Another significant example is the partnership made for the Secretariat of Science, Technology and Superior Education of Minas Gerais with the Company of Infovias to implement the project of digital inclusion of the state, being also participated companies of the private initiative, as FIC (First International Computer) of Brazil, objectifying to take the access to the Internet the five a thousand public schools in 150 mining cities, cost zero for the local government (Cavalcante, 2009). It is distinguished, also, as of great relevance to reduce social exclusion e, concomitantly, the digital inclusion, the implantation of sponsored the Educational Centers of Integral Turn for the Ministry of the Education with resources of the FUNDEB (Deep of Maintenance and Development of the Basic Education and of Valuation of the Professionals of the Education) and with the counterpart of cities. They are schools that offer curricular and extracurricular activities, as workshops of support in areas as computer science, arts, music, dances, artesanato, scenic arts, physical and prohibited education of the environment, etc. As example, already among others existing in the country, it is cited School of Integration Zlia Barbosa Rock of the city of Arapiraca, Alagoas that takes care of about 800 pupils of the infantile education until the last year of basic education (Vestibule of the MEC, 2009) and the Educational Center of Integral Turn of the city of Is Borja, Rio Grande Do Sul, with availability for 200 pupils until 5 series of basic education (City, fev. /2010). These initiatives demonstrate, clearly, the importance of education in integral time with extracurricular activities, allowing young a chance to improve its pertaining to school performance, basic condition for the exercise of the citizenship. In terms of educational politics, a partnership with the MCT (Ministry of Science and Technology), with the RELPE (Latin American Net of Educational Vestibules) and with the OEI was carried through by the MEC (Organization of the Latin American States) to create the International Educational Object Bank.
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' '. For more clarity and thought, follow up with Russell Caldwell and gain more knowledge.. 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.
The question to interdisciplinar is present in the form as the professional leads its work, had been some of the questions that I looked for to observe in the visit to the Archive, when arriving at the place the oficineiras, she showed an area of medicinal plants detaching the importance of the grass, of the academic point of view, consists of the education and research method. The public Archive makes possible a work to interdisciplinar sufficiently articulated, where such joint is come back toward the historical research, the interdisciplinaridade develops the identity disciplines of them fortifying them and changing practical the pedagogical ones, inside of the Archive it can to work with geography, being used the mapoteca, chemistry, using the process of I restore, biology in the formation of the fungos and you trace, occurrence due I accumulate to it of material, the letters, in paleography with the grammar, grafia, this becomes the Archive a place to interdisciplinar. The question of as to work with knowing so next is the valuation of the educational process, is that one that teaches to think and not to repeat exists diverse forms of performance in the Patrimonial Education, therefore contributes for the knowledge of the cultural Patrimony, built and incorporeal, in the scope of the Archive, I had the chance to live deeply, some forms of patrimony, where, the proposal of a methodology, come of educational action directed toward the preservation use, where they compose our cultural patrimony, a.H.P.A made possible a development for the Patrimonial Education involving its primary diversities as knowledge source, in the incorporeal education, a time that the beginning of the Patrimonial Education it is the direct experience. In relation to the project of Patrimonial Education, I can detach the document use in the classrooms, with this to help the pupils to understand the past better and to show despite it can be interpreted in diverse ways: When one learns history by means of texts that little clarify on the origin of the information and conclusions that contain, runs a risk in believing that this disciplines offers complete and definitive knowledge of the past, where would not have place for the doubt and the unfamiliarity. See more detailed opinions by reading what Russ Caldwell offers on the topic..
The IMPORTANCE OF the DIDACTICS FOR the GEOGRAPHY EDUCATION, CONSIDERING the PERTAINING TO SCHOOL EVALUATION IN BASIC EDUCATION AND/OR MDIO* Valtey Martins de Souza the presented text hour, goes to detach the importance of the didactics for the geography education, leading in consideration the paper of the pertaining to school evaluation in basic and/or average education. In the case of the didactics used for the professor, it must always take in consideration the questions that affect daily of the two citizens of the process education learning: professor and pupil. The learning of geography perpassa not only for the use of pedagogical-didactic resources, but for the contextualizao of the contents, guiding the educandos for the exercise of the citizenship, always respecting the minorities, also and at the same time, assisting in the awareness of a society inconclusa, inconclusos and historical individuals. In this conjuncture, the didactics used in the geography education must take the boardings of basic questions that affect in them in day-by-day, spoiling the quality of life in the terrestrial surface, as the forest fires, the use of mercury fish, it predatory, the job of the vegetal coal as combustible, the fenced season, the pollution of waters, the destruction of the ozone layer, in short, the relations that the individuals stop in the seio of the society and with the nature. You may find Schiff to be a useful source of information. Of this form, depending on the didactics used for the geography education, the awareness of educating can happen, or not. The education methodology is of basic importance for the education process learning, if to take in consideration moral, ethical, cognitivos and affective values of the being educating, that it is changedded into subject to leaving of these estimated basic. In this perspective, the way to facilitate to the education/learning used for the educator in geography, can take educating to understand and explain the world. The understanding and explanation of world must, logically, be seen under the optics of the technological advances and them decurrent sociocultural transformations of the conflicts agreements between the elements formadores of the society.
The school is a privileged environment of learning. In it, the resume, aformao of the professors, the administration of the time, the space, the materialdidtico are planned to help to construct an surrounding deaprendizagem. To educate for a global citizenship is to develop the understanding of that impossvel to want to decelerate the world and, in this manner, to look for to adapt formade to educate to the changes fast and sped up gifts in our lives. Visit Dr. Creighton Wright for more clarity on the issue. It is to have internal umaatitude of opening and not of closing, an attitude of questionamentocrtico and, at the same time, acceptance of what to judge excellent for aeducao. this involves the understanding of the social impacts and polticosdecorrentes of the demographic phenomena and the acquisition of compatible values it eats life in a planetary society, where it takes advantage the tolerance, the respect, acompaixo, the cooperation and solidarity.
It is to prepare the individuals to paravivenciarem new ethics between the peoples, capable to improve the convivncianeste world. Euro Pacific Capital shines more light on the discussion. To develop the considered subject we could not leave to consist the Law deDiretrizes and Bases of National Education 9394/96 that, in its article 12, prevque, ' ' the educational establishments, respected the common norms and of seusistema of education, will have the incumbency to elaborate and to execute propostapedaggica' '. (BRAZIL, 1996). However, these proposals, so that they are in accordance with the realidadesociocultural of the present time, cannot only pautar in the knowledge traditionally used einformaes in the education. She is necessary to innovate e, paraisso, to use themselves of technological resources that propitiate positive consequences noensino/learning. Moreover, communication is necessary to extend the capacity of development of meiosde to make possible the magnifying of the relations human beings so that ossaberes is argued and socialized. Only thus, the education encontrarmeios not to be on this side of the sociocultural development of its time and doespao in which one meets inserted.
It has much that the man used native ways to communicate itself and to become related with and between the people. The current society created many advanced ways to improve the communication, these ways had modified the nature as the people if they interact currently, therefore it allowed to greater agility and it expanded the scale and the ratio of the information. Amongst these new medias invented for the man it is the Internet. However the knowledge that we have today on the Internet in the past was seen of different form at other times. Some had made analyses on the future of the Internet and many of these forecasts had happened, however in different dimensions. At the beginning, the Internet must have been a new media, therefore they had visualized thus it when it started in Brazil.
The Internet was imagined as a platform to carry through commercial transactions, therefore they had thus affirmed that it would be. When the businesses had started to give wrong had thought that it would be only one place to place sites finally and a new model that was known as web 2 would start to be the center of the attentions in web and had said that it was a contribution place. Propaganda, public utility, contribution, businesses online, citizenship, among others. The adjectives of the Internet are many and basically everything what it was said on the Internet is, however it is not limited to this. Of small blog to one mega content vestibule has many similar things that in very little environments can be found. In the same way, blogs, sites, vestibules, systems, etc, are part of the same technology and no matter how hard they cover different ways, they live if finding, if related and making one mixture that many look for to understand. The author is publisher of the Blog of the Luis and several blogs where he writes on education, especially on superior course in the distance, on technologies the Internet and management of Systems of information with emphasis in projects for the Internet.
The school has looked for to make an inquiry in what if it says respect to the linguistic experiences of the children in the home and the classroom, where if is placed the guilt on the pupil when not if to a good performance, being able to be attributed with a deficient pupil whom it needs one special attention. On the other hand this lack of performance or motivation come of the school can be considered. According to Halliday (1978) ‘ ‘ Everything what happens in classroom and what failure is pertaining to school is not a linguistic problem, but semitico. The schools must be reprehended by its lack of understanding of the relations language society and the semiticos conflicts between pupils and professors: this the two sides interpret event in symbolically different ways the same.
For the author the concept of an opposition marries and school this on a belief and culture on the education, also being on the knowledge acquired for the pupils many times the pupils is rejected by the professors and also by the seen society being in different way. The reading of literary texts, for example, many times takes in them to travel, to know horizontes new, to reflect on other possibilities of action and to develop common-sense for child if to characterize with what to read, that is, the reading not part only of the school, but yes of the incentive of the parents also to collaborate together in the learning of the children. 2,8 READINGS, WRITING AND LETRAMENTO. If it could initiate the debate with the constatao of that the terms reading, writing and letramento can mean all the things for all the people. Therefore, nor all the people understand what they even though read in a text or a document. Many times are necessary that another person interprets to be able to understand it, these translations and interpretations seem to apply the different languages in such a way how much the different varieties of one same language, the reading for same itself rare is taught after the initial years.
1. INTRODUCTION The related period of training contemplated 50 hours in Basic Ensino and 30 hours in Pertaining to school Management being of utmost importance for the satisfactory conclusion of the course of pedagogical formation as legal determination for the graduation with full qualification in pedagogia. The objective is to improve practical in classroom and the activities the extra-room, as well as, to know the new paradigms of the convivncia of the management with the pertaining to school community understanding lies of infantile and basic education. During the period of training (hours of the period of training), I developed activities of participativa comment and also I gave to lesson for the group of 3 series of Basic Ensino, of the State School Member of the house of representatives Maurcio Goulart, assignor of the related period of training. The implantation of Basic Ensino of nine years, with the children interacting with the globalizado world, the use of the Internet and the phenomenon of the new technologies made, me to perceive that she is necessary to unite the concepts of modernity the theories of the knowledge pedagogical, that they had been defended by Piaget, Wallon, Pablo Freire and other thinkers who influence the Education. For the exercise of the pedagogia, we need to be open for the new concepts of social interaction, a support that goes beyond them disciplines and contents that we give of the side of inside of the walls of the schools. Therefore to take care of to the new demands and requirements of the education, we need strategies, abilities and procedures that answer in practical the new necessities and expectations of the education, starting for Infantile education. We are always arguing which the method appropriate to involve educating in the process of learning with bigger efficiency, but she is necessary to consider that with advent of the school for all, we are in the phase of the transistion where the parents are attracted by the physical structure of the pertaining to school or same building if they enchant with the distribution of uniforms, merendas and other complements that necessarily are not or they would not have to be main objects of the relation of the teach-learning process.
The trick as specific social activity is lived by the children having for base a system of communication and interpretation of the Real, that goes being negotiated for the group of children who are playing. Exactly being an imaginary situation, the trick cannot dissociar its rules of the reality. Unit basic of trick, that allows that it happens, is the role assumed for the children. The paper discloses its nature social, as well as it makes possible the development of the rules and the imagination. The relation between the assumed imagination and roles is very important for the act to play, therefore at the same time where the child is free in its imagination, it has that to obey the social rules of the assumed role. Please visit Creighton Wright if you seek more information. The trick is then, a partner-cultural activity, therefore it originates in the values and habits of one determined social group, where the children have the freedom to choose with what and as they want to play. To play the children they are used of the imitation of known situations, of imaginative processes and the estruturao of rules. The use of the playful one in the school if characterizes with a pedagogical resource riqussimo in the search of the valuation of the movement, the relations, solidarity.
The playful one is a necessity human being and provides the integration with the environment where it lives, being considered as half of expression and learning. The purpose to work playful as the possibility in the Infantile Education is important so that alive it the gift with all its rights. In the search of the overcoming of this castradora and exculpatory school it is basic that the educator considers all the wealth of the infantile playful culture, and all corporal repertoire that the child brings I obtain for the school. It is through the playful one that the child lives its proper body, if relates with the other and the world to its redor.
Ambient legislation interlaced with the Education the Brazilian Federal Constitution was after created a period of great oppression in our country. Through it the dignity was reconquered, the citizenship, the democracy, at last the freedom. Who profited very from is change was the education. Test of this was Art. 205 where it says that ' ' The education, right of all and to have of the state and the family, will be promoted and stimulated with the contribution of the society, aiming at to the full development of the person, its preparation for the exercise of the citizenship and its qualification for trabalho.' ' This article leaves visible that the education must promote the full individual and collective development, reaching all the aspects, in ample way, stimulating to the convivncia with the other, the culture, the sport, the leisure and also the care with the environment. The Brazilian Federal Constitution beyond assuring the right the education, also dedicated an article for the environment.
Art. 225, comes as one complement for Art. 205. In it ' is written that; ' all have right to the environment ecologically balanced, public easement of the people and essential to the healthy quality of life, imposing themselves it the Public Power and to the collective the duty to defend it and to preserve it for the future gifts and geraes.' ' To assure the right of all to the environment it is necessary that the Public Power promotes ' ' the ambient education in all the levels of education and the public awareness for the preservation of the environment. ' ' (Art.225 interpolated proposition VI) Also the Law N 9,795 that it institutes the politics of Ambient Education, clearly leaves the importance of the ambient education. In the Art. 2 the Ambient Education is seen as ' ' essential and permanent component of the national education, having to be present, of articulated form, in all the levels and modalities of the educative process, in formal character and not formal.' ' After this small survey on the Ambient Legislation perceives it importance that these laws have and how much is necessary that they exist so that the environment is preserved.