This document one consists in a set of references and pedagogical orientaes that they aim at to contribute with the practical implantation or implementation of educative of quality that can promote and extend the necessary conditions for the exercise of the citizenship of the Brazilian children. (RCNEI) Aiming at these boarded aspects in the RCNEI an interview with professor of physical education of infantile education was made. INTERVIEW WITH PROFESSOR OF PHYSICAL EDUCATION NAME: Pablo Heitor de Almeida Saints CREF: 033393-G/RJ NAME OF the SCHOOL: Municipal school Ondina Couto PROJECT: More Education 1: On the basis of the practical ones of physical education in the infantile education the election of contents it takes in account the RCNEI? R: In the development of the lesson plan the aspect is taken in account of trick and formation of good habits the children. TO PLAY 2: Which the used tricks more in the infantile education? R: Tricks of make of account are a trick in which it very arrests the attention of the children 3: The trick favors the auto one esteem? R: Without a doubt the more the child plays plus it is appropriate of new knowledge and assimilations. 4: The playful side is explored in the tricks? R: As I answered makes it previously of account the playful one is basic in the trick therefore the children if they compromise to participate effectively of the tricks. TO TAKE CARE OF 5: The integral development is taken in consideration in the act to take care of? R: With children of the infantile education we need to be intent, that it is the phase where the development of you vary valences is basic not alone to develop the motor side but the affective and pscicolgico side also needs to be well-taken care of. 6: The necessary health to be led in consideration in the act to take care of? R: promotion the health is worked gives of infancy, as to give tips of the things good for being foods, hygiene acts among others things.
Monthly Archive: September 2012
Cognitiva because she is necessary to form creative people in the direction to obtain to articulate overcoming elements accomplishes of the contradictions of new world-wide order. We consider, therefore, the development of the complexity of the structure human being as a process where the organism and the way exert influence on the individual, not separating the social one of the biological one. In this perspective, the citizen consists through its historical and cultural interactions, transforming them and also being able to be transformed. We complete such idea with the words of Assmann (1996): she is necessary to live the corporeidade stops beyond the traditional dualism brain-mind, body-soul. She is necessary, therefore, as it indicates Moreira (1996), to fight for a Corporal Education that it adopts as principle a learning human being and humanizante, in which the man in its structural complexity can be physiological, biological, psychological and antropolgico. The corporeidade is, exists and by means of the culture it possesss meant. From there the constatao of that the relation body-education, for intermediary of the learning, means learning of the culture ….. ' ' Body that if it educates is human body that learns to make history making cultura' '. Our enrollment in the Motor Education has as a matter of principle the search of the relevance of this disciplines in the context of the Pertaining to school Education, that if materializes in a revision of values where: – the body-object yields place for the body-citizen of the Motor Education; – the mechanical act in the corporal work yields place for the act of the conscientious corporeidade of the Motor Education; – the frantic search of the income yields pleasant practical place for and the playful one of the Motor Education; – the elitist participation that reduces the number of involved in the esportivas activities yields place to a participativo sport with the great number of human beings festejando and if communicating in the Motor Education; – the standardized and unisonous rhythm of the practical one of activities yields place to the respect to the proper rhythm executed by the participants of the Motor Education.
' ' Sketch of Conservation Mundial' ' of the one reply articulated more clearly. In 1987, the World-wide Commission on Environment and Development ' ' Our Comum' Future; ' , that it marks the concept of maturity of the sustainable development, and is defined as: the sustainable development is not only for taking care of to the necessities of the gift without compromising the capacity of the future generations to satisfy its necessities of development. ' ' ' ' The Conference of United Nations on Environment the Development approved a' ' Declaration of the River on Environment and Desenvolvimento' ' , ' ' Agenda 21 ' ' others five treated documents and, the 183 countries that had participated the same of commitment for the construction of long stated period of the sustainable development as strategy of common development for the future. 2.CINCIA AND SOCIETY the boardings and perspectives of the Ambient Education have folloied the historical concept of the terms ' ' desenvolvimento' ' ' ' environment ' '. The Ambient Education initially was used in 1965 for the Royal Society of London, with a definition associated with the preservation of the life systems. In 1970, the International Union for the Conservation of the Nature (IUCN, 1971) restricted the conception of Ambient Education for the conservation of biodiversity (Sato, 1994). The incorporation of new concepts allies to the sprouting of innumerable ambient institutions endowed with Ambient Education with ampler conception, prominence it human being as main protagonist in the maintenance of the planet (Conference of Estocolmo, 1970), associated to the requirement of the interdisciplinaridade (Belgrade conference, 1977), in the context of being complained for only one area of the knowledge, not culminating with the used and known concept more (Conference of Tbilisi, 1977), ' ' as a process of recognition of the values and classification of concepts, for the development of abilities and modification of attitudes in relation to the environment, it stops to understand and to appreciate the Inter-relations between the human beings, its cultures and its biofsico environment, and still more with practical of taking of decisions and the ethics that lead to a change in the quality of vida' '. .
From the text of art. 33 of the Law n 9,394, 20 of December of 1996, prayer that: ' ' Religious education, of facultative school registration, is integrant part of the basic formation of the citizen, constitutes disciplines of normal schedules of the public schools of basic education, assuring the respect to the religious cultural diversity of Brazil, forbidden any forms of proselitismo.' ' With this religious education if becomes essential part for the formation of the citizen, is also recognized as it disciplines in the normal schedules of the public schools of basic education. This subject not yet is locked up, a subject of great controversy and of interest of all, it must ample and exhaustingly be argued. The religion is present in our society, to respect freedom religious diversity and still to admit a ER grating that satisfies to all is a work that demands time, devotion and much tolerance. To form citizens with conscience and religious knowledge, in a lay education and without proselitismo, is what it waits the fulfilment of the LDB and the Brazilian Constitution. Now, it fits to the masters in religious education to search each time more, to respect the cultural plurality and the religious freedom, in the attempt to tie the basic values of the life through religious education.
Conclusion on Religious Education In this small sketch, that traces in brief words the presence of the ER in Brazil, and also some forms of ER (familiar, as in such a way pertaining to school), we identify that it is a subject that deserves our attention. It can be interesting when she corroborates with the education received in house, however, she can be troublesome when she instructs in another religion that is not that one chosen. In the LDB it is clearly that in the ER the proselitismo is forbidden, still thus is difficult to determine until point of the resume the simple ones information on the religious movement to leave of being information and starts to be religious instruction with the objective of evangelizar the pupils.
The lack of sensitivity, elements and structure of the human being to explore this position at great length it placed us in this scene. Our commitment is the participation, together with the involved pupils/school and in this relation of tunning and interatividade, searching the permission so that the pupils if express and leave to externar its point of view, its perception front to the questions that are displayed ahead of our looks. The Ambient Education for the Art is only one another form to educate, that it can contribute for the acquisition/condizentes transformation of knowledge, values, attitudes and behaviors to the development, being used pedagogical the artistic expression as practical and as instrument of social intervention, being an educative process that some professionals incorporate in the too much pertaining to school spaces, being gifts in all the educative moments and spaces. 2 – EDUCATION 2,1 – ENVIRONMENT the chance is only singular of being able to weave commentaries on the Education and Environment. The humanity delayed much time to reach this level of communication with rapidity easiness. Without having the pretension to decide the ambient problems and questions through the Education, but considering that this is a basic element to spread knowledge, transforming them into information and I subsidize for formation, thus promoting the interaction of the pupils with the environment, approaching the concern of permear the pertaining to school resume all, allowing that the same ones are inserted in the context of this research, initially we look for to understand as the Education can contribute in this process of relation between the human being and the environment, popularizing the knowledge and information, sensetizing the community (society) to respect the same. The school is a space for production and appreciation of knowing, that it is a universal good, where practical the pedagogical one must provide to the pupils chances to create and to recriar the world, surpassing the understanding of the reality where it lives, developing personal aptitudes, that allow to show that the human being does not survive alone and its attitudes of citizen in the context of its community compromising this survival.
Between the possible measures that they can to help to the prevention of the violence or disruptive conducts in an educative Center some appear here that can be effective: – To establish the high-priority values that are going to impregnate all the activities of the Center. Values like solidarity, respect, justice, etc. must be present in the General Programming Anual and reviewed being every year. – To try that this Programming is useful, realistic, makes specific and with precise instruments of evaluation. – To bring back to consciousness to the directive equipment on the necessity to realise preventive measures to improve the coexistence – To animate to the Cloister to establish measures to confront the problem of the violence. – To establish a Plan of coexistence, planned, based on the analysis of the context, the evaluation of the previous course, proposing preventive measure, like monitoring in recreation, changes of classroom, functions of the guard professor, protocols before minor offenses, etc. In this plan the cogoverning measures must be collections whose purpose is the formation of the pupils. – To create Commissions of coexistence, but implying in her all the educative community.
To establish Commissions of Coexistence that evaluates, it acts and it plans all the activities on this subject and that not only it meets when a conflict exists. – To favor the integration of all the pupils, as much with welcome programs, like of measures of nonexclusion. – To establish the necessary measures and the criteria of quality so that the positions of a guardian in the best conditions are developed. – To realise protocols of action before aggressive conducts between all the components of the educative community. – To establish the measures against the scholastic Absenteeism.
– To apply with justice and fairness the Regulation of the Center. – To establish clear and explicit norms of conduct. It is necessary to jeopardize to the pupils in the establishment of them. If they know the norms, and they take part in the establishment of them they consider, them like objectives to reach and not like imposed objectives. These norms must be few, coherent. – To give protagonism to the good Meeting of Delegates with defined objectives, as well as with concrete activities. – To work in collaboration with the parents. It is important that know the norms the Center, to observe signals in the behavior of the children, to control extra-curricular schedules, to know the friendly, to control the use of new the technology. – To realise activities of promotion of the coexistence in collaboration with the parents. – To harness the creation of Schools of parents. – To foment extra-curricular and complementary activities whose objective is to facilitate the coexistence, being developed the education in values. – To establish information channels to arrive at all the members of the scholastic community. – To include the analysis of the coexistence like important element of the activities of the Center. – To harness the social relations with the scholastic surroundings, organizations, city council, services, centers of mental health, associations, etc.
How much to the women, these percentages are little worse in the two first levels of alfabetismo, and little bigger in the alfabetizados levels of. It can be said, then that little dumb comparing the sorts. Still according to research of the INAF the results of 2009 discloses important advances in the functional alfabetismo of the Brazilians between 15 and 64 years with reduction in the ratio of the total illiterate ones of 9% for 7% between a 2007 and 2009 and fall of six percentile points in the rudimentary level it extends the ratio of classified adult Brazilians considerably as functionally alfabetizados. The basic level continues presenting a continuous growth, passing of 34% in 2001-2002 for 47%. Already the full level of alfabetismo does not show growth, oscillating of the margin of error of the research inside and remaining themselves in, approximately, one room of the total of Brazilians.
It follows table: For the 24 young of 15 the improvement was of only seven percentile points between 2001 and 2009 in the level of alphabetical functionaries This is far from being satisfactory, therefore these indices are referring to one tero of the young population. It follows table: For being this a so important question for the country, comes on the basis of happening some debates and works with the subject of the alfabetizao the data gotten for the INAF? 2009 as programs of television, debates, quarrels politics. For that is important that if it has taken to the knowledge of all these research that they induce to the so excellent subject with the purpose to reduce these indices and to improve the Brazilian Education with real concern with the quality of the same one and not only to minimize dissociadas cold statisticians and of the social problems. 2.2. Chapter 2? Alfabetizao and Quality the universalizao of the access to the school took to the reduction of the absolute illiterates and to the permanence of the pupils in the school, increasing the escolaridade.
Recycling is today, perhaps, the method more known and used in Projects of Ambient Education. However, some initiatives in this direction bring obtain ideological manifestations and politics, according to proper logic of the market in the confrontation of the ambient problems. For this reason, the objective of this article is to argue despite briefly the fact of that the ambient politics and especially the ones that involve the questions of the garbage and the recycling must most be elucidated for not running the risk to changed it Ambient Education into a practical education of extensionistas, that is, based in transferences techniques to know without to dialogues and questionings regarding the origin of the things. Word-Key are provided: garbage, recycling, Ambient Education, Consumerism, CapitalismoAo to argue itself concerning thematic ambient, one of the subjects most boarded certainly will be of the problematic one of the garbage, not only in as well as international national scope. The justification for such fact the easy perception of the citizen can be atrelada front to the problems caused for the lixos as in such a way visual pollution how much of the ground and waters, contamination of plants and animals, proliferation of plagues as rats and cockroachs and damages to the health human being. In the present time the ambient questions come if becoming fashion and finish for not being treated with the seriousness and depth that deserve due its great relevance in the life of all we.
If one of the debated subjects more in the ambient question is the garbage, when it is specifically about this subject, then it appears to the association to the recycling. The same it happens when it is said in Ambiental.Criou Education, then, the false idea of that recycle objects as simply plastic, paper, metal and glass decided the relative problems to the garbage. E, thus, these activities come being developed precariously for City halls, Schools, University.
Remembering that one day all we will need to make some type of physical activity that will have to be guided by a qualified professional, if the taste for the practical one of physical activities will be stimulated precociously, has more possibilities of more healthful adult terms consequentemente and, to diminish amount of people victims of degenerative illnesses, etc. ‘ ‘ The emphasis of the measures of formation and preschool education must, therefore, to be given by means of a worthy environment of conquest, with corresponding instructions and stimulatons. In the measure where the environment does not correspond to the initiative of the child, this is the harmed one, an irreparable delay in many scopes. (Sagi 1985) ‘ ‘ Physical education can come to influence in the acquisition of life habits that include practical of regular physical activities after the ending of the formal escolaridade would be necessary: to provide to the acquisition of knowledge on the physical activity pair to the welfare and the health in all the ages; to stimulate positive attitudes in relation to the physical exercises and the practical esportiva; to provide independence to evaluate and to choose the activities, and to oportunizar experiences of pleasant physical activities, stimulants. While educator, the professor of Physical Education must be brought up to date to the multifactorial concept of health so that he has arguments consistent, and conditions to extend and to relate the commitment of the Physical Education stop beyond the sphere of the physical aptitude.