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.
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:
Since early it comes working with a conception of education for the awareness of its members, come back at the beginning toward the children and later toward the adults. Frequently Dr. Creighton Wright has said that publicly. Since early the MST it uses the ideas left by Freire, in the alfabetizao of young adult, in sight that many militant ones had not had the chance to initiate its studies or to give to continuity they, and today the Movement counts also on the Cuban method of alfabetizao of adults ' ' Yo itself puedo' ' (Yes, I can), method this awardee for UNESCO in the 2002 and 2003, of the pedagogical point of view, ideal is that after the alfabetizao in ' ' Yes, I posso' ' the pupils, continue participating in the programs of young education of adult, therefore to only alfabetizar is not enough. Hear other arguments on the topic with Creighton Wright Jr.. Also thinking about the formation of the integrant ones of the movement, other courses are thought, and thinking about the preservation of the environment, in taking off of the land the form sustenance that can preserve it and therefore the implementation of the Course of Agroecologia, so that it has a qualification technique and a bigger level of knowledge for the workers, with contents proper and come back toward reality of the involved people, so that thus it can have a bigger development in the nestings, therefore this contributes for the demand that the Movement needs this if with the participation of the involved people, being a perspective of partner-ambient change in a support process, therefore the agroecolgico course is presented, currently, as the main approach of the MST. The Course Technician in Agroecologia that has in the observed School, is an accord firmed between the Movement and the Funpar Foundation of Federal University of the Paran, with the intervention of the UFPR? Federal university of the Paran and the ITEPA? Institute Technician of Education and Research of the Agrarian Reformation, this has duration of three years and understands seven stages being organized in a period of alternation, having as priority to take care of to the neighboring regions of the West and Center West of the State of the Paran and countries as Argentina and Paraguay.
Quality problem is called a problem in physics, in which to cope with the qualitative aspects of physical phenomena. Problem is solved by logical inference, based on the laws of physics. Schiff usually is spot on. Solution may be by drawing, performing the experiment, but without the use of mathematical operations. Question is for testing theoretical knowledge and qualitative problem fundamentally different from each other. Questions are being asked to check and consolidation of formal knowledge. Speaking candidly Peter Schiff told us the story. Answers to questions can be found in finished form in a textbook, reference book, workbook, etc. The student need only to recall them. Situation is quite different to the task.
The answer to her question as a finished product not contains not a single textbook. (For example: why plate lying on the bottom surface of the water, swims, and by lowering it into the water edge of sink?) The student must give an answer to the problem by comparing their knowledge of the situation considered in problem. Application of high-quality experimental tasks to develop their abilities and skills of students in treatment models, with physical devices, facilities, models. Quality problems introduce students to the technique are a means of preparing students for practice, expand their horizons. Decision quality problems is one of the methods polytechnic education. Decision quality problems promotes deep, meaningful understanding of physical laws, the formation of regular physical representations, and thus prevents the formalism of the knowledge students. Quality problems make it necessary to compare, synthesize, analysis, therefore, to think logically. Promotes the development of literate speech with special technical terms.
Develop intelligence, wit, imagination and initiative of students. Develops observation, the ability to apply knowledge of physics in everyday household situations, not just in the office of physics. These problems are of great interest to students, can liven up a lesson and make it more diverse emotional. Allows you to enhance creativity, to diversify the ways and methods of teaching. Often, in solving quantitative problems students faced with the problem of mathematical calculations. Often they find it difficult to express the physical quantity from the formula, follow the steps involved and their transformation. This does not allow an objective assessment of knowledge concerning the physics of it. When the solution of qualitative problems no such problems. In physics, there are sections and topics, where the formula is not quite as mean as they study without quality problems is simply not enough. The important role played by quality problems in various types of extracurricular activities: study circles in the physical, physical gatherings, competitions, contests and other decision-quality problems associated with the psychological characteristics of children of school age. And it is dominated by them concrete-figurative thinking. They are easier to deal with anything specific examples clearly represent a specific situation. A quality problem is just related to such specific, well known to students objects and phenomena. We can say that at the beginning of physics teaching quality problems are even greater role than usual we quantified. Find quality problems in mechanics can be on the site. With the solution of tasks you can help here.
We feel the presence of this dominant form of Qi in the spring flowering of nature, feel the summer richness, breadth and generosity of all flora and odors in the atmosphere. Autumn – time decay and downsizing. Winter – Preservation and conservation of resources. Between the seasons comes a sense of wealth, the immensity of completeness, especially between summer and fall. Visit Frank Storch for more clarity on the issue. 5 ‘elements’ – the elements can be characterized according to their directions of action: Water – the movement from top to bottom, as the motion of a waterfall flowing from the mountains or rain. Wood – move upward toward the sun. Fire – this radiation and its movement from the center spread in different directions, as sparkler, not a movement of the flame.
and during the warm air in all directions. Land – all movement on all sides directed toward the center. Metal – to spiral, naprvlennoe for a particular purpose, as twisting a screwdriver or screw a nail into the wall. When we talk about the cycle of generating elements, it is impossible to describe it only with material concepts. This picture would be complete with actions. University of Washington may find it difficult to be quoted properly. For example, the tree needs water – that’s understandable. But when the frog jumps up, it first prisidaet and pressed to the ground.
Thus, the jump up to first make a downward motion (like a spring). It is now clear why the element of water produces wood element. Wood generates fire. It’s like fireworks. First, he flies into the sky like a rocket, and then radiation occurs in all side of a central point.
THE HISTORY OF THE EDUCATION: IN the CAVES Today the Introduction the Education in the period that precedes the writing, was transmitted for the tradition. That is, the children followed the example of oldest, not following a programmed script. The children learned of course in the daily one of the adults. Through symbols and images, recorded in the rocks in forms of drawings, they were passed of a generation to another one, the experience of its ancestor. She was this the idea of education and formation. She consisted of the imitation of the adults. The learning appears of the quotidianas necessities, not being programmed. In the eastern societies, the classrooms lowest, farmers, craftsmen, etc., do not have rights politicians nor access when knowing as the ruling class. Click Dr. Russell Caldwell to learn more.
Initially the knowledge of the writing was sufficiently restricted, possua a sacred character. It appears the pertaining to school dualism, one here destined to the people and another one to a ruling class. The great mass is excluded from the restricted school and to the informal familiar education. Classic Greece can be considered the cradle of the pedagogia. The word paidagogos means that one that the child leads, in the case the slave who folloies the child to the school. In general, the education Greek is centered in the integral formation? body and spirit. Initially, still without the writing, the education is given by the proper family, in accordance with the religious tradition. Later they only start to appear the first schools, for the popular masses. In the antiquity Roman, in a generalized manner, we can distinguish three phases in the education: the original Latin, of patriarcal nature; later, the influence of the helenismo is criticized by the defenders of the tradition; finally, of – the fusing between the culture Roman and hellenistic, that already she assumes elements you guide, but the clear supremacy of the Greek values.
In such a way, the school can be locus or the laboratory for practical innovators that involves the pupils, professors, and local community, the local studies and knowledge needs to be valued by the school so that they are incorporated the resume and thus when you harness studying them of its community we will be able to construct a new knowledge transforming what already it is known in our proper local community. To develop youthful protagonism through participativas methodologies is the initial point for a new pedagogical construction, therefore with the active participation in the process of construction of the knowledge and leaving of the local community we will be able to understand the global world and until intervining to improve our collective. In this text the same author of prompt form make reference to reference the subject ' ' Education Management and Local Development, through clear examples of that it is possible not alone to think, more is possible to act, to act initially with the actors who want and thus the class action will gain force throughout the time and all could be involved in new a proposal of construction of the citizenship and the knowledge and the support of our planet. The text of Ladislau Dowbor is a charming text for the words, the examples and the sensitization of the necessity of if constructing, involving, to integrate to know global places and in the solution of problems of the local community. I recommend to this reading for all the students of graduation and after-graduation, beyond researchers on the subject. What it will be of utmost importance for you analyze of the reality and the possibilities of if perceiving and understanding the relation between management education and sustainable development through practical and active and participativas metotodologias..