Tag: summaries and summaries
Characterizing the ingenuous conception, as that one that comes of exterior form for the reality of the individuals, does not come from way some to collaborate in such reality. Different of the critical conception when part of a reflection of same it and of the reality of the educandos to be able to intervine in the educative process of the same ones. In summary the room chapter displays the subject Infantile Education and Education of Adults, where it deals with the differences between such modalities of education. Where the man very learns since small the process that if of a education. Emphasizing the pedagogical problems of each stage of education and of as he happens to the transmission since the infantile education until the adult phase. He evidences the importance of the work as purpose of education for the growth of the men in accordance with the reality and the formation of each one. Click Gerald Weissmann, MD to learn more. Beyond the history that stops the society, it encloses the organization of which the education belongs, formal as in such a way informal. The fifth subject is related to the particular study of the problem of the education of adults.
Taking in consideration the adult individuals, these that for having more maturity produce and have much to add in the educative process the one that belongs. This exactly adult depends on this education to acquire knowledge for the production of the work. The man if makes from the work that if has and therefore for a society with the changes that the time happens all an adult badly instructing will lead with that the same she loses the competition with the most instructed. However with the evolution of the effective society, he has a bigger participation of the people with purchasing power minor in the same one. Therefore the participation politics through the education makes with the individual perceives its importance and duty in the social environment.
Complementing the sixth subject it deals with the problem the alfabetizao, that is part of the life of the majority of the adults in social situation of risk. Therefore it has a linking with the illiteracy, therefore the same it is decurrent of the adverse situations of which the human being is envolto. However of pra not to deny, that the illiteracy is infused in the classrooms as something inherent they, and becomes them to this vulnerable for the reality surrounds that them. finally the formation of the educator leaving not of techniques, but of its influences partner cultural on the educandos. The professor participates of the educative process as transmitting and if as more mediating of the knowledge, not leading the pupil, over all the adult who is taken to also think is capable to construct its proper ones to know. For the author ' ' the educator must understand that the source of its learning, of its formation, is always sociedade.' ' (Young chicken, P. 109) Finally to have a learning in fact, the professor has that to perceive educating as constructor of the society, and not as ingenuous one to be incapable to think. To rethink its vision to see the knowledge that knowing does not belong to the one only individual and yes to that it is always in search of the unfinished one. The education is capable to transform the ingenuous individual into a critical human being and expert of its world.
However, as much the distortion series-age how much low the quality of the learning continues as challenges to be surpassed for the politics educational, therefore 44% of the concluintes students of Basic Ensino outside make it of the corresponding age to this level of education. In this context Brazil is one of the countries most different of the world, however this inaquality of income nor always so was raised, having been increased substantially in the decade of 1960, and the paper of the education is crucial to understand such inaquality, therefore diverse studies evidence that educational differences explain between 30% and 50% of the inaquality of wage income in Brazil. However the Brazilian educational inaquality also is high, as well as the prize to the escolaridade that equally is raised in Brazil, therefore on average one year more than the escolaridade increases the wage in about 15%, however this prize comes falling in last the 20 years, situation this that is justified for offers greater of qualified workers in the work market. See Richard Linklater for more details and insights. Another factor to be detached says respect to educational mobility and inaqualities of chances, being that Ferreira and Veloso evidence that the probability of a father son illiterate also to be illiterate is of 31,9% and of this to have in the maximum two years of escolaridade he is of 50%, however these probabilities fall to the measure that the education of the father increases and is practically null for children of parents with complete Superior Education, and this put the Country enter those with lesser degree of educational mobility. in this context an important point to be observed is the positive impact of the growth of the human capital in the tax of economic growth, therefore studies prove that the level of escolaridade of the work force is a determinative factor in the growth of the per capita income, a time that beyond the direct impact saw increase of the productivity of the worker, the rise of the education are associate a rise of the tax of accumulation of capital physicist and an increase of the tax of growth of the productivity total of the factors, with greater absorption of new technologies that they stimulate the economic growth. .
Being thus, to observe itself with regard to the literal production in the practical pertaining to school he is that many professors manage lessons unprovided of dialogues, that is, does not have relation of professor and pupil, ' ' buscando' ' the learning to be participativo in the lessons and mainly, taking it to be, not alone a good writer, but also a mere researcher, therefore, from this conversation is possible to express the message through the productions of texts, prays or writings; since all production is a procedure and not an end item. Although for this it is necessary that it has debates and readings of diverse sorts, ' ' in case that contrary, the pupil can not know what to say nor as, therefore to write on what it is not identified, still more with the concern in a formal structure in relation to the presentation of its text, if becomes invivel' '. (LUBIAN 1997, P. 57) In front of this, the production of texts is a process where the pupil knows ' ' that dizer' ' , ' ' for who dizer' ' ' ' as dizer' ' , materialize its speeches, making possible to have them arguments, either the favor or against. Despite all production well it is only elaborated, if to identify to which the literal sort or types to be used, so that the text has a logical sequence and that it is not produced meaningless. Of one it forms generality, when producing a text not only develops the writing, a time that is only produced as exercise in the school, in a similar way that extends the expression of the knowledge, having a epistmica vision and promoting discovered that engrandece to each moment the act to read.
BRAZIL REFERENCES. Ministry of the Education. Secretariat of Basic Education. Literal production in the Pertaining to school Education. Course technician of formation for the employees of the education elaboration Antonio Cabral de Monlevade. You may want to visit David G. DeWalt to increase your knowledge. Brasilia: University of Brasilia, Center of Education in the distance, 2005. LUBIAN. Emlia Maria: Reading, artistic experimentation and literal production in the initial series of basic education.
The Color of the Letters: Magazine of the Department of Letters and Arts of the State University of Fair of Santana. Reading and Literal Production? N. 1 (1997). Fair of Santana: UEFS, 1997.
Such situations remember what it was pointed by Cardoso (1995) when condemning practical of pseudodemocracy promoted by means of lack of competent articuladora management, orientation of the common sense, resistance to the change, lack of vision and orientation for educational values, amongst other aspects. It is for the commitment and on behalf of construction of a democratic society and the promotion of bigger envolvement of the people in the social organizations where they act, with which if relates, and of which depend, that the accomplishment of activities is taken advantage that make possible and condition the participation. … is important to detach that the democratization accomplishes of the education is promoted not only by the democratization of the management of the education, as defined for the Constitution and the law of Lines of direction and Bases of the National Education (9.394/96). (P. At Richard Linklater you will find additional information.
25-26). … Although the importance of the participation in education, is observed, however, that this is a concept that has been badly-understood and above all banalizado in the schools. Under the participation assignment, many experiences are promoted without the had agreement and care that the participation orientation would demand to justify itself in the educational context and to promote good resulted. … (P.
27) … Alert, therefore, for the fact of that innumerable experiences of participation are carried through without they have a true politician-democratic direction or pedagogical direction of transformation, as it would have to be the case. It is for this reason that the concept and practical the concrete ones of the participation must particularly be analyzed when the question of the democratic educational management is considered. … (P. 28). Felt and forms of the participation in Processes of management the participation, in its full direction is characterized for a force of conscientious performance for which the social members of a unit recognize and assume its power to exert influence in the determination of the dynamics of this unit, of its culture and of its results, power this resultant of its ability and will to understand, to decide and to act on questions that it are you affect, giving unit to them, vigor and firm aiming.
However it considers that the space can come to be a place when will be explored, known, experienciado. In turn, the place can is changedded into space, when this to cause in the man sadness, bad souvenir of something. In citations of Relph it is clearly that spaces contain places and that places are the spaces closest of the men. To understand and to differentiate space and place from many studies and research were and are the studious objectives of some gegrafos, philosophers and of the area.
In this work of Amlia Regina Baptist Walnut, where it cites some studious and its ideas on space and place, it is easy to arrive a conclusion of that the place alone is place, properly said, when it is lived by the man and that space can be place when this will be inhabited and humanizado, it appears there to the question of the fenomenologia that tends to explain the man with its personal experiences of the place. These thinking ones only come to add, of the emphasis and to show that the place study it is not to treat the man as population, people, classroom and yes as the formador of the place with experiences that only that one that lives in this data place has. This workmanship has for objective to formulate a thought differentiated in the geographic treatment of Place, is rich in content for geography colleges student, therefore it approaches a subject that translates quarrel in this area sufficiently and, mainly, this Work it would be sufficiently useful in the education of geography of the initial series, would be of utmost importance to work the place where the pupil lives, its relations with this space and the people who are part of it. The experience acquired with the lived space (Place), the children pass to a phase of mental representation of this place (subject already treated by Walnut in this summary), that is, at this moment they make representations of the place in its return from mental projects of the places lived for them. This work takes the pupil to discover and to understand the geography of the place where it lives. The category of place translates the spaces with which the people have more affective bonds. The place is where they are the personal references and the values that they direct different forms to perceive and to construct the geographic space. (PCNs).
As mediating of the knowledge the university professor he uses yourself of some mechanisms that stimulate the citizens in its theoretical and practical constructions of knowing. In the vision of freire (2005) the pupil is the citizen of the action, that is, it is capable to develop forms to know and to rescue the values long ago forgotten in its reality, transforming the actions established into realities. Already for Morin the pupil comes across itself in a world estereotipado of complexities, the author defends despite, such uncertainties of the preset dogmas must be studied as a set so that if each time next to the truth can arrive. Thus being, the teaching professional of the superior level can use in its practises educational as methods of education to supply the gaps left for such conceptions through dynamic, questionadoras and critical lessons. Far from approaching formulas magical of as the professor it must act in its pertaining to school environment, we search to analyze conscientiously inside of the theoretical bases more appraised, as during times of searches for these same questions that if enroll per decades in authors who as much know our reality as Pablo Freire and similar situations of foreign authors in the case of Edgar Morin, both understand the challenges that the educator faces to each day in the learning room and had transformed the questionings into theoretical solutions ahead practises of them also for lived deeply them, as we have seen throughout all this trajectory that we are tracing since the beginning of this study it ties this point, from now we will enter in the proposals that also are based on all the theories long ago displayed here. III Educational Proposals Ahead of the conceptions the authors concomitantly, agree that beyond prioritizing the bases of a liberating education, this can and must apply it superior education, therefore, offer to the teaching quality in its practical educative, correlating all the set of discipline in the complexities of knowing for construction next to the reality curing the economic necessities, politics to them, educational and social in which we find in them.
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.