MonthJuly 2012

The Students

A variety of opinions To the salary spoken with many students of the collaborated subject of welcome and having with many academies of languages in the course of the years, the subject of the welcome family or anfitriona does not seem to have changed much. The problem is in the difference of opinions between the same students in whatever to the welcome families. In several occasions working like agent for courses of languages, cases that have occurred two students who do not have any relation, have gone to the same acadamia, they have attended the same course and inclusively they have stayed with the same family anfitriona and they have very different experiences. A student habra happened and would be enchanted very well with his stay in England, whereas the other student little would be satisfied and him habra seemed a nightmare his stay abroad. This subject always has caused curiosity to me. The preferred option to study abroad By experience, I maintain that the best lodging during the courses of English abroad is the one that offer the welcome families. He is very little usual that family simply does it to a welcome by the economic benefit.

Those that always offers their house of welcome have rooms for their guests and in many cases are people whose children already are majors and they have gone away of house, and which they enjoy the company of young students who come from different countries and that they also have different customs. Like previously mentioned, it can be a very enriching experience and burnishes so much for the student as for the family anfitriona. Without a doubt it is the best way to practice the English outside the classes of the academy. And it is very important for the Spanish students that they want to avoid the contact with other students Spaniards who reside in the zone. As much Hove as Brighton is not exceptions. The reputation of the academies of English the academies does not want to collaborate with welcome families whose exclusively economic reasons are of character because they repel envelope. Its main desire is to guarantee the well-being of the students within the classrooms and outside them. All the academies have a person who takes care of the lodging for the students and she makes sure that the families have an excellent reputation and a lasting and positive agreement with them.

Any family who has given a bad image to the students automatically is erased of the list. As far as the food: I know that my mother, for example, was not the best cook of the world. Without embargo, the food that was offered to him to the students was healthy, simple and English. That experiences you have had with the welcome family? You think that he would be better to have another type of lodging during the course to practice the English outside the hours of class? It shares your opinions with us here.

Di Pierro

Thus, the State firmed some accords with cities and institutions private and in 1970 the government was classification as ‘ ‘ analfabetismo’ ‘ ‘ ‘ shame nacional’ ‘ that it would have to finish in short term of ten years, being excused any argument of pedagogical character. Supplementary Ensino also implanted with the intention to recoup the delay and to form man power for the national development that passed thus, to organize the old examination of maturity. Compatible the modernization economic partner (HADDAD and PIERRO, 2000, P. 116). Still for Haddad and Di Pierro, after the ending of the militarism in the country in 1985, was promulgated the Federal Constitution of 1988.

Foundation was created To educate it in substitution to the MOBRAL. However, dived in a new context, the country turned it containment of public expenses, had beginning the educational reform in 1985, what it again relegated the young education of adult still in the position delinquent. Authors Haddad and Di Pierro still affirm that many educational programs and politics had been developed in elapsing of history, but little really was verified in accordance with the reality. Therefore, we arrive today with great movement of magnifyings of it offers of vacant in public education, what it has presented insufficience, therefore the conditions of education had not folloied this picture. A set of situation of extreme poverty is visible that contributes the pertaining to school abandonment. Therefore this new panorama of social and educational exclusion is resulted of educational movements elaborated by the commitment lack.

Thus demonstrating, that this young adult passes for the education system, but they do not obtain to recognize communicative situations that if involve with autonomy. However in 2003, the young education of adult returned the agenda politics to make front to this reality. 1.3-Pablo Freire and its contribution in the eradication of the illiteracy When he says yourself in adult Young education of mean to say that they are people that for some reason had not had chance to study in the certain age or for some factors moved away that them from the classroom.

The Pupils

Still valley the penalty to designate that Wadsworth (1997, P. 74), supported in the piagetiana theory, it summarizes the characteristics of a child in the development of the concrete operations (7-11 years), in the scope of the affectivity. We know that the school is a necessary environment for the cognitivo and affective development, Capelatto (2002, p.8) says that ‘ ‘ the affectivity is the dynamics deepest in which the human being can have, and to give initiates at the moment where the love happens for another one. ‘ ‘ The school has as function to provide to the pupils possibilities to evolve as human beings; the pedagogical work must make with that the pupils fulfill rules, imposing itself limits. In this manner, Capelatto (2002, P. 14), alert for the fact of some schools to be worried only about the amount of contents, forgetting itself the affectivity, of the part human being: ‘ ‘ They are moved away thus from ‘ ‘ to be humano’ ‘ , treating the pupils are known only number by it of registro’ ‘ On the same concern, according to Ribeiro and Jutras (2006, p.39) ‘ ‘ the affective dimension contributes for the acquisition of positive attitudes in relation the professors, you discipline to them for given them and for the cognitiva learning of the pupils in room of aula’ ‘.

The affectivity has an enormous importance and responsibility in the educative relation between professors and pupils. It favors the learning of pertaining to school contents (RIBEIRO; JUTRAS, 2006). The dedicated writings to the function of the affectivity in the infantile development are not many in the workmanship of Piaget. We stand out an analysis of ‘ ‘ Unconscious affective and inconsciente’ ‘ (PIAGET, 1972) it makes the relation between its theory and the Psychoanalysis, and a 1972 article in which it argues, with sufficient clarity, the question of the relation between affectivity and cognition.


Exactly being present in some fields of the activity, being a current fact, has the power to bother when he is not being well used or is not answering more to the practical new requirements of the social ones. In the truth, when the subject is ‘ ‘ avaliao’ ‘ , the images that populate our minds are: notes, tests, authority, concepts luck lacks, points, approval, reprovao, advice of classroom, tension, affliction for the parents, etc. For Perrenoud: ‘ ‘ The evaluation is not a medieval torture. It is an invention more however, been born with the colleges for return of indissocivel century XVII and become of the education of mass that we know since century XIX, with escolaridade obrigatria’ ‘. (Perrenoud, 1999 p.9) Being an invention, certainly it could be modified in order to surpass this static and classificatria vision that has reigned so far, in search of a learning accomplishes and significant. Perrenoud emphasizes that it becomes necessary to evaluate the abilities seriously, but this cannot be made with written texts, is essential the complex problems and the contextualizadas tasks, inside of a series of conditions. For Luckesi: ‘ ‘ The evaluation is a qualitative appreciation on excellent data of the process teach-learning, whose function is of assisting the professor to take decisions on its trabalho’ ‘.

(Luckesi in Rasp, 1998, P. 11) As if it can observe, the evaluation here is understood as an element more in the teach-learning process, not having to only serve to measure the learning of the pupil through notes and concepts. In accordance with Rasp: ‘ ‘ When evaluating, the professor puts in scene much more of what to know technician, therefore the avaliativo act demands the ability, the discernment and the balance of a magistrate, a time that what it is in game is development of the human being.

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