Imposing individuality the people as motto: the secret is soul negotiates of it, pure individualism. In the schools what the pupil thinks that is geography is exactly the cartography, but a dissimulated cartography who to only see the appearance, or more good does not analyze map some, the teacher arrives in the room distributes ready maps already and delegates to the pupils the task to paint the same ones, these only knows that the sea if paints of blue, the bushes of greens, that is, it makes the mentally ill process all, the professor does not make these to think, they make exactly for making, is not charged to these the task to understand the world through the maps, these most of the time only serve exactly so that the professors have its moment of ' ' descanso' ' inside of the classroom since its hours of working is beside the point tiring and that since after painting the maps the pupil does not make none analyzes, they do not obtain to assimilate this task with life, then without does not have because of if working with maps not to make this relation. However the work with maps well will have become is of very good advantage, therefore when this is analyzed critically, it can perceive the relations contained in each society. It can use maps and it unites them with complementary texts and thus to make a deeper boarding. The maps are used of disintegrated form of the study only serve to pass the time and make with that the pupils only think geography as a enrolao, a mere enganao. The fact is that in the school the map is still the symbol and the form of recognized language of geography. for this exactly the pertaining to school programs start with the slight knowledge and expressions vocabulares of the cartographic expression.
Tag Archive: geography
With this reinforcement you discipline of them, our subject also gains force so that then it can be developed with efficiency in the school. For this our project was divided in stages, having favored the deepening in the proposal suggested, as well as a time established for one better planning. Leaving of our central subject that has for objective to be transparent the real goal of this work, that in question is the practical realist of the term Sustainable Development favoring one better perception of the pupil. Subject this that will pass to be studied under the look of different actors, having as objective not a definition of the term, more yes a social reflection continues and indagadora of all enclaves. 8,1 Project step by step, contents programmarians as allies. Having the learning of geography as instruments for reflection, the pupils had searched different forms of vision of the notion of the Sustainable Development, making with this the agreement of the termologia in its surrounding space partner it is more the concrete and he criticizes possible. At the first moment the professor will approach the questions that permeiam the pseudo-conceptualization of the term Sustainable Development, relating investigations for the group in relation to the conceptualization.
Soon later the group he will be divided in armed groups of different didactic books and texts on the term in focus; where we will make an analogy of previous books the ECO-92 and the posterior ones to the event. After that these groups had elaborated a questionnaire that will be argued with the mediation of the professor. The groups had answered the questionnaires elaborated for its friends of classroom, having had as main focus an empirical boarding in the answers of the groups, to prevent a bibliographical reproduction. As it finishes task the groups will confection a referring conceptualization to the Sustainable Development, leading in it counts didactic books (before the ECO-92 and the launched ones after the event), the communication made for the professor, leaving of its locality of the pupil and with its empirismo, the groups sociabilizaram the different concepts that will have the supervision of the professor previously not to occur errors and distortions.
The Education and Ensino of Geography Are lived in the height of the globalization of the economy and the communications, at a time marked for the contradictions, individualism and changes. Inside of this scene after-modern, the schools must act imposing new challenges for the educators. Ahead of this modernity, as it must be the education of geography? Old geography was part only of didactic books, as it had become to be in the paper, only having a utility: to serve the military interests, that is, to go to the war. Today it continues going the war, but for a better life that does not scrumble the Armed Forces, but the population, mainly the people see who it in a critical way. In accordance with Lucci (1998, P. 15): ' ' science that studies the production of the space and its transformations for sociedade' '. In this context, the work of the geographic education is not more than memorization, consists of taking the people in general, the citizens, to a critical and space conscience with reasoning to locate and to extend definitive facts.
For Callai (1998, P. 56): Geography is the science that studies, analyzes and tries to explain the space produced for the man and, while education substance, it allows that if it perceives as participant of the space that studies, where the phenomena that occur there are resulted of the life and the work of the men and are inserted in a development process. Being thus, the object of study of geography in the school, is the geographic space, understood as the social space, concrete, in dynamic and possible movement of successive changes, in the measure where the society also if modifies, however, each new time does not erase of all previous space, thus the past leaves marks in the gift. According to Milton Saints (1996, P. 114): ' ' The space is accumulated time, is history geografizada' '.
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.
The Letter of Belgrade constitutes one of generated important documents most discerning and in this decade. It says on the satisfaction of the necessities and desires of all the citizens of the Land. It considers subjects that says that the eradication of the basic causes of the poverty as the hunger, the illiteracy, the pollution, the exploration and domination, must be treated in set. No nation must develop to the cost of another nation, having necessity of global ethics. The reform of the processes and educational systems is central for the constatao of this new ethics of development. Youth must receive a new type of education that requires a new and productive relationship between students and professors, between schools and community, the educational system and society.
It finishes with the proposal for a world-wide program of Ambient Education. The creation of the courses of after-graduation in Ecology in the Universities of Amazon, Brasilia had in 1976, Campinas, Is Carlos and the National Institute of Aerial Research – INPA in Are Jose of the Fields. (MEC, 2009) Carried through in 1977 the Conference Intergovernamental de Ambient Educao in Tbilisi (the former-Ussr) organized by UNESCO with the contribution of the PNUMA. It was the culminating point of the first phase of the International Program of Ambient Education, initiate in 1975. The objectives, the characteristics of Ambient Education – EA had been defined, as well as the pertinent strategies in the national and international plan. In Brazil, the Federal Advice of Education – CFE became obligator disciplines it Ambient Sciences in university courses of Engineering. (MEC, 2009) For return of 1978 the courses of Sanitary Engineering already had inserted the substances of Basic Sanitation and Ambient Sanitation.
Research action in the State School of Average Education Elza Teacher Maria Correa Dantas* Valtey Martins de Souza Renato Noronha Martins Luiz of Oliveira Hisses In this text will go to describe a research action carried through in the State School of Average Education Elza Teacher Maria Correa Dantas, in Is Domingos of the Araguaia, Par. In this description we withhold in them with more depth in the actions that they aimed at to brake wastefulness of water and electric energy and in the manufacture of an ecological formicida. Moreover, we will make an analysis of the cited actions, over all, in what it refers to the action of the involved people. Thus, we structuralize the text in an introductory part, the description of the research action and in conclusive notes. In disciplines Activities Programmed for the Study of the Theory and the Practical one of the Ambient Education, of the course of Specialization in Ambient Education, Citizenship Regional development, of the Nucleus of Ambient Education of the UFPA, South and Southeastern Campus of Par, Marab, we elaborate a work that had as main focus, to make a socioambiental analysis of the State School of Average Education Elza Teacher Maria Correa Dantas, in the city of Are Domingos of the Araguaia, Par. Thus, the main objectives of this research had turned around the desvelamento of the attitudes developed in this environment of work, it wants are pro socioambiental or anti socioambiental. To reach these objectives the strategies of analyses had been to verify the characteristics of the space of the school in the plans general and specific; the context of this space; the social actors, its functions and interventions; the established dynamic, interactions and interrelaes Inter and enter; the explicit and implicit projects; the socioambiental, tensions and distenses to the environment in its physical, biological dimensions and social result (and psico); the expectations stops with the coexisted environment.