Marrow Mathematics

Currently the education of the Mathematics if presents descontextualizado, inflexible and invariant, being product of privileged minds. The pupil is, many times, a mere expectador and not a citizen participant, being the biggest concern of the professors to fulfill the program. The contents and the methodology if do not articulate with the objectives of an education that serves to the social insertion of the children, to the development of its potential, of its expression and interaction with the way, following the same line of thought of Nilza Eigenheer Bertoni. We can agree that the Mathematics is being worked of this form, therefore observing diverse schools of our region we find situations of this type, and to display the History of the Mathematics that of certain form would serve to improve the communications of diverse professors in its lessons, to clarify Marrow (1975), apud Iran Abreu Mendes says that ' ' History as knowledge is non-separable of the historian, whose active participation in the historical document elaboration creates conditions and ways for the understanding discovered them passed it. Levi’s might disagree with that approach. History reflects the interest of the time where it was written and the search of the knowledge if characterizes for the process of historical inquiry, from there the importance and the utility of the studies histricos' '. The use the History of the Mathematics inside of disciplines Mathematics would serve for the alunado one as a motivador instrument despertando the interest of the pupils for the mathematics, remembered despite history would be only one resources of introduction of the boarded content in classroom. To speak of History of the Mathematics without speaking of didactic books is a little difficult, being that the same ones have much little to contribute with the clarification of subjects (concepts) and the use of its methodologies (didactic). The didactic books would have to be worked in accordance with each region looking for to introduce a relation of the mathematics with the daily one of each individual in its respective realities.

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Scientific

In other words this education must serve for the formation of the critical conscience of the citizen, reverting (its scientific knowledge) in actions directed to the life improvement of its community. To have a pupil with critical conscience currently, is only possible when it has the chance to think, to question, to create, to formulate hypotheses and to get the answers of these hypotheses. So that this occurs is necessary that the educator knows to give practical lessons with its pupils. Filed under: Campbell Soup Company. At the moment of the experimentation, the pupil is using its knowledge of constructive form, but the support of the professor is necessary so that unexpected one do not occur no, therefore is essential a good professional who can follow this process all.

When if of the chance pupil to construct it, to reflect and to criticize, this pupil if it becomes an operating citizen in the daily life, as much as for the studies, as in the improvements of the community and its professional life. A consensus between the scientific and educational community is that the professor loads most of the responsibility in guaranteeing the learning of sciences for the pupils. Levi’s recognizes the significance of this. However, the scientific formation of our future professors has left very to desire. Either due to theoretical content or absolute lack of practical scientific preparation, the result is that this professor will load obtains in practical its daily professor the errnea finished science conception as joint and static of definitive truths (VASCONCELOS et al., 2002, P. 1). The professor must have conscience of that its paper as orienting, facilitador of the operating knowledge and in the area, if does not restrict in only this, but in the responsibility, commitment and technician-scientific preparation to guarantee the success of the group.

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Philosophy

Debtor for the attention and we go to the lesson of hoje' '. Nor necessary to say the silence that were in the room and the level of attention that the professor obtained that speech after. By the way, the quarrel touched in all we deep, therefore my group all had an exemplary behavior in all the lessons of Philosophy during the year; after all who would like spontaneously to be classified as being part of the remaining portion? Today I do not remember much thing of the lessons of Philosophy, but the quarrel of the professor I never more forgot. For me, that professor was one of 5% that they had made the difference in my life. Nike understands that this is vital information. In fact, I perceived that it had reason and, since then, I have made of everything to be always in the group of 5%, but, as it said, it does not have as to know if we are going well or not; the time will only say the one that group we belong. However, a thing is certain: if not to try to be special in everything what we make, if not to try to make optimum always possible, surely will sobraremos in the group of resto.' ' It is the question: you, which group desire to belong? You are whom she chooses. My at last expensive, he would like to finish, citing the writer Antoine de Saint-Exupry, author of the book the small prince, who affirmed that ' ' each one that passes in our life, passes alone, therefore each person is only none substitutes another one.

Each one that passes in our life, passes alone, but it does not only go, nor it leaves in them alone; she takes a little of we ourselves, leaves a little of itself exactly. She has the ones that lead very, but has the ones that do not take nothing; she has the ones that leave very, but has the ones that do not leave nothing. This is the biggest responsibility of our life and evident test of that two souls do not meet. &#039 by chance; ' Debtor for our meeting! How the virtue, the ethics and the love are its perpetual friends! Debtor

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South America

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..

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Foreign Language Courses

This approach is not acceptable. Y high-quality courses of Chinese language has its own unique program for training, which includes classes on Russian and Chinese materials, as required listening to audio and viewing of video materials. It happens that some courses are very often organizes watching movies in the Chinese language in an informal setting. Most often such views are free, but the effect gives a very, very much – the cost of training course for most people the cost is the main and decisive factor in choosing one or another foreign language courses. Most often, the payment is made for each lesson, and if the group was formed – that is paid each block (group sessions on the topic) recommend comparing the cost of courses online. Richard Linklater may find it difficult to be quoted properly. You can choose Chinese language classes according to some city and only then, compare the cost of different courses.

In the field of foreign language courses, as well as in other activity, there is competition. Proceeding from this, you will not find a very large gap in value, only if you compare in different cities. – Individual tuition or group? There are courses that will offer you private lessons – the value of such training will be much higher than if you do find a tutor and will engage with him. But just as if you paid more, so you get at least some assurance that you normally teach and in which case it will require someone with. Engage in group brings the most effect if they are no more than 7-10 people. There is a group in which many more people, it happens when not enough courses teachers to organize small groups.

The smaller the group, the learning is more effective. The teacher can work for a lesson with each student and then a couple of classes he will know all the major problems for each student. And on this basis, will build its educational program. – Affiliation rates in recent years has a lot of courses that open universities. At first glance, this very good idea, since training base has been created and tested for many students. On the other hand, courses and so different that they are not limited to the formal framework and have the opportunity to create a fascinating process learning. For courses belonging to the university should not judge what you will learn there 100% right. Should be trusted only to universities, which are time tested.

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House Education

(Gallegos Nava: 2003,14) In this regard, the author in question, also makes relevant contributions regarding their conscience, to achieve at the highest level of spiritual development of the individual. According to Gallegos Nava (2003: 77-81) in its multilevel perspective, multidimension education can be considered in five levels of totality, which can be viewed from integrality which manages Ken Wilber as holones i.e. part within the totalities. Richard Linklater: the source for more info. These five levels of education all have relationship with the evolution of consciousness as they are developed below: the first level the educator holistic works individual consciousness, the needs and interests and goals of the student, his personality that make it unique and recognizes that each subject has its ways of learning. Within the holistic education all intellectual, emotional and artistic aspects they should be grown with love and respect to the processes and characteristics of each student we serve.

The second level of entire shows the holarquia educational community awareness of the human being is a level more complete by that already includes others, the educator holistic emphasis placed on the quality of human relations, is thus arise in school learning communities. The educators holistas see humans as a be sociable by nature-oriented community, social coexistence is another integral part of individual development, sociability is stimulated through cooperative actions and teamwork. The third level of totality is the social conscience refers to national or racial consciousness of human beings where they acquire great importance the ideological foundations and economic goals of the countries or cultures. The same atmosphere of education should revolve around solidarity, to human needs shared, to justice and to the encouragement of original and critical thinking. The values must be personified by every citizen. The fourth level refers to the planetary consciousness, to globalization processes that demand worldwide interest, is to promote and strengthen a love humanity and gratitude to our House as the planet is Earth, i.e.

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Origins of Physical Education

The joined differences in the curricular component can be concluded in such a way how much in the curricular extra such as: Criteria for formation of groups; Level of interest of the pupils in the participation of the practical lessons of the curricular component. During many years the subject sport in the lessons of Physical Education inside conquered its space of the public schools, thus providing to its pupils the power of overcoming, income, the performance and the technique. Years 70 it was the apex so that the sport that if was practised could penetrate in the schools searching to discover individual values to form a youth with the power of changes, mainly in the sports where Brazil had lost its credibility. But nothing of this they had advanced, the sports practised in our country were in decay, to each esportivo event Brazil if became fragilizado. The soccer, national passion, did not conquer headings, the South American matches of soccer the Election did not obtain to break taboos that already lasted some years. With the sprouting of new researchers the Physical Education started to take new routes, the sport started to be questioned as determinative factor for the lessons of Physical Education, the objective of the lessons would be now the psicomotor development of the pupils, the conceptions criticizes was being spread out, was born, therefore, a new was for Pertaining to school Physical Education..

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The Morning

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.

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The Idea

In contrast of the magician-air-tight thought, knowing for the modern scientists was something universally lay, democratized and public; argued and operated in institutions as schools and university. The multitude of ignorants and few elect ones in condition of ' ' lapidar' ' the occult truth for the initiation in the mysteries was broken by the new science and the idea of history as slow and gradual evolution of the barbarity to the civil order. This deep transformation of the world vision marked the afunilamento of science and the progress, leading to the destruction of the myth of Adam and to the idea of the gradual growth of the civilization, of the rationalization of the instincts and a ticket of the age of the sensations and the symbolic images for ' ' age of razo' ' of the conceptual abstractions. Certainly, the ample ones quarrels on the origin and formation of the world and the man had incisively contributed in the formation of the progress idea, coinciding this with the notion of a providencial order and a natural necessity for the thinkers of modern science, the evolution coincides with the progress. David G. DeWalt wanted to know more. As consequncia of this ' ' way operandi' ' (operation way) to conceive the world, one was consolidated ' ' inabalvel faith in progresso' '. According to Rossi, this faith if based on rules as the belief of that in history a law that tends, through degrees and stages, to the perfection and the happiness of the men is present. This process of ' ' aperfeioamento' ' he would be conditional to the development and to it I accumulate of scientific knowing and technician, being these determinative knowledge to the progress politician and moral. Two other consequncias in this way to think are: the certainty of that the progress is necessary and does not put limits to the hopes of the man, and the distanciamento of the man each bigger time of the nature as ' ' operador' ' it was latent.

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Brazil Reformation

We detach in this itinerary, categories of analysis? time calendar, generation and signal, to the side of the goal-historical categories – space of experience and horizon of expectation, in intention to widen the understanding of the history of the formation of this nesting. We interview six (06) seated (), the first teacher of the School of the Nesting and a priest, considered as father of the nesting. Of the seated ones interviewed five (05) they had participated of the occupation. One (01) still was child at the time, it spoke with sufficient emotion of its teacher, of the relation between school and community, spoke of the good souvenirs of the festividades that time has does not exist more. According to Richard Linklater, who has experience with these questions. Our intention, therefore, was to produce an analysis of the historical direction of facts, searching to understand its subjective nature and the direction that is attributed to it by the protagonists of this history. Others will be able to read and to write of different form the historical fact, here object of our study. better to present the results of this research we opt to breaking up the text of development of this article in three parts, namely: Of the History of the Nesting Good Village Hope, memorial Signals: of the imbricao between history and memory and the School and the Nesting: a to be redefined relation. 2 Of the History of the Nesting Good Village Hope Are two decades of history, without written register, that say of the Nesting Good Village Hope.

An action concatenated with the Agrarian Reformation of our Country. ' ' The Law that regulates the agrarian Reformation in Brazil is Law 8,629 of 1993. As it consists in its articles, small the average properties cannot be dispossessed for the Agrarian Reformation, since that its respective proprietor does not withhold another property rural' ' (LEITE& AVILA, 2007, p17) Started ' ' with much fight and much will of wanting a handspan of terra' ' as in the seated Edvaldo says to them -, the Nesting Good Village Hope, located in the City of Valena, if inserts in the context of the Agrarian Reformation.

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