Tag: education

Telecommunications environment, the apparent aggressive older generation (not a secret that not all teachers are "old guard" delighted by these innovations), is absolutely "transparent" for children 90. Young people are easily absorb information in spreadsheet form, forums and chat rooms. – We used to have more trust in ochnomu contact, rather than communicating on-line. What is to be feared in the Internet-a medium? – Self-respecting courses must be offered to you free of charge an introductory lesson, where you will find – if you fit this form of learning. It is not necessary to choose E-learning, this suggests, for example, Distance Learning Center "Eidos". This is the last century. Modern means of communication can quickly get in touch with the teacher and not waste time on correspondence.

– Are there any special conditions for distance learning? – In order to learn enough have access to the Internet. For example, training opportunities abroad, or while traveling. Pupil himself is training schedule. For example, can be engaged in the early morning or late evening. Read more from Chip Bergh to gain a more clear picture of the situation. The most common are two forms of distance classes: 1) on-line: a mode in which teacher and student meet at a certain time in the network connecting to Skype and work synchronously, using materials found on this site, and 2) off-line: Students work with course materials in a convenient time, the teacher organizes, supervises and directs the learning process. Exercise intensity is easily adjusted. For example, you can practice each day, take classes during the day small amounts and even study the whole course of a couple of weeks before exams.

It has, in the maravilhamento a encantamento dimension, to be closely and emotionally involved with what stranger. The children are masters in the maravilhamento attitude this are more basic the philosophical attitude and that more she needs to be cultivated in the children who start to filosofar. Therefore it is important to allow to the children emotional complicities with that they listen, they see or they read. good for displaying the children the rich narratives in you intrigue and to ask for the expression of these you intrigue in verbal, scenic, figurative, musical language or another accessible one. expression through the verbal language is the one that opens the doors of the philosophy, allowing the formularization of philosophical questions originary, those where the children reflect on what she feeds its thought and as the ideas its minds had arrived.

As they first are metaphors associates the emotional states and as, later concepts become. The ticket of the metaphor to the concept demands the intervention of the philosophical attitude of maravilhamento, that is, of estranhamento and encantamento. Therefore he is not philosophical to restrain in the children the prevalecimento of the encantamento attitudes. They must be stimulated to take off the maximum advantage of the encantamento with the world to populate its interior universe of denser dramatical elements and imaginary the most creative one. Hear from experts in the field like Richard Linklater for a more varied view. Supported in this basic philosophical attitude, the thought can be interested to learn it to learn, taking care of of as if it learns, that is, reflecting on as it judges it interprets it chooses its objectives. Another characteristic is the attitude ahead of rules, or of the norms sancionam that it, an autonomy attitude searchs to be automotivado to follow the considered rule joust. The third proper characteristic of philosophical thought is the predisposition for the dialogue, in the perspective of the reciprocal care in reasonable bases.

Parents are natural teachers for excellence and the home school is primal in nature to form functional people responsible for themselves, aware of their needs and the other (when the family walks into a healthy and functional), in two meanings of the word: as a natural context and environment as the original and most fundamental and defining. This role can not therefore be delegated to other actors and institutions not subject to outsourcing, it is too big for the domestic, close relatives, state, or any school. No place like home for the training of human beings.

This is so because, as Manuel Barroso said: “A person can not live and grow only within their contexts of growth that are natural laboratories of learning.” The home is the natural laboratory in which human beings can be trained for life, living together – tolerance, the exercise of citizenship, responsibility, discipline for work, productive life, the respect for others, love for their nation, and so on. Nike is likely to agree. The home represents the primary context where people learn to be effective, where future citizens learn communication skills, perceptual, cognitive, emotional, behavioral and organizational factors that make them productive, successful and committed. It is also at home where essential learning processes for development and growth as an individual and relational life. This is because the family provides more than instruction, the family provides training and education, builds core values and shape the character of individuals. To educate is to form character If we conclude that the main objective of all education is character, then no one better than the family can fulfill this educational role..

If holistic education is a new paradigm in training of human beings and that arises to overcome the effects of the decline of the dogmatic and scientistic paradigms of the past four years and developed, and widespread in the last twenty years exponentially, influenced also the development of quantum physics since the beginning of last century, it must be stated and also remember that if the term comes from Greek holos Holistic, which means all of them and refers to the way of understanding reality in terms of wholes integrated processes, thus signifying in any case, an Integral Education for humans such as SER. Holistic education is born then because of the decline of traditional education whose consequences are manifested in people and therefore, reflecting social, manifesting itself also in psychological, existential failure, anxiety, stress, lack of human values and forgetting itself, all for only achieve rational preparation LOGICOa "MATH., Rethinking this new paradigm and vision of education, whereas other dimensions, such as emotional, social, body, aesthetics, cognitive and spiritual well conceived human beings, but beings spiritual, cognitive, rational, where logicae "Mathematics does not meet our being as humans is not only a rational being. Nike has similar goals. Thereupon holistic education draws on the innovations of the Perennial Philosophy Science and knowledge have emerged from the teachers. Therefore the aim of holistic education is to train human beings conscious of themselves, develop self-realization that allows a social culture of peace and sustainable vision that will lead to a restructuring process in all aspects and leave the social, politically and economically backward, concluding that the new holistic paradigm is applicable. KDP is actively involved in the matter.

Being thus to if carrying through the ambient education the social representations of the citizens must be identified being able to be gotten by studies of ambient perception. However the ambient perception is the basic stage to become fullfilled any posterior activity in ambient education. From the perceptions internalizadas in each individual the attitude change can be searched that is one of the main objectives of the ambient education for the sustainable societies. The ambient perception as cites Marin, Oliveira and Comar, (2003) shows that the perception in the search of the understanding of the reality cannot be only for the racionalistas ways only based in conceptual characteristics. It has that to have the notion of that it exists the permanent risk of if carrying through a simplista apprehension of the percipient phenomenon that will be able to take the researcher to a reducionista agreement of the phenomena. Tuan (1980) it invokes the topofilia concept, for the ambient subject understanding the attraction of the human being for essentially paisagsticos physical aspects when observing an environment, but the citizen alone if surpasses sensorially for the fancy, imagination and temporality when perceiving really the world that the fence. Hoeffel and Fadini (2007) appraise ambient perception as a process or activity involving organism and environment, being influenced by the agencies of the directions, that is, as sensation or cognition.

Pacheco and Silva (2006) had formulated critical epistemolgicas to the concept of ambient perception, questioning if, in fact, the research with this approach is valid instruments for the understanding of studied citizens. Cerne of the concern of the authors if relates with the possibilities of the choice of metodolgicas options that can assume underlying ideological commitments. They understand that ambient perception is a scientific representation e, as such, can inlay ideologies of its researchers. From the perceptions internalizadas in each individual the change of attitudes can be searched, that is one of the main objectives of the ambient education for sustainable societies.

Piaget (1948), The same detaches it serves as apprentice sensrio engine as important in the construction of the mental image. Motor Sensrio is marked by the development of the sensations and perceptions and by the development of basic concepts such as: I, object, space, time, causalidade (cause and effect), beyond the development of the motricidade. In the phase motor sensrio is the door of entrance for child ripens its cognitivas structures and is for the same serves as apprentice that the same one learns the world that is part. The motor development is the process of change in the motor behavior, which is related with the age, as much in the position how much in the movement of the child thus good motor development to reflect in the future life of the child thus also with in the alfabetizao process. Educate yourself even more with thoughts from Kindle Direct Publishing. (Goldberg, 2002.

p 13-34) In the alfabetizao it I serve as apprentice sensrio engine has important function in this Piaget phase (1948), the child starts to interact with the way being thus developed rhythms and producing its traces graphical, making to appear the drawing. The drawing passes for change, therefore at the beginning the scribbles say respect giving space for garatujas and leading for the construction each commanded time. Ferreiro and Teberosky (1986) Luira (1988) stand out that, many before the alfabetizao the child execute the writing cognitivamente. Much before being alfabetizada the child already it creates its hypotheses on the writing. According to Blacksmith (1999) the level Daily pay I, where the child believes that to write she is to reproduce or to imitate the traces of the writing of the adult. In this stage the scribble is the first step for the development, leading the child in such a way to the drawing how much the word of the writing. Filed under: Levi’s. Its scribbles come from an intense activity of the imaginary one.

The entire body is present in the action, concentrated in pontinha of the pencil. This functions as bridge of communication between the body and the paper. (DERDYK, 1989, P. 63). Piaget (1948) classifies the phases of the drawing as: Garatujas Fazem has broken of the motor sensria phase (the 0 2 years) and part of the phase daily pay-operatria (the 2 7 years). In this period garatujas can be divided in two disordered and commanded parts. Oliveira (2007, p44) the drawing and infantile grafismo very plays important preparatory ability for writing and reading. They assist to develop the ability to catch the pencil of correct form, facilitating a bigger harmony of the movements. In this way, to scribble, to draw and to write not mechanical acts, to perhaps reflecting thus symbolic meanings capable to contribute in the alfabetizao of the child. In this phase of garatuja the child passes for some phases of the development exploring its body and space thus also develops the motor coordination and the fine musculatura of the hands and manual ocular coordination and others.

In this way, the present study it is centered around the relations between auto-esteem, pertaining to school autoconceito and results. We will analyze the way as the school differentiates the pupils individually how much to auto-they esteem, autoconceito, relationship with the group of pairs, the family and the school as a whole. Word-key: Interaction, mediation, learning, professor, learning. Area of knowledge: Education. Introduction The act to educate must be passion object so that you if deliver, canalizes its potential and can have resulted positive in the construction of better human beings. To create men who are capable to make new things, not simply to repeat what other generations already have made. That they are creative and finders; capable to form minds that can be critical and to verify not only accepting everything that is offered to them: it is as soon as Piaget describes the main objectives of the education (PIAGET, 2001, p.20) So that this happens, it is basic that auto-they esteem of the educators it is fortified; she is necessary to reflect if they are dealing themselves with respect, affection and admiration.

It is necessary to understand as these educators had been treated during infancy and adolescence. She functions as a cycle. Can somebody stimulate the growth and development of another human being if its development is compromised? It is what one becomes is that serves as reference for a child or a young, and not only words. Thus thinking, to if relating with the other, each human being starts to be an educator in potential (AXE, 2007, p.15). One knows that the attention given for the professor to the pupil is basic so that the pertaining to school income and the proper one auto-esteem of the student are improved. It has many histories of children, adolescents or young that if felt incompreendidos by the parents or even though for the proper society that had had in the figure of the professor alento for its lives futures.

In case that contrary, it does not pass of one accumulated random one of enunciated (BRAZIL, 1996, p.25). To construct a text the use of signs is necessary (letters) that they are changedded into words, therefore we know that the relation thought and language is a process in movement continues of go-and-comes of the thought for the word and vice versa. The thought passes for many transformations ties if to become speaks. The expression is not alone that it finds in says, finds its reality and its form. In the interacionista conception it is in the way that the citizen receives the necessary requirements for construction from the knowledge and the psychological development. He was proven that the interaction is a process continues in which each participant of the recria social group and makes its proper reading of the information, concepts and meanings. Being thus, we can say that the language is not only one characteristic that defines the man of the other animals, and, yes, that it is constituted not of same it, but also of the citizens.

In our daily one we act of different forms with the language, for the language and through the language. different languages are followed by different actions and forms of thoughts (verbal, corporal, gestual, audiovisual, tactile language, writing), being that it is the written language that establishes the bridge between the citizen and the other knowledge and languages. The written language made and is part of our reality as social beings. Through the activities written and express of verbal form for the pupils it could be analyzed that we live surrounded of graphical materials, that the objective has to inform, to convince, to communicate, ideas and feelings. It observes if that exactly the ones that they do not know to read and to write are surrounded of texts printed matters. The contacts with the world had made to scholar to perceive them characteristics and functions of the texts beyond everything, the linguistic and visual characteristics (types of letters, special organization, presence of images and numbers).

During all the process of visits it was shown to the pupils and also to the professors who stop the conviviality in society is necessary the domain of the reading and the writing, because it is through such abilities that we communicate in them and we have access the diverse types of information, expression and argument of our ideas, has vises of world and produces knowledge. The responsibility will go to depend in the letramento degree of the communities where the pupils live, the level of the pupil must be considered, or what they already know. Therefore, the school could develop abilities techniques in the pupils, as, for example, to interpret different literal sorts, that circulate socially, to assume the word, and, as member of a society scholar to produce texts varied and efficient in some situations of the daily one, also and census of research and study in the professors, who would go developed abilities to evaluate the level of the pupil. To together understand better the process of reading and writing with the pedagogical team, professors and in even analyze of my proper one practise in an agricultural school, PCNs had been according to appraised language, language and text: The language is a form of interindividual action guided by a specific purpose; an interlocution process that if carries through in practical social the existing ones in the different groups of a society, at the distinct moments of its history. The language is historical and social a system of signs that makes possible the man to mean the world and the reality. Thus, to learn it is to learn not alone the words, but also its cultural meanings e, with them, the ways for which the people of its social environment understand and interpret the same reality and itself (BRAZIL, 1996, p.24). A text alone is a text when it can be understood as global significant unit, when it possesss textualidade. .