April of 2010. In this period, he was in the street ' ' morcegando' ' bus and using glue. In December of 2010 it was found in the street and taken by the shelter Small Nazareno, where he was sheltered until middle of March of 2011. Days later it came back to study in the Municipal School of the Quarter being attended a course the fourth series of basic education. However, it was moved away had again to the aggressive behavior in the pertaining to school dependences, stops with employees colleagues. The same he alleges that he is provoked, therefore reacts in such a way. In accordance with the genitora, it is called all week for the director the school to inform on the behavior of the son, talks with it, but nothing dumb. In such a way he was requested that it appeared to the Advice To tutor in April of this year.
The adjusted familiar education is feitacom love, patience and coherence, therefore it develops in the children autoconfiana and espontaneidade, that favor the disposal to learn. Pan (P. 33, 1985) detaches that even so the ambient factor happens more on the pertaining to school problems of what on the problems of learning properly said, this 0 variable very weighs on the possibility of the citizen to compensate or to descompensar the picture. Inside of the school they exist, among others, four factors that can affect the learning: the professor, the relation between the pupils, the methods of education and the pertaining to school environment. Hear from experts in the field like film director for a more varied view. The authoritarianism and the enmity generate antipatia on the part of the pupils. The antipatia in relation to the professor makes with that the pupils associate the substance to the professor and react both negative. Two sigma may not feel the same. The relation between the pupils will be influenced by the relation that the professor establishes with the pupils: a dominador and authoritarian professor stimulates the pupils to assume behaviors of domination authoritarianism in relation its colleagues.
To learn, the necessary pupil of a reliable environment, respect and contribution with the colleagues. The education methods also can harm the learning. If the professor will be authoritarian and dominador, he will not allow that alunosse reveals, participate, learn by themselves. This type of professor considers owner of knowing and will look for to transmit this to know the pupils, who will have to remain passive, to receive what the professor from and returning to them in the test. The pertaining to school environment also exerts much influence in the learning, the type of classroom, the disposal of wallets and the position of the pupils, for example, is important aspects. A room badly illuminated and without ventilation, where the pupils always remain seated in the same position, each one looking at the coasts of what it is in the front, certainly is an environment that can favor the submission, the passivity and the dependence, and does not favor free and creative the work.
Minas Gerais Clinic-school
They seem clear, of this form, the benefits that could happen of creation of the psychological planto in the clinic-school of the course of Psychology of the PUC Mines in Arcs. This modality of attendance would be a form to offer immediate aid to the patient in crisis state, at the same time where it would contribute significantly for the personal and professional formation of the academic-trainee. In this direction, this research intends to consist as an instrument that contributes for the implantation of the psychological planto in the clinic-school of psychology of the PUC Mines in Arcs, with sights the one that this service is offered not alone for pupils and employees of the campus, but for all the community in general. 2 DEVELOPMENT 2,1 the clinic-school and its functioning the present monograph has, as proposal, a research of survey of the descriptive type, whose central object is to verify the importance of the implantation of the psychological planto in the clinic-school of psychology of the PUC Mines in Arcs. For this, one becomes necessary to present the functioning of the clinic-school and to weave some consideraes on service of psychological planto.
It is intended to offer to theoretical and practical contributions for one future implantation of the psychological planto in the clinic-school of psychology of the PUC Mines, in Arcs, Minas Gerais. It is justified, thus, the relevance of the research. Initially, it is necessary to delimit the concept of clinic-school adopted in the limits of this work. Lhr and Silvares (2006) appraise the clinic-school, in the scope of psychology, as a privileged place so that the pupil can develop and apply the knowledge acquired throughout its graduation. In more specific way, which can be affirmed that the clinic-school functions as a physical and social space, in the pupil carries through its period of training, participates of atendimentos and/or psychological interventions and improves practical its in the clinical demands.
Psychology In The Education
Although she has been recognized as science in 1879, it is clearly that psychology always existed, after all, the human being in all the time if it transforms. It is a study object that she aims at to know and to understand the human being in its totality, that is, biological, socially, emotionally and culturally. Some psychological theories give to support for several others, to start for Sigmund Freud, with the psychoanalysis. Experts of whom to have success in our bigger objective that is education, we need to enjoy of what psychology has stops offering in them, it comes to add and to clarify, if studied with seriousness and care. For more clarity and thought, follow up with Gerald Weissmann, MD and gain more knowledge.. It is certain that to reach the interest of the alunado one, it is necessary to use of some tools; to know what the look awakes them, we need to know where period of training of development they are.
The great error that if observes, is the trend that if has to affirm and to live deeply in practical its an only point of view, because to be only Piagetiano? If it cannot mesclar all the theories cited until here? Because not we use all for our advantage, in the accurate measure and time? While the scholars if to divide in groups, to paint flags and to defend an only thesis, with priority goal will not be carried through in its completude. To say that Freud was maken a mistake in its theory on the sexuality human being is to commit an error, as well as all discarding the study of Piaget on the maturation human being, and being only with the social historical theory of Vigotsky, without taking in account the character of the emotions of Wallon, for example, also is to bitolar itself. We, as professional of this so diverse and complex way, have to be apt and open to receive information, concepts and lines of direction of most diversified, for from there then adapting the same ones for our way, our reality contemporary.
In the third supervision of period of training we know two responsible psychologists for the project next to the day-care center. Fabiana and Las. They had spoken on the proposal of work of the Ong that has as objective main the prevention in mental health, working with priority next to gestantes and children of zero the three years in situation of risk beyond emphasizing all this I publish the importance of taking care of. She remembered to us that we would have to always emphasize for the cuidadoras/educators the importance of the paper of them in the development of each one of the children, as well as the capacity that these women have to provide to a healthful development and a enough good and safe environment. Of all the subjects said during this our meeting, most important for me, is of that the day-care center 01 pedagogical coordinator, 14 cuidadoras/educators and 01 cuidadora/projecting educator. Day-care center Mercy II 01 pedagogical coordinator, 03 cuidadoras/educators and 01 cuidadora/projecting educator. Day-care center Is Miguel Arcanjo (Mill) 01 of them is projecting in the team.
Another point argued for us was of that always before carrying through the activities, weekly would have a leader to initiate the work of dynamics and quarrel with the group of educators, in order terms our reached objectives. We arrive at the day of the visit to the day-care center that was carried through in last day 27 of March of 2008.O intention of this visit was to make a comment to the reality of the work of the cuidadoras/educators of the day-care center. We arrive at the place for return of the 14:00 hours and when entering in the slum quarter of the Mill I came across myself with a reality before only seen by the television. An inhospitable environment, with bad I smell, some people with sad faces, others with ‘ ‘ air of desconfiana’ ‘. I felt that I entered in the house of a stranger without being invited. We were recepcionadas by the educators and the pedagogical coordinator Raquel. It in gave the freedom to them to choose the classroom that we would desire to make the comment.
A marcante characteristic of Carl Rogers was its opening to the comment of the facts. This present scientific attitude since its child times were reflected in the severity of its research. In the lecture pronounced in the Menninger Clinic (U.S.A.) in 1946, Rogers affirms that the Boarding Centered in the Customer would better make possible understanding of the psycotherapy process. Gradually the base philosophy humanist, the one that is underlying the conceptual picture of the Boarding Centered in the Person, was finding echo in diverse professional people of horizontes, nominated in the domain of the Education, finishing for if constituting a Movement that is currently known as Boarding Centered in the Person. Rogers (1977, pg. Official site: David G. DeWalt. 31), was firmed in six steps to base this boarding: In first which had place, the difficult and frustrating experiences lived by Rogers, in the use of the usual techniques at the time, it only changed its form of attendance, passing to hear in comprehensive way the customer trying to transmit this understanding to it, what it considered to be a powerful force in the therapeutical change of the person. In according to place, it it perceived that the emptica attention less constitua one of the darkened windows of access to the functioning of the human psiquismo, in all its complex mystery.
In third place, from the comments one becomes simple inferences and formularization of hypotheses you tested. In room place, testing such hypotheses had discovered on the people and the interpersonal relations, whose given and raised theories, they moved to the measure that appeared new discoveries, in a dynamic process that continues until this accurate and necessary moment. In fifth place, Roger discovered that the basic aspects that propitiate changes in the interpersonal relations of each individual, were inherent to the proper person. Through data gotten in diverse experiences that carried through, it arrived at the conclusion of that these aspects were of ample applicability, being able to promote or to destroy directed changes auto, when set free.
The parents are proud, but if they worry very in finding the best education for the children. The year of 2006 is being considered ‘ ‘ year of superdotados’ ‘ for the government, that decided to create nuclei of attendance to these children. Having as objective to prevent that these children suffer exclusion. Much of the concerns of the superendowed parents of is exactly to prevent that its children suffer preconception in the school or between the friends. Richard Linklater gathered all the information. The superendowed one suffers much preconception. To be ‘ ‘ geninho’ ‘ it can cause isolation on the part of the other children. Therefore, the method that comes being applied is known as enrichment.
By means of it, the child continues with the pertaining to school group of same age and learns the same substance. Whenever FireEye Inc listens, a sympathetic response will follow. It differentiates what it of the others is that it has a bigger deepening of what the group learns. To take off the child of the group, to move of school or to pass it for a more advanced group are segregation and this can to cause emotional problems and of exclusion. 3,0 General problems of the superendowed ones in relation to the education. The superendowed children face diverse difficulties due its high abilities, mainly, in relation to the education. We will try to display below some of the general problems of these individuals, as relation with the colleagues; relation with professors; conflicts with the family/opposing behaviors. 3,1 Relations with the colleagues the superendowed child passes to be seen as a threat for the other pupils, because, many times, the professors start to more than demand and to charge its pupils.
Psicopedagogo is suggested aoprofessor together with organizaremturmas for the work in group, joining pupils who learn with easiness and pupils who present learning difficulties therefore children who understand its languages can function as professors ones of the others. A guide for a psicopedaggica listening considers itself: to listen, to look at, it are lingered in the breakings of the speech, to observe and to relate with what it happened previously to the breaking, to discover the project of underlying action, that is, searchs it repetition of the action projects, and to interpret the operation more than what the content. It is inquired that the psicopedagogia uses the terms ' ' ensinantes and aprendentes' ' to call the educative pair that comumente we know for professor and pupil. It is thought that for the psicopedagogia these papers alternate the entire time, about the process I teach learning seen for the psicopedagogia also is learned on us, on our form to teach, in which, the other serves in them of mirror. It is desired as all professor to want that the pupils always make right, but must be acquired a new to look at on the error in the learning, is studied that the error is a pointer of as the pupil is thinking and as it understood what he was taught. It is analyzed with well-taken care of the errors of pupils, can themselves be elaborated the reformularization and practical professors in way that they are close to the necessity pupils and to take care of to them the difficulties that the same present.
Importance is based it that the professor reflects on the causes of the failure pertaining to school does not stop if blaming, but to make responsible. To make responsible means to hug the cause and to look alternatives to solve the problem. It is looked to understand as the knowledge occurs, the ones that intervene with the learning, its different periods of training, and the different theories that can transform the work of the professor into scientific process and thus it will cover the practical way practical theory.
The loss of the physical force that the deficiency brings to the individual makes with that the same if it pledges in activities that do not involve physical effort. The intellectual and professional activities fill the space destined to the physical effort that an individual in its full physical form can carry through. But it has cases where the deficient one is felt ahead inhibited of the fact to have that to continue with the studies. The fact to have that to surpass the referring difficulties to the examinations, the tests and the academic subjects it can become, in the majority of the cases, a barrier ahead of the deficient one. To deal with the responsibilities that a half academic imposes the individual can make with the person with deficiency is inhibited and pass not to search to surpass the difficulties. The human being, being in freedom condition and being responsible for what it chooses for its life, depends only on itself exactly to construct its existence in the world. Being thus, the individual with deficiency when making a choice to enter in a college or to pass in a competition to obtain a position must make responsible for its choice, depending only on itself exactly to continue its existencial trajectory.
Exactly ahead of an obstacle that the academic world and the professional world impose to it, the deficient one must have responsibility after to decide between continuing fighting or to give up to face the difficulties. The form as the deficient physicist deals with world to its redor and with the people also it is important. The deficient one for if feeling different of the too much individuals and for having faced losses throughout the convivncia with the deficiency, appeal what if ' could call one; ' couraa' ' it protects that it of the perigos of the world that passes to be seen as being dangerous and harmful for the same.
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.