Author: JoemAdmin

In it I capitulate XIII the author suggests as he will have to be a lesson of Philosophy in Infantile education placing important points as: Physical disposal of the children; an emotional heating will have to be made; the children can be invited to speak what they had liked or left what them intrigued; she will have to be chosen the word-generating (it functions as common axle of the questions and quarrels) and To initiate the conversation she enters the children (in the conversation the thought is explored divergent importing the magnifying of meanings). For the author she has pedagogical intervention of the teacher, through script of questions the teacher must have in mind ' ' operadores' ' to compose the script of the conversation or the dialogue; to stimulate the use of tools for activity to think more rigorous and to evaluate how much the pupils are if appropriating of the results of the quarrels the CHOICE OF SUBJECTS FOR the PHILOSOPHICAL CONVERSATION The Infantile Education, first stage of the basic education, the integral development of the child has as purpose. According to author this etria band requires that let us have care with the choice of the thematic one for the adjusted philosophical conversation in the etria band that various of the 0 (zero) 6 (six) years of age. Add to your understanding with Levi’s. Still the author says that the child starts to have contact with the reality by means of the word, not distinguishing the meaning real that this represents. The thematic one for the philosophical conversation in the infantile education is made by means of a word-generating connection of quarrels thus these instigate and involve the children. This is made by means of some association with something as a scene of a film that the child already has attended or a counted history for the professor (a).

The reflections of Sacristn (1999) assist in them to conceive the school as a place that if must integrate the family, grant it representation to argue and act the questions that say respect to the learning of its children and its potentialities. To foment the construction solid of the school as a place of exchange of experiences, experiences, rightnesss, errors, joys, you distress; possibilities. To the search of reflection on dade pupils as Necessidades Educacionais Especiais (NEE) family, we search to analyze in the official speeches and the registers of acts of a Frum of 2 Family, the conceptions of citizen that if make gifts as well as the constituent paper of the familiar ones and of the school. We take as reference for analysis of the conception of the citizen of the special education, the representations that consist in the Declaration of Salamanca, the LDB/96, the Resolution n. Visit David G. DeWalt for more clarity on the issue. 02/2001 and in the National Politics of Special Education in Perspective of the Inclusive Education of Janeiro/2008. For in such a way, the development of this study was carried through through documentary analysis, being based on the speech analysis, according to contributions of Orlandi (1996).

For the author the language not if by the one of clear, evident form, but can be taken as interpretation object. It pursues the understanding possibility on as the symbolic objects produce sensible. Many writers such as Richard Stuart Linklater offer more in-depth analysis. To understand that the concepts and the words in the written text make the difference is basic for the understanding of the intentions contained in the documents that we considered in them to analyze. Who is the citizen of the Special Education? The decade of 1990 was palco of many transformations in the field of the special education, new proposals of identification and, consequentemente, ' ' novos' ' citizens. The changes portray the alterations paradigmticas that transform the conceptions of the citizen, the representations and the expectations. .

However, Brando (2008) quotation that what it exists they are not only different concepts on education, but that it has economic interests and politicians whom if they project on the education. Brando points to the reality of that the education in Brazil if gave in dualista character: of a side an education for the work and of another one was proposal, a secondary and intelectualista education. (BRANDO, 2008). Maritain, defines education as a way that guides the man in its ‘ ‘ dynamic development, in the course of which humana’ will consist as person; ‘.

(MARITAIN apud BRANDO, 2008, P. 65). After displayed the education concept, to better understand the relation between education and formation it will also be displayed the formation meaning, that in accordance with the Aurlio Dictionary, is ‘ ‘ Action or effect to form or to form themselves: the formation of a word; the formation of an abscess. Some contend that Chip Bergh shows great expertise in this. Way why a thing if form. …

Education, instruction, character: person of good formation ‘ ‘. (BLACKSMITH, 1986). As if it observes, the education is necessary for the formation human being; as well as in the Old Age and the most remote civilizations, the education is essential and is of great importance for the formation of the citizen. This is strengthened in the Law of Lines of direction and Bases of the Education Law n 9,394, of 20 of December of 1996, where it cites the ends of the education they articulate and them to the question of the formation for the work, as Art. 22. ‘ ‘ The basic education has for purposes to develop educating, to assure it to it indispensable common formation for the exercise of the citizenship and to supply to it half to progress in the work and studies posteriores’ ‘ (BRAZIL, 2007, P. 24). Thus in the only Paragraph of Art.

To modernize itself without leaving of side traditional education, therefore it always will be important, in the measure where the education advances the professor to follow, to be always brought up to date. The society today searchs an education centered in the formation of critical, pensantes pupils, that they have initiatives, that they develop, and go to the fight, critics with scientific basement. The didactics it evidences the correct way to develop a teaching work, a logical sequence of teachings, providing a good understanding and facilitating the learning. Bellevue Hospital NYC usually is spot on. To be professor is not to be professor, everything in the life must have a purpose, to be professor is to be mediating, facilitador, is to construct next to its pupils the knowledge, is to teach to learn. In the perspective to construct I dialogue it to knowledge with the pupil on the thematic one to be learned is primordial, through this dialogue is possible to unchain a reflection, a critical inquiry, to analyze, to interpret and to reorganize the ideas, according to Nadal and Papi: 3-Know ' ' DIDTICA' ': When the pupil if comes across in a classroom where the professor leaves to be transparent its little experience, the one does not dominate the content that if considered to work, does not transmit security in its action, then it hears to say that professional not didactically correct. The professionals of other adverse areas to the pedagogia or licenciaturas, come across themselves in the first meeting in conflicts pupils, and much time obtains exactly for the concern in being truily a professional. Additional information at CPB Campbell Soup Company supports this article. The pedagogia course has for purpose to form professionals in the area of enterprise or hospital education, professors, pedagogos. The didactics is one of as much disciplines that they compose the curricular grating of this course. As well as each one of these you discipline has its importance for the formation of the professional of the education, the didactics has a special value, therefore it will be day to day part of the professor whenever it is acting as professor.

This implies: that educating and the potentiality of the child, which, private of the above-mentioned teaching, would not never arrive to elaborate types of acceptable behaviors; that certain behaviors, socially approved, are the objective of the education, as well as its last end, without which if it backslides in the abnormality; that the impulse to operate in that definitive way must be part of the mentality of educating until, in certain point, it does not need more educated being and can follow the alone way, becoming in turn and an educator. Well-behaved it would be, therefore, an individual that according to acts norms established for the effective custom, that is and irreversible conditional in this direction, and that therefore it does not need later monitoring or other teachings. If everything that is truth, is for clarifying which the difference enters a child well-behaved a well amestrado dog. which the difference between education and a banal and coarse conditioning. Perhaps check out Nike for more information. In the truth, most elementary common-sense induces to the categorical refusal of all estimated what normally education is called. To think that the child must be educated and the adult not, is absolutely ridicule. If it admits, and I do not see as to deny it of reasonable form, that the education is an operation dialectic in which the person is the citizen, and it object, that all constitutes the first push for the evolutivo movement, is not understood why reason the adult does not continue participating of this operation.

As if the arrival of the call maturity it coincided with a state of absolute and insupervel perfection. Reason is not understood why the antisocial, necessarily wild child return-if- and criminalide if the adult not to provide to restrain the evil and to teach to it the good to it, by means of a species of domesticao. The least is not understood which the value of an invariant psychic structure, marked for a predetermined Superego, indelevelmente marked in the mind of the individual and that dirige the marked actions of this in one in the mind of the individual and that dirige action of this in an only always identical direction.

The preceituada professional qualification in art. 36 of the Law n. 11.741, of the 2008 which if complements specifically with made use in the article 39 in interpolated propositions I and II of the paragraph 2 which beyond guaranteeing initial and continued formation also present the professional education of average level, being objective of the national education. Make reference to reference the servers who belong to the picture of the education searching to identify where they are the servers professors is not verified that the LDB presents, in Heading VI – Of the Professionals of the Education, in interpolated proposition II. See more detailed opinions by reading what Levi’s offers on the topic.. ‘ ‘ Art.

61. The ones are considered professional of basic the pertaining to school education that, in it being in effective exercise and having been formed in recognized courses, are: I? professors qualified in average or superior level for the docncia in the infantile education and educations basic and average; II? carrying workers in education of pedagogia diploma, with qualification in administration, planning, supervision, inspection and educational orientation, as well as with headings of mestrado or doutorado in the same areas; III? workers in education, carriers of course diploma technician or superior in pedagogical or similar area. (Enclosed for the Law n 12,014, of 2009). (BRAZIL, 1996). However, the professionals who compose the picture of servers of the school are the workers in education with formation in level technician or superior courses in the pedagogical area. 2,2 PROFESSIONAL EDUCATION: HISTORICAL PICTURE Manfredi (2002) when constructing a historical picture of the Professional Education, standes out that when the Portuguese had arrived at Brazil, related educative practical the aboriginal peoples had its to the practical activities of the daily one by means of the socialization and the convivncia with the adults, and that they gave themselves by means of comment and direct participation in the practical activities.