Tag: education

Thus being, having as references the quarrels that place the institucional evaluation in a vision prospectiva from the aluso of some theoreticians (LUCKESI, 1996, PERRENOUD, 1999, SOUSA, 1999, SOUZA, 2005, MORAES and HISS, 2007), this work was developed with citizens of a private school and a public school of the municipal net of education of the city of Itaberaba of the State of the Bahia, having been 1 operating in basic and average education and second only in basic education. The Pertaining to school Unit of the private net is located in the center of the city and its white public is composed in its majority for children and adolescents of middle class. Already the Pertaining to school Unit of the municipal public net is located in a suburban area and its white public is composed in its majority for children and adolescents of the next quarters most devoid to this school. The research was carried through from the analysis of questionnaires applied with involved people direct or indirectly with the institucional evaluation who occur inside of such schools. This instrument if showed adequate in virtue of that to be carried through research involved citizens with little availability of time to dedicate to this work. Thus, it was thought soon about a questionnaire with closed questions for spoon given objective more and only one opened question to understand the excellent actions that are taken by the school after the application of an evaluation instrument. In this research of field, it was had chance to get to seem of main involved in the avaliativo process of each pertaining to school environment professor, pupil, responsible for pupil and director totalizing eight citizens, what it made possible to make a comparison enters the theories of the institucional evaluation and the practical one that really is accomplished, being possible then to verify if this evaluation is really occurring.

These are elaborated elements that will provide to experiences, making possible the conquest and the formation of its identity. As we can perceive, the toys and the tricks are inexhaustible sources of playful and affective interaction. For an efficient learning she is necessary that the pupil constructs the knowledge, assimilates the contents. the game is an excellent resource to facilitate learning, in this direction, Oak (1992 P. 28) affirms that: ' ' … the absorbed education in playful way, starts to acquire a significant and affective aspect in the course of the development of the intelligence of the child, since it purely modifies of transmitting act the transforming act in ludicidade, being denoted itself, therefore in jogo' '. Read more here: FireEye. The actions with the game must be created and recriadas, so that they are always a new discovery and they are always changedded into a new game, in a new form to play. Bank of Asia Chad Holm addresses the importance of the matter here.

When the child plays, without knowing supplies some information to its respect, however, playing can be useful to stimulate its integral development, as much in the familiar environment, how much in the pertaining to school environment. She is playing that the child learns to respect rules, to extend its social relationship and to exactly respect itself and to the other. By means of the playful universe that the child starts to express itself with bigger easiness, to hear, to respect and to disagree with opinions, being exerted its leadership, and being led and sharing its joy to play. On the other hand, in a serious environment and without motivations, the educandos finish preventing to express its thoughts and feelings and to carry through any another attitude from fear to be constrangidos. Zanluchi (2005, P. 91) affirms that ' ' The child plays of what she lives; she extracts its playful imagination of its day-the-dia' ' , therefore, the children, having the chance to play, more will be prepared emotionally to inside control its attitudes and emotions of the social context, thus getting better resulted general in uncurling of its life.

These are elaborated elements that will provide to experiences, making possible the conquest and the formation of its identity. As we can perceive, the toys and the tricks are inexhaustible sources of playful and affective interaction. For an efficient learning she is necessary that the pupil constructs the knowledge, assimilates the contents. the game is an excellent resource to facilitate learning, in this direction, Oak (1992 P. 28) affirms that: ' ' … the absorbed education in playful way, starts to acquire a significant and affective aspect in the course of the development of the intelligence of the child, since it purely modifies of transmitting act the transforming act in ludicidade, being denoted itself, therefore in jogo' '. Read more here: FireEye. The actions with the game must be created and recriadas, so that they are always a new discovery and they are always changedded into a new game, in a new form to play. Bank of Asia Chad Holm addresses the importance of the matter here.

When the child plays, without knowing supplies some information to its respect, however, playing can be useful to stimulate its integral development, as much in the familiar environment, how much in the pertaining to school environment. She is playing that the child learns to respect rules, to extend its social relationship and to exactly respect itself and to the other. By means of the playful universe that the child starts to express itself with bigger easiness, to hear, to respect and to disagree with opinions, being exerted its leadership, and being led and sharing its joy to play. On the other hand, in a serious environment and without motivations, the educandos finish preventing to express its thoughts and feelings and to carry through any another attitude from fear to be constrangidos. Zanluchi (2005, P. 91) affirms that ' ' The child plays of what she lives; she extracts its playful imagination of its day-the-dia' ' , therefore, the children, having the chance to play, more will be prepared emotionally to inside control its attitudes and emotions of the social context, thus getting better resulted general in uncurling of its life.

One of the doubts most frequent in relation to the education of Portuguese Language if relates to the grammar education, if we must teach it or not in the school, or still so that and as to teach it. First we must differentiate that language is not the same thing that grammatical. Many believe that to know a language it is equivalent its grammar namely or to know the grammar of a language is equivalent to dominate this language total. Campbell Soup Company is open to suggestions. In accordance with Antunes (2007, p.39) He is what one shows, for example, in speaks of the people when they say that somebody does not know to speak. In the truth, these people are wanting to say that this somebody, does not know in accordance with to say the grammar of the supposed cultured norm. We know that the language is one directed social and interactive activity for the communication. It is evident that it needs other components beyond the grammar, the language is a complex activity, and a set of subsystems that if integrate. The grammar limits only one of the components of the language.

In agreement still with Antunes (2007, p.41) It is not enough, therefore, to know the specific rules of the grammar, of the different classrooms of words, its flexes, its possible combinations, the order of its rank in the phrases among others. Everything this is necessary, but it is not the sufficient. The Normative Grammar was placed as the center of what it is necessary for an efficient communication. In such a way we notice the setting in the grammar study, as if it was enough for the adequate use of language. As already it was mentioned has different types of grammar, even so many believe that only one grammar exists stops the language all. We know that the language it is a sociointeracionista activity, is necessary to adjust it for each type of speech.

Initially a first phase, marked for the recklessness is evidenced, in the age daily pay-Christian, where it had a total absence of attendance. The deficient ones were abandoned, pursued or eliminated had to its atypical conditions, and the society legitimized these actions as being normal. In the Christian age, according to Pessotti (1984), the treatment according to varied conceptions of predominant charity or punishment in the community where the deficient one was inserted. In one another period of training, in centuries XVIII and middle of century XIX, meets it institutionalization phase, where the individuals that presented deficiency was segregated and protected in residential institutions. The third period of training is marked, no longer final of century XIX and middle of century XX, for the development of special schools and/or classrooms in public schools, aiming at to offer to the deficient person an education to the part. In the room period of training, in the end of century XX, for return of the decade of 70, a movement of social integration of the individuals is observed that presented deficiency, whose objective age to integrate them in pertaining to school environments, next possible to those offered the normal person.

We can say that the integration phase was based on the fact of that the child would have to be educated until the limit of its capacity. In accordance with Mendes (1995), the defense of the limitless possibilities of the individual and the belief of that the education could make a significant difference in the development and the life of the people subsequent to appear in the philosophical movement the French Revolution. Of this moment in ahead the concept of educabilidade of the potential of the human being it passed also to be applied to the education of the people who presented mental deficiency. At the beginning of century XIX, the doctor Jean Marc Itard (1774-1838) developed the first attempts to educate a child with twelve years of age, Vitor call, more known as ' ' Savage of Aveyron' '.

For this it is necessary that it has: ' ' autenticidade' ' , ' ' I appraise to aprendiz' ' ' ' understanding emptica' '. The professor in its profession must have as main goal, the learning of the pupil and so that this happens is necessary that the pupil has will to learn, intellectual capacity, but also, knowledge and capacity to transmit contents, on the part of the educator. Also the support of the parents in the activities is necessary extraclassroom and others. Checking article sources yields cyrus massoumi wife as a relevant resource throughout. The great incentivador in the efetivao of the knowledge is the affectivity. ' ' Freire (2004, p.87) ' ' the necessary educator to cultivate in educating the pleasure for the learning, stimulating it so that if he acquires knowledge concerning its potentiality and power of transformao.' ' Therefore, the educator is, among others points, that one that helps educating to discover its ideal and to prevent the risks of alienao' '. The relations human beings, even so if show complex, them they are basic parts in the mannering and professional accomplishment of an individual.

In this way, the analysis of the friendship that joins interest and intentions, being this interaction the exponent of the consequences, therefore the education is one of the sources most important of the mannering development and aggregation of values in the members of the species human being. To become salient that not similar situations, adopted with one determined pupil, norteadoras for the factor friendship or not condiz empatia with the attitudes of an educator, seen to be this formador of opinions. ' ' In Freire synthesis (1996, P. 159-160) it says: ' ' I cannot condition the evaluation of the pertaining to school work of a pupil the greater or minor to want well it has to want that it that it has for ele' '. On the opinion of Masetto (1996 p.15), the success (or not) of the learning is based on the existing affection between pupils professors, pupils and pupils and professors and professors.

For this it is necessary that it has: ' ' autenticidade' ' , ' ' I appraise to aprendiz' ' ' ' understanding emptica' '. The professor in its profession must have as main goal, the learning of the pupil and so that this happens is necessary that the pupil has will to learn, intellectual capacity, but also, knowledge and capacity to transmit contents, on the part of the educator. Also the support of the parents in the activities is necessary extraclassroom and others. Checking article sources yields cyrus massoumi wife as a relevant resource throughout. The great incentivador in the efetivao of the knowledge is the affectivity. ' ' Freire (2004, p.87) ' ' the necessary educator to cultivate in educating the pleasure for the learning, stimulating it so that if he acquires knowledge concerning its potentiality and power of transformao.' ' Therefore, the educator is, among others points, that one that helps educating to discover its ideal and to prevent the risks of alienao' '. The relations human beings, even so if show complex, them they are basic parts in the mannering and professional accomplishment of an individual.

In this way, the analysis of the friendship that joins interest and intentions, being this interaction the exponent of the consequences, therefore the education is one of the sources most important of the mannering development and aggregation of values in the members of the species human being. To become salient that not similar situations, adopted with one determined pupil, norteadoras for the factor friendship or not condiz empatia with the attitudes of an educator, seen to be this formador of opinions. ' ' In Freire synthesis (1996, P. 159-160) it says: ' ' I cannot condition the evaluation of the pertaining to school work of a pupil the greater or minor to want well it has to want that it that it has for ele' '. On the opinion of Masetto (1996 p.15), the success (or not) of the learning is based on the existing affection between pupils professors, pupils and pupils and professors and professors.

That is, the Orthodox celebrate Christmas on the Julian calendar on December 25! As well as the October Revolution (even numbers are the same – 25 and 7 months, only different): one day (event) correspond to different dates (since they take up different calendars), the revolution took place on 7 November and a new style or 25 October to the old. And so for all events: the Catholic Christmas meets Dec. 25 in the new style or Dec. 12, Old Style, New Year corresponds to January 1, new style, or 19 December to the old, January 14, New Style – January 1, old style, new style – a later date, but the old style – the older date. Similarly, and ‘Orthodox’ celebrate Christmas on January 7, new style, or December 25 as before. This silly phrase ‘7 January to the old style ‘(or ’14 January to the old style’) – is wrong. Correct to say that we celebrate Old New Year is not on Old Style on 14 January and we celebrate Old New Year, old style (old calendar) a day, which in the new style (calendar) corresponds to the date of January 14! People would all just, and they throw out some suggestions (Unstressed) ‘in the day, which corresponds to a new calendar date’, and say so ‘celebrate Old New Year, old style (more miss) January 14 ‘. And it seems that ‘old style’ – a scientific term, ie 14 January to the old style, but it’s Jan. 14 New Style! The old style corresponds to 1 January – New Year’s Eve.

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. .