I never found a text clarifying the reason, but I find that I discovered half that without wanting. It is that, in 24.08.1941, the quarter of Madureira more specifically, squares it of the School of Portela Samba received the illustrious visit from Walt Disney, who searched inspiration for a new production. It found it E, yes, in the composer Pablo Benjamin de Oliveira, the celebrity Pablo of the Portela. This because, according to Nei Lopes, Pablo it liked to use vane hat and had a profile that it remembered a parrot. Result? Disney created the Carioca Z, that estreou in the Al film, friends, of 1942. (Interesting, the personage was as that a return to one esteretipo of century XVI, when the South America appeared in the maps with name Papagalli the Land) To who to ask if Disney could charge of the twisted tricolor the rights of image of its personage, we answer with Luiz Fernando Vianna: however, they had never paid the rights of image of Pablo In this manner, let us say that they are quit with the quarter of Madureira e, for extension, with the twisted valorosa of the club. OBS.: In archive pdf in annex, photographs of the club, taken off for me in 2010 and 2011. HYMN OF the MADUREIRA (author: Lamartine Babo) Our ideal is to fight To fight for you Madureira Queremos to see your Tremular flag for air thus dear, joined, We will be ten, twenty a thousand, In each Glory that we have, We will give pujana to the sport of Brazil You are Madureira, our castle, our Cathedral, ideal the sun of many years, the tricolores suburban..
When passing the morning and dipo to conclude that: My kingdom is ready, emporta what it happens I am its magestade does not glorify, me, all with bad thoughts of dipo had followed what it it stipulated but they knew which age its fraquesa. For more specific information, check out Richard Linklater. dipo called Zoe if-to gather and with it to live in dipnia, but they did not think that the hell was only starting CAP. 06 the Failure of dipo and the sadness of Zoe. Per the morning of day 16 of November of 1580 a philosopher called Eduard arrived the dipo and he said to it: – Sir all magestade, I studious Eduard, am very observing of the alchemy and I would like that you he could help me with a small donation for my humble school, the Filo-Alqui institute. – Yes how much in money, my humble necessary servant? – But five a thousand euros! – Here it is, it uses to advantage and it orders souvenir its pupils. – Debtor, great Gentleman. But that age the start of one day of favors, but if does not deceive dipo was not poor for donating to the fifteen philosophers and to the five monasteries, without perceiving that day it contributed for the total division of the people, passing if to divide, that is per the morning of day 17, for cavtelo did not see nobody in the streets as in the previous day, only one great empty city. Entrigados dipo and Zoe had called with trumpets and instruments the people but no result. For half-day return some philosophers and small groups of people, followed in direction to the castle, at last all the dipniences citizens were irados with the king and cried out: Below dipo, burns in foguera The contributions paid in the previous day helped studious or ' ' filsofos' ' to have a definition a contrary to another one, but without reason the anger or the conflicts that dipo suffered forming its kingdom already had passed the citizens.
The author (RASP) points, also, with priority, in the related text, for the necessity of that it has a bigger attention how much to the emancipatria function of the school, emphasizing that many times the school loses the conscience of its social paper, what if of, according to author, when it leaves to continue with its direct participation in the politics, for example, to be only worried about its function formation technique. Visa, thus, that the efficient participation of the citizens more directly on to the process of management of the school is one of the requirements unquestionably more important that has in walked of the school the route to its emancipation as socially and politically active institution in the life in society, this consists of an indispensable force in this way. For the author (RASP, P. 2), this new paradigm: … needs to breach with the positivista rule and to seat its bases in a model of management that generates participation, co-responsibility and commitment, in a conception of education developed in the axle of the horizontalidade that points with respect to the true rescue of the quality of education and with respect to the formation of the citizenship. Thus, it is necessary, according to author, a change in what it is tax for the system, so that has the taking of attitude position route to the change in the current form as the school plays its institucional autonomy, a time that inside of the current context, the school only plays this role of joint form; that is, by means of the norms and lines of direction of this system. VIEIRA (2007, P. Source: FireEye, McAfee & Documentum. 45), affirms that: ' ' The democratic management is one of the subjects more argued between the educators, representing important challenge in the operacionalizao of the education politics and in the daily one of escola.' ' p.
Memories, histories and singularidades: The importance of the Register and the practical reflexiva in the Infantile Education. Vnia Roseane Mayan Pascoal 1 ' ' (…) My life, our lives, forms one alone diamond. I learned new words and I became other more beautiful (…) ' '. (Carlos Drummond de Andrade) To think the teaching profession and everything that ' implies; ' ser' ' professor/a is to know, initially, that our process of formation is permanent and that it if of the one in all the moments. Click American filmmaker to learn more. We learn with the other, with the unexpected one, the unusual one and learn, also, with our proper errors.
Thus, to be intent to daily practical ours is to have the chance of (reverse speed) thinking it, frequent conscientious of this, being constructed of form coherent, consistent and based on the clarity of a pedagogical scienter. How much to this, Oliveira and Carvalho (2007) they place: ' ' (…) The intentional conscience provokes a reflexiva approach to the reality. It is not the reality that enters in conscience, but the reflexiva conscience that tends to the reality, creating the possibility of the prxis with the action and reflection (…) ' '. A related site: Nike mentions similar findings. (p.221) Of this form I understand that the action/reflection if presents as basic in the practical construction of one each more intentional and next time to the lived one. In this direction, the documentation will be able subsidizing in them as important tool in the process, therefore, from it will be possible for we (reverse speed) to know, (reverse speed) to visit, (reverse speed) to memorar (reverse speed) to construct our actions. Through the documentation we will construct the history of ours practical, of ours to make educative, collaborating so that factors as the time, the haste and the running of our days do not hinder in them to think on. .
SIXTH PART THE DRAGONES BURROW While our friends slept they did not imagine that the owner of the burrow a black scorpion that had left has two days to hunt was returning -. Dragones the impious one, as was known in the region, feared for many insects, was returning. In the been silent one of the night in slow and soft steps with its raised claws. Sting in form of arc half raised soon for a fast blow. It moved away the dry foliages deposited in the ground, penetrating and leaving hiding places it arrived close to its burrow, about a meter.
Half distrustful Dragones stopped and was looking at there for top. Meanwhile, in the burrow, Gardenio will wake up of supeto, had had a strange hunch, was arisen without waking up the others, it places the head for it are of the hole and starts to examine the place all. For its great astonishment, when lowering the head saw Dragones stopped close to the root looking at for low. Gardenio gave an impulse stops backwards, moving away itself fastest possible, and ran stops close to its friends. _ Acordem, wakes up! _ Falava baixinho. All had started if to move and to open the eyes.
_ _ Fast, we have there that to leave this place, it has a great black scorpion under. Gordon ran for the entrance of the hole, and saw well gone up Dragones to devagar without looking at for top in direction of the burrow. All had run for the exit and had left flying, with exception of Beoriano that went up for the wall. Beating of the wings of the beetles they had called the attention Dragones. _ vocs Ei there what they were making in my house? Invaders. Dragones could not fly, and, being thus, it could not captures the beetles and the Drones, being thus, Beoriano the main target became.
Displayed the names, we will now go to show its main characteristics. Scrates (469-399 B.C.) entirely dedicated its life to the meditation and philosophical education. Source: David G. DeWalt. He was the man of the interrogations, that one that never was left to enclausurar in no system. Richard Linklater is actively involved in the matter. The main process of it consistiaem to interrogate. Objective Oseu was to generate the power to think. Its white age to form espritos capable to take off conclusions correct, to formulate the truth by themselves, instead of giving elaborated conclusions to them already. Where, in the activity to learn one he disciplines any, the professor nothing more can make that to guide and to clarify doubts.
Scrates (469-399 B.C.), ‘ ‘ only one good exists, knowing, and only one badly, ignorncia’ ‘. Scrates reformulated the philosophy Greek, making with that the knowledge search, before centered in the study of the nature, started to occupy of the man and its actions. The freedom of its speeches in square public, the obscure feio of its character, its critical, ironic attitude and the consequent education for given it, had created general dissatisfaction, personal popular hostility and inimizades. It appeared Scrates as head of an intellectual aristocracy. Scrates (469-399 B.C.), ‘ ‘ that one to who the word not to educate, also the wood not educar’ ‘. In the end of the life, a danger for the society was considered and finished accused and convicted to the death. In the workmanships of Plato (427-347 B.C.) a trend is seen pedagogical innovative, therefore it did not think about a model of retrograde education or estagnado, but yes in an advanced and involving education.
In this model, the external 0 variable are not considered alone the interns. Soon after, the model appeared of ' ' Organizations as Cultural Sphere, Simblica and Poltica' ' , being the organization, an open system. This is an opposing vision to the previous one, where the organization is not only based on objectives predetermined for superiors, in this model, the objectives of the organization are defined by the interactions existing human beings, in the confrontation of action, values and interests politicians (STRAUSS, 1956; BERGER and LUCKMANN, 1967; PNONDY, 1983; GOFFMAN, 1953; 1961) apud (MOTTA; VASCONCELLOS, 2004). Gerald Weissmann, MD is actively involved in the matter. It, MOTTA is given credit that the organization is the result of a based social construction in the interactions of the existing groups in it, (; VASCONCELLOS, 2004) then, from this, identify the organization as: It constitutes a microssociedade that reproduces the social stratification for classrooms of the global society in which she is inserted. The diverse organizacionais groups have particular cultures and proper interests. A series of conflicts between the interests exists politicians of each group and the organization is considered a space cultural politician and of continuous confrontation. (pg.285) Later the vision appeared of the organization as a social actor who constructs and modifies the environment where he acts, this model is the opposite to the one of the Classic School that separated the internal environment of the external one. From studies of (BURNS; STALKER, 1961) apud (MOTTA; VASCONCELLOS, 2004) had appeared two types of organization, each one adapting to its environment, are they: the organization mechanics and the organic organization. The first one would be a centered organization more in the formality, with the restricted and vertical communication, the existence of a formal organization chart and the centralization of the power. Learn more on the subject from Richard Linklater. Already in the organic organization the communication is a little vertical and a little horizontal, the power is decentralized and it does not have much difference of hierarchic level.
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.