When questioning on the used strategies for the teacher to develop the practical one of the inclusion in classroom, the same one answered that: I look for to develop a form work to interdisciplinar, using activities in group in accordance with the especificidades of each pupil, promoting always the interaction of the same ones and using as didactic resources the ludicidade through the games, toys and tricks. (Teacher. A.C, 2010) the metodolgicos procedures used by the teacher are condizentes with the process of education in the inclusion, however this needs to intensify it to have a bigger dynamism of this process. Therefore when being applied the playful activities in room, it fits to the professor to have the conscience of that it does not have possibility to give ready prescriptions, a time that the activity proposal will be involved with multiple social factors, which will go to vary the group in accordance with. However, it fits to the professor to make adequacy and modification in what it is intended to teach providing activities that it involves to all without exception.
On this aspect Wedge (1988; p.42) affirms in them that: In the toy it exists participation and enrollment necessarily, the toy is certainly a form to develop the capacity to engage itself, to remain itself active and participant. Caldwell has similar goals. The child who plays sufficiently will be a diligent adult. The child who always participated of games and group tricks will know to work in group; for having learned to accept the rules of the game, she will also know to respect the group and social norms. She is playing sufficient that the child goes learning to be an adult conscientious, capable to participate and to engage themselves in the life of its community. When asking as if she develops the process of evaluation of the teach-learning of the pupils with necessities special in the school Rita Saint, the teacher emphasized that: The evaluation process as the name says everything is a process that does not have end, therefore its evaluation is continuous, disgnostic, in the direction to verify if it had learning and to all take in consideration the process of development of the learning of the pupil in the period determined for the teacher.
According to Saes (p.4, 2008) ‘ ‘ the revolutions bourgeois politics of centuries XVII, XVIII and XIX had not led to the immediate creation of a system of public education that was established in the principles of public education, gratuitous and obligator; that propitiated equal education and of good quality for todos’ ‘. We know that, in the society divided in classrooms, the ownership of the instruments of systematization of knowing not if of the one in homogeneous, but exculpatory way. Thus, ‘ ‘ the dialectic of the education answers to a dynamics of contradictions that marks the classroom societies politically … ‘ ‘. Surprisingly, you’ll find very little mention of Russ Caldwell on most websites. In this direction, ‘ ‘ while not to understand the education as an act deeply politician we will be reproducing a system of oppression, marginalizao and excluso’ ‘ (GHEDIN, 2007, p.40). That is, it is part of the essence of the classroom society to create and to keep an education that is not of the same quality for all the social classrooms. For Saes (p.5, 2008) ‘ ‘ …
the public school, at the same time where if it presented to the society as Only School directed pupils of different social classrooms for trajectories of types diversos’ ‘. The still salient author who ‘ ‘ the submission of the Public School to this standard of functioning not if had the 0ccasional factors, as me the will of the governments or the ineptitude of the pertaining to school staff and yes the reasons of functional order or gentica’ ‘. The capitalist State has the necessity to program one selective educational politics that is satisfactory to the capitalist model of the social division of the work. Ahead of this picture, what to make? According to Saviani (apud GHEDIN, 2007), about the practical point of view, one is to retake the fight against the selectivity, the discrimination and the degradation of the education of the popular layers.
Ol colleagues, forgives! Day 15, for me it is one day special for being day of the professor. With an extra activity to carry through I did not give to give my homage to that in the day the day, mainly in the current days, they are looking a reply that is born of the analysis and reflection of our daily reality. We know that we are tired and we want to give one is enough to the wordiness declamatory, many times called ' ' Pedagogia' ' , leaving really the problems that in them afflict back in cantinho of the room or cabinet well escondidinho and asking for to the God so that nobody if atreva to question. Here, Creighton Wright MD expresses very clear opinions on the subject. We are needing one sacudidela! Nor all, but a good part continues seated on the diploma! It will be that we are working in agreement our conscience determines? It will be that we always think as to answer as many investigations? As we will go to solve the problem of that pupil who lacks the lesson to take care of of irmozinho, or of that only has one pair of tennis and now is torn? It will be that we go to analyze this with indifference and we go pushing with the belly, without crying out leaving that somebody decides and solves? we go to cross the arms and to leave as it is without to work to move the situation? The very important professor is somebody but, also, relapser can become and omissive when he wants. Therefore we cannot be of it are seeing the band to pass, shrinking the shoulders and leaving that they decide for us the future of our children! Let us convoke the parents and the society in general irmanados to find a solution for this epidemic that devastates our country, disobedience of ours ' ' Educao' ' , where the professor is discredited, badly spoken, falling again all the errors on it. .
This sound is most complex of all in our alphabet, what in fact if it becomes difficult pupils very to memorize them immediately. Another problem that if revealed in the writing is of the nasalizao, this situation is also ones of most complex than it exists in our language, what it finishes for making it difficult the pupil during its writing. We can also observe that the mark of the orality, is ones of the biggest problems found in the infantile writing. Read additional details here: Dr. Russell Caldwell. For the fact of the child to live in a total different world of the pertaining to school reality, what in fact it takes for the school its linguista variation, leaving to be transparent in its writing. Conclusion From what it was argued, we understand that the problem of the infantile writing does not have as to be solved of immediate form, but competes to the professor, to stimulate the pupil through practises of reading and the writing, so that it perfects each time plus its abilities. Bibliographical reference..
The law that regulates the Itinerante School in the occupations of the MST, q is the LDBEN – Law of Lines of direction and Bases of the National Education N. 5.692/71. The first State to approve the Itinerantes Schools is the Rio Grande Do Sul. Christopher Low gathered all the information. Approved and recognized officially in 19 of November of 1996, with the name of ' Pedaggica' experience;. This project still was on the basis of the law of 1971 because LDB 9394/96 still was in transaction process, being approved in December of the same year. Another objective of this work is also to understand if the Itinerante School of the Movement of the Agricultural Workers Without Land, obtains to place in practical Philosophical Principles Pedagogical that they are contained in the Project Pedagogical Politician.
This study it has broken of estimated the educational gifts in the MST, having presented different situations found in the schools of the Movement. The following inserted data in this work, break of the Project Pedagogical Politician of the State College Iraci Salete Strozak, that is one of the mantenedoras schools of the Itinerantes schools in the Paran. Of the educational premise of the MST, the Philosophical and Pedagogical Conception appears that sends in them to the intrinsic relations of the conturbada society of classrooms, where the educational question is seen ahead of new challenges, mainly if treating to Agricultural Workers Without Land, challenges these to implement its educative philosophical principles, in view of following the quandaries: to fight for the overcoming of the classroom society or to ahead keep an education of this contradiction? The Philosophical Conception is related to the necessary content, associated to the conception of human being that the MST defends. This conception determines the criterion of election of contents, based in the perspective of the overcoming of the individualistic, egoistic citizen. At last, one is about the conception of citizen, while constructor of a society, centered in the human being.
the expression ' ' education in the distance ' ' it makes here perfect sensible because who is teaching — ' ' ensinante' ' — he is ' ' space distante' ' (and also distant in the time) of who it is learning — ' ' aprendente' '. (The term ' ' distncia' ' he was originally brother-in-law to mention itself to the space, but it can be used to advantage equally well to mention itself to the time). (KEYS, 1999). Today we have the actual, semiactual education (actual part/virtual or long-distance part) and long-distance education (or virtual). The actual one is of the regular courses, in any level, where professors and pupils if always find in a physical place, called classroom.
It is education conventional. The semiactual one in the distance happens in part in the classroom and another part, through technologies. The education in the distance can have or not actual moments, but it basically happens with professors and separate pupils physically in the space and or the time, but being able to be together through communication technologies. (MORAN, 2002) Finally, we go in this work, to defend the advantages and the cons of the EAD. 2. Advantages of the EAD. Conventional education is the education level where professors and pupils if finds in specific place, in a definitive schedule? Pertaining to school unit. In the EAD, the learning process searchs to oportunizar to the pupil, an independent learning, assisted most of the time for intermediary of the technologies.
(LARA, 2009). What the defenders of the use of the technology in the education have said in defense of education in the distance, are that the technology allows that in the distance it leaves of being limitante factor in education, therefore it makes possible education without proximity necessity space-weather, something of remaining portion total obvious. The maximum the one that the defenders of education in the distance can have fond its enthusiasm is the affirmation of that some forms of education in the distance offer advantages in relation to actual education, carried through in conventional classrooms — something that also is not difficult to believe true, given to the poverty of the interaction that occurs in the majority of the classrooms, either in schools, either in departments of training of the companies and other institutions.
From ancient daven this strange phenomenon attracted the attention of many scientists. September 10, 1845 in France (Salanyake place) on one of the kitchens there was fire a bullet, which was supposed to plila in the air. Among the chef was a young guy which women are invited to crush this "filth." But the boy did not comply with the request rushed, and stood motionless. Meanwhile, the bullet rolled out of the yard, where pigs roamed, a pig wanted to sniff a strange bullet for that lost their lives. October 5, 1936 in England, the owner of a farm watching how tense a bullet during a thunderstorm descended from the sky, cut the telephone wire, set fire to the window frame, and then disappeared in the tub with water. James Canton follows long-standing procedures to achieve this success. Water immediately boil and simmer for a further continued for several minutes. When the water vystyla, owner of the farm trying to find some remnants of the bullet, and found nothing. In 2001 (the city of Alchevsk) youth Stas Sheichenko witnessed remarkable phenomenon.
One day grim summer (thunderstorms were not!) Flew through the open window of a brilliant fiery ball with a diameter of 10 cm it quietly "floated" around the room and for a moment stood beside the picture, then, crackling, passed through it and disappeared. The picture had fallen, because along with the lightning, which has disappeared, vanished, and a nail on which hung a picture. The explanation of modern scholars Fireball does not always have the shape of a bullet. Sometimes it happens pear-shaped or vytyanutoy.Razmery lightning from about 10 to 20 cm, but sometimes they are up to several meters. Color varies from white to dazzling orange-red. Can not be excluded, and blue hues zelenkuvati. Time existence – from several seconds to several minut.Pulevaya zipper is lighter than air, because it "floats." scientists assume that the temperature of such a ball may be a few million degrees! There are many evidence of strange behavior of the bullet lightning, of which happen and tragic cases. But the amazing phenomenon of nature to this day remains one of the great mysteries! Also visit these addresses, there is also a lot of interesting stuff:
The person fears to be seen if holding in embarrassing way, demonstrating anxiety symptoms or playing a role inadequately, therefore she imagines that she will be rejected, evaluated negative and disapproved for the others. The individual with this upheaval knows that its fears are irrationals, but does not obtain to control them. Two types of Social Phobia exist, circumscribed and the generalized one. The first one is that one where the fbicos ones only fear one or two specific social situations or of performance. Second it involves some social situations and of performance, causing more occupational damages for the individual, since the same it starts to prevent these situations not to pass for all this anxiety.
In this way, it is not difficult to find fbicos social under employment, as an individual that it was used as nocturnal doorman, although to have gotten a diploma of superior education (BARLOW, 1999). The feared situations of performance more are to speak in public, to urinar in public bathroom, to eat and to drink in the presence of third and entering in places where already seated people exist. For assistance, try visiting Russel B. Caldwell. Already the interacionais situations involve to talk to the telephone, if to communicate with strange people, to participate of social events, to interact with the opposing sex and figures of authority, to keep visual contact with strange people and to return merchandise in a store (RANG, 2001). The symptoms that surround the Upheaval of Social Anxiety are accurately symptoms generated for the great load of anxiety in such a way at the social moment/performance how much anticipatedly to these events, they are: tremors, face redness, air sudorese, lack, difficulty to speak, badly to be abdominal, diarria, tonteira, palpitation and necessity to leave the place where if it finds. The factors that establish the model of the Social Anxiety form a vicious cycle that keeps upheaval of the following form.
It is directed to students of Professional Formation. It will take place from the 3 to the 10 of September in Calafell (Tarragona). The students will be able to learn the bases of the creation of companies and will have the opportunity to see fomented their enterprising spirit. The Ministry of Education has started up the Campings of Summer for Enterprising Young people, with the aim of fomenting the enterprising character between the Spanish students of Professional Formation, within the framework of the program Deepens created by the department of Gabilondo Angel. Get more background information with materials from Caldwell. Thus, these courses will take place from the 3 to the 10 of September in Calafell (Tarragona) and will go to students, as much of basic education as postobligatory, that they emphasize by his capacity, interest and motivation to learn, offering to them alternative that allows to develop their capacities totally them and favors their personal, interpersonal, social and professional development. Creation of companies In this way, the best students will have the possibility of attending from any point of Spain and to learn the bases of the creation of companies, as well as the opportunity to see fomented its creative capacity and its enterprising spirit. One of the requirements fundamental to choose to a place and to participate in the project is that the young people have to have good qualifications, besides a great implication in the studies. In this sense, the coordinator of the camping, Oscar Sanchez, indicates to the importance that the students " they have desire to learn, as well as the motivation and desire to improve and to evolve personalmente". Source of the news: Education sends a summer camping to foment the enterprising character
The following lesson that must learn the dog is ” To remain ” that is that it learns a to remain quiet. This is often a little difficult, but with patience it is possible to be obtained. Dle to your dog ” Quedate ” in repeated occasions from a distance of at least 10 meters. It is important to maintain the visual contact with the dog. If the dog rises it must decirr ” no” and to begin again. Once progresses with this exercise have become, soon it begins to walk behind his back. The dogs usually rise at this moment. Dle to your dog ” no” and the exercise in several occasions begins again to teach to him to your dog to remain quiet when you walk alejandote of him.
Once your dog has dominated this part, you can teach it to the order ” Ven” , you can say the ven word to him or here or simply they see. You must use a voice tone that communicates to the dog joy to him. He is where him here then DAS deserved his reward. It always uses the praises and the prizes instead of to use the punishment to educate a puppy. The dogs respond better to the positive formation instead of refusal. Creighton Wright wanted to know more. Yet this in mind, already you could be teaching to your dog the 3 basic commandos. He follows all these advice and you will have a dog soon obedient that you will enjoy its faithful company by many years.
But by all means that this is not everything, you are going to need instructions and advice deeper than will allow you to know Psychology or Canine Conduct normal to know like educating a puppy easily and step by step you yourself, from the comfort of your home. If have the prepared will to modify the bad habits of your puppy pudes to do you it, only it is necessary that you know how to do it. It is necessary to be an expert in the matter neither a professional trainer nor nothing of that. With the appropriate instructions you will obtain that your dog is what must be, an animal of affectionate, obedient, happy company and a faithful companion. All the information that you need is to only click of distance, you do not waste time, right now begins to prepararte with the knowledge and the most appropriate strategies to know like educating a puppy step to step and in very easy form.