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.

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..