In such a way we present the name and the history of the composer of music ' ' The Circo' ' Sidney Millier, after that appears to the frame of would balaria under applauses of the pupils starts all process of creation: clothes, shoes, choice of the color of the hair, ornaments are placed in the clothes and hair finally are soon plus a personage of the circus for joy of all. One you would serve as apprentice of them characterized of dancer it enters handle the dancer produced for the educandos and recites the poetry of Ceclia Meireles ' ' Bailarina' ' (this so teeny girl wants to be dancer) To the end it distributes with the pupils a leaf with the poetry and the drawing of a dancer moment to take off the breath the applauses and the happiness of those children meets printed in each rostinho. Next step all with the poetry had initiated the reading, the pupils follow with the dedinhos. We consider the dramatizao of the same one was when they had run for cantinho makes of it of account to the search of dancer clothes they come back characterized and then we dramatizamos with perfection and much enthusiasm ' ' Bailarina' ' of Ceclia Meireles. We stand out that ahead of significant activities and interest of the pupils the climate today in the classroom is different observes: the calm, absorbed children to produce knowledge through the magic that the awaken circus in the imaginary one of them. However, still she lacked some thing, one of the pupils remembered: – It is the name of the dancer since everything has name, it is not pro? She was as soon as in the wheel was born the name of the dancer, Violet, us we start to call it from that day. In great style the dancer is taken by the children for the deep one of the room and enters triumphant in the Pirilampo Circus. .
Monthly Archive: December 2013
Newman: ' ' To plan is to decide anticipatedly what it must be fact, that is, a planning is an action line daily pay-estabelecida' '. The cited definitions collaborate in reflection some elements that lead to the questioning of the action. According to Gandin, these questionings can be made in three felt: ' ' _ What we want to reach? _ The one that distance we are of what we want to reach? _' ' What we will make concretely (in such stated period) to diminish this distncia' '? Valley to stand out that some points will have to be considered in the planning, so that if it obtains to reach the desired goal: To be adequate to the reality where if it intends to carry through the action; To have flexibility? To be made the control and continuous evaluation so that, front to the unexpected ones that they come to occur, if can reflect and take the necessary measures to its perfectioning. We reaffirm, then, that the planning is a task that must be executed with the participation of some people, therefore to want correct information, reflections, taking of coherent decisions with objectives to be reached, in order to transform a reality. From there the convenience of the participation of one has equipped to multidiscipline in this process, therefore from approach of ideas, the reflections, the establishments, strategy a vision of the system with one could all be defined objective generalities having for base. The Planning in the Educational Context the educational planning is basic to reach the true intentions of the education, therefore the context searchs to direct the education considering national, regional, local and communitarian that the individual is inserted, searching always an education dynamic that can be creative and liberating of the man. Thus, the good o planning, aims at an education that ahead acquires knowledge and compromises the man of its world, being the intention of the same the humanizao of the society.
As Luck (1994, P. 60), the objective of the pedagogia to interdisciplinar is, therefore, of ' ' to promote the overcoming of the restricted vision of world and the understanding of the complexity of the reality … in order to better allow at the same time to one understanding of the reality and the man as to be determinative and determinado' '. The interdisciplinaridade, therefore, appears from the relation theory and practical, in way that both are become rich reciprocal, consisting of a depreciation you do not discipline of them and nor of the knowledge produced by them. For the related author, ' ' the orientation for the approach to interdisciplinar to guide practical the pedagogical one implies in breaching habits and rooms, in searching something and desconhecido' new; ' (LCK, 1994, P. 88). In this direction, it corresponds to an education context, that leads to the construction of the necessary and urgent humanizao for the globalizadora vision, from there the reason of its importance. The paper of the Educational Orientation today, as she points Grinspun (2003) is of mediation in the school, therefore it arms itself with plus a field in the school, not as preventive, corrective tone, but with one to look at pedagogical, making a work of interdisciplinaridade between /situa facts es, /raz action es and emotions that take the individual to act in definitive way.
It also has a dinamizador paper, valuing the dynamics of the relations. Of this form, it affirms, needs to appeal to the studies of what he stipulated himself to call after-modernity, that if characterizes for ' ' undetermination, discontinuity and pluralismos' '. Thus, the Educational Orientation search to help the school to understand and to search its true mission, exactly in a world repleto of contradictions and challenges. In this direction, impossible to think about the work of the person who orientates without relating it the methods and systematic techniques of study of educating.
Frum of Family: Conceptions of Citizen 1 Polyanna Silva Goronci Federal University of the Espirito Santo Summary: It is intended to evidence the importance in narrowing the relations between family and school in order to search possibilities in the learning of children with educational necessities special. To tell, leaving of a documentary analysis, the conceptions of citizen of the special education contained in official documents and acts of one frum of families; reflecting on the place that this citizen if finds, as well as the constituent paper of the familiar ones and the school. It was considered that it stops beyond the citizen definitions, fits to the school and the family, about a constant exchange of experiences, to think about the citizen that ' ' faz' ' , that it is capable to reach the objectives of education. Word-key: Educational conceptions of citizen, necessities special, participation of the family _________________________________________________________________ necessary school of the family, not but to involve it knot its educative model, but also stops to enrich adding it stimulatons. School and parents are resources inside of community that, together, does not deplete all its possibilities, its information sources, etc …
(Sacristan, 1999, P. 230). To think about a school that fulfills its missions without falling in the isolation of its proper rituals is to think the school that it dialogues in general with the community, and about particular, with its inhabitants and its families. It is treated to create in the outskirts of the school ' ' … communities related for bows right-handers and forts that approach the people around the projects that are of incumbency of all they … ' ' (SACRISTAN, 1999, p.226). Is to create one ' ' ns' ' so ample how much possible in the relations that they measured learning and the permanence of the pupils in the school.
Therefore, factors as the public square, the tarred street and the policy, are not in the roll of ' ' good irreducible sociais' ' , simply because they benefit individuals, therefore these goods, in truth, are abstract. It is transparent, thus, that the irreducible goods are not in the things nor in the rights to the things, as its types of utilitarismo want the utilitarians in all. Finally, Taylor affirms: ' ' is therefore that valley the penalty to show for all the sides of the debate that exist in fact good irreducible sociais.' ' As we perceive, Taylor in its critical evaluation of a liberal model, paved in a ontologia atomist, considers a holista notion of the nature human being and the society, what it allows it to establish a notion of common good, through the saussuriana distinction between langue and parole. Far from this being an impeditive one of the freedom, as they can suggest the followers of the classic liberal tradition, Taylor looks for to show that the proper negative notion of freedom finishes for hierarquizar the desires, what would be, one more time, an indicative of the possibility (and necessity) of the establishment of common properties, a goal only to be reached and respected by all the one citizens determined civil society..
Calculation formulas in the text should be allocated by writing them in a larger font and a separate line, giving a detailed explanation of each character (when he first encountered). It is recommended to number the formulas especially if the text has to be invoked. Present the material in the thesis work should be, clearly, using accepted scientific terminology, avoiding repetition and well-known positions that are available in textbooks and textbooks. Explain only be special, little known or contradictory concepts, making reference to the authors, there are different views on the same subject. After the conclusion of starting a new page, you must put a list of references. The list included all the literature on the subject to which a graduate student familiar with writing work. The last leaf diploma issued by the form set out in the appendix. In research paper should not be blank sheets of paper.
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23) the fight for the rights of the vote does not only cease in article publications of Lutz in the feminine magazines, the militant one looked the local Press for the spreading of its manifestos, clearly that the great majority was on the domain of the patriarcal elite. When one studies the questions of sort in a period guided for the conception politics is necessary to have in mind that the presidential elections in Brazil during the Old Republic were only ritual that they consecrated the previous names chosen by the dominant oligarchies. ‘ ‘ The presidential campaigns of 1909 and 1919 had been special for the presence of Rui Barbosa that nailed reforms to moralizar the elections and federalismo’ ‘ (YOUNG CHICKEN, 2003, p.17). For in such a way it are of the world of the oligarchies, Brazil, was marked by some transformations important that they point the sprouting of an urban culture. It is distinguished for the movement of women, that of an important point was organized for the electoral questions. It has a great importance of the participation of the women in the space politician, therefore it disarticulates the argument, that politics is only for the men.
However as politics it is subject for debate in the society, the woman must know the subject and the vocabulary politician, appears at this moment Berta elect Lutz in 1934. The feminine argument is defined as space of fight and work. Face to the subject Work, we will present some characteristics of the woman in the Old Republic, concerning its development in the sphere of the work, for this, it is placed inside woman of the social relations. For Isabel Billion: It is important to point out, in this direction, that the women had started to enter in the world of the work at the moment where the workshops were giving place to the plants and them they had started to work in an environment where the impersonal relations and the increase of in the distance enter the owners of the companies and the employees make possible the development of practical that they still allowed a bigger exploration of the work.
If when somebody deprives of schooling he imagines that from then his life he is going to be a peace backwater and that their children are going to become as of that moment in students, investigators, and/or intrepid artists I am going to tell a secret to you: THAT IS NOT THUS. Perhaps at the outset with the impulse of to have left the school they are so motivated contentments and that yes, they are put to make things like crazy people. Also it can pass the opposite, that is so indifferent of the scholastic process which they do not want to do nothing that can seem educative, since they need a period cleaning to be able to concentrate in themselves and its authentic motivation, but in case we suddenly have enthusiastic children, with many desire to study, to project and to make thousand things, is necessary to know that is not always thus. There are moments at which it seems that everything goes rolling and that the children are enchanted to put itself to make things with mother, or even single, but there are other periods in which the children do not want to do nothing, only wish to play and to take care of its own subjects. In fact to educate in house is looked like one hunting, with its ascents and slopes in all the aspects, the motivation of the children also, and is important to understand that process to avoid the frustration and the downheart. When it seems to us that it is not working to us and we remember that before it went phenomenal, we observe. We watch or what we are doing, to correct any negative attitude who we are having, and fijmonos or in which are making our children, it is an answer to our attitude? , it is simply that there are shortage a new interest to which they want to spend its time? , there are things that we could change? When you feel in the valley and you need to return to ascend, fjate, discovers in what you can help your son and acts coverall consequently, acts, is the form to advance. You already know it, to educate in house it is a hunting, it can scare, move, to be exciting, to cause mareos but also is funny, and without doubt it is a trip that if we returned back we would want to repeat. Original author and source of article.
The imaginary European on the Amaznia in century XVI the context of the imaginary European of century XVI is, still, on to imaginary the Medieval one, therefore this impregnated to the misticismo and the religion, where such description-social context passes for a phase of transistion of this medieval world for the modern. With the Arab commercial monopoly in the eastern routes, the Europeans if capsize in the obligation to conquer and to tame new routes beyond the seas. The insertion of the Amaznia in the imaginary European was given exactly in this period of century XVI, where the region passed to be seen by the Europeans through its cultural values, concepts, judgments, customs and traditions, beyond the region suburb of the European social universe becomes. Transposing its partner-cultural values to the Amazon region the Europeans had established a present attempt to construct the representation of an exterior world to its, world this stranger who passes then to be object of great astonishment for the grandiosidade and exuberncia of observed and conquered region. The meeting and failures in meeting with the aboriginal societies of the Amazon region make possible the Europeans to interpret this ' ' new mundo' ' with values similar to its, since the aboriginals, for times, fed the European imagination, where the precarious existing communication between both, made with that European they interpreted as the existence of a country of the cinnamon, the Amazon warriors and the El Dorado, beyond the creation of the proper travellers and cronistas in its cartografias to reproduce all cited myths e, more still, to insert monsters and animals that are not part of the Amazonian fauna in its stories.
The History of the Amaznia in Century XVI is the mark of the European conquest, where it will make of the region the edge of the edge of the world, where the imaginary European far from being an illusion or imagination created for the travelling ones was a form to try to interpret and to represent an exterior reality its form in coherent way with concepts, judgments and values next to its daily one. Bibliographical reference PRIORE, Mary and GOMES, Flvio. You of the rivers: Amaznia, edges and Histories. Rio De Janeiro: publishing company Campus, 2003.
Although the publications on the subject are not vast, the works of these authors had been of great importance for the accomplishment of this article, mainly the book published for Leila Rentroia Iannone and Robert Antonio Iannone, this source was excellent to elucidate the quarrels regarding histories in quadrinhos. Thus, of ownership of all this material one gives credit, that histories in quadrinhos are fantastic to work in any etria band, therefore the same ones them take to the one magical world that stimulate the imagination and the reasoning of adults and children. 2- The Ways of History in Quadrinhos According to Cross (2008, p.1): In the 15 first years of the second half of century XIX, it had a great development of the graphical industry (periodicals, books, magazines, etc.). Already the caricature had appeared, that around started to be constant presence in daily publications of the whole world. Derivative of these drawings, in the pages of periodicals and magazines, was that the grafia of this new form of art was born narrative.
Complementing the citation above they detach Iannone; Iannone (1994, p.30): … from 1890, the enredos had started to present the essential characteristics of histories in quadrinhos: the narrative in sequence of images, the inserted maintenance of the personages in these sequences and dialogues in the pictures. Cross (2008, p.2), observes that: … in the first decade of century XX, more accurately in the year of 1905, appeared the first HQ properly said, that defined the language of joint of graphical signs, visual verbal of the quadrinhos. In Slumberland was to Little Nemo, Winsor McCay. Histories of a page counted the fantastic and surreais dreams of the Nemo boy, who always woke up in the end of each adventure. This newness if spread mainly for the world for Japan and Europe, thus appearing, many cartunistas you celebrate at the beginning of Century XX.