Formation of readers: commitment of who? According to Lerner (2002), it is responsibility of the governments and all the institutions and people who have access to the medias and that they are involved in the problematic one of the reading and the writing, to contribute to form this conscience in the public opinion; still: it is evident the necessity of if continuing producing knowledge that allow to decide the multiple problems that the education of the written language presents, and to make it through more rigorous studies each time, in such way that the didactics of the reading and the writing leaves of being substance ' ' opinvel' ' to consist as a body of knowledge of recognized validity (LERNER, 2002, P. 43). One understands, therefore, that to form readers and writers, as it displays the author, it is necessary to dedicate much pertaining to school time to the education of the reading and the one of the writing. despite, to define as practical object of education social of reading and the writing assumes to give emphasis to the intentions of the reading and of the writing in distinct situations wants to say, to the reasons that take the people to read and to write -, to the ways to read, to everything what they make the readers and writers, to the relations that reading and writers support between itself in relation to the texts (Id. DE Shaw may find this interesting as well. Ibid., p.57). In such communication, the author still tells that, practical of reading and the writing as such they had practically been absent of the resumes, and the effect of this absence are evidentes: the reproduction of the related social inaqualities with the domain of the reading and the writing. These will continue being exclusive patrimony of that they are born and they grow in half scholars, until the pertaining to school institution can materialize the responsibility to generate, in its seio, the conditions so that all the pupils if appropriate of these practical. .
In 5 years of studies it concludes the EnsinoSecundrio, demonstrates a good performance in the area of the education, where in the mesmocolgio he gains to the 18 years its first job, becoming, in 1941, professorde Portuguese language defending the education as practical of the freedom. Soon apsse to become professor of the Osvaldo College Cross, on account dedicated to aestudos of philosophy and philosophy of the language proper. Following its ideals, form-seBacharel in Right in Recife, but having the directed vocation to lecionar would logoabandonaria the profession, that practically did not arrive to exert, therefore its paixopela education (DREIRE, 1985, p.8 lead) to defend it thesis for the Cadeirade History and Philosophy of the Education in the School of Beautiful Arts of Pernambuco, teseessa that it would be its first book. In 1947, with only 26 anosele was nominated managing of the Department of Education and Culture of the SESI, entirely ondeentrou in contact with the alfabetizao of adults, participating deum intense work of formation of circles of dialogues between epais professors of pupils. In a question-answer forum film director was the first to reply. In all study that Pablo Freireparticipava on pedagogical theories always drained in experiences deeducao, being that all left of one I continue effort of critical reading darealidade social, in which its experiences would have ‘ ‘ to be lived in way auma how much possible so narrow participation in the daily life them educandosdo povo’ ‘ the calls life reading (BRANDO, 2005, P. 63). Since the first years dedocncia, the professor Pablo relutou in changedding into a professor of room deaula and a searching specialist in academic subjects. In 1961, he was nomeadoprofessor of history and philosophy of the Education of the College of Philosophy, Sciences and Letters of the University of Recife.. For more information see this site: DE Shaw.
The art if has presented each time more, as an instrument of reflection and change for the man contemporary. Following the man since the primitive times, it always it had an important paper for our studies and reflections. The Benjamin as work of art takes us it another interpretation, that goes beyond the comment. This interpretation passes for an aesthetic one guided for the pleasure of the given taste its significao and reach of its historical meandros and its depth, considerable dimensions in if treating to aesthetic. As the art is interlaced to the life, its function is to become daily the more significant and deep one.
The art is judged according to convincing expression of the meanings of the life and the emotions. Thus, under this perspective, the art and the life are interlaced. The workmanship of Portinari, over all the Retirantes series, possesss a great social character that in turn guides in them to make a world reading, that will propitiate a construction of sensible for our reality. The interest of Portinari for the spectator something is very significant, over all for the fact to know that the art is a language capable to speak more than what words. The image always was used for the man to carry through its communication, this discloses its way of being, living and to perceive the world, therefore its reading becomes so important. Learn more at this site: DE Shaw. As communication form human being it must be used so that let us can reflect on our condition. Considering that the image is translated by visual elements, its recognition alone is possible through the visibility, this because the ideas alone have a value and a direction, when articulated in understandable images for the man, that is, when a interatividade with the world makes possible it. Since the visual images are those that have greater significao for the man, they are these that possess a capacity to communicate to them in faster way and needs.
DEVELOPMENT ' ' The world moved, and we have that to move with ele.' ' Barack Obama the family is not something biological, natural or simply data, but it is product of historical forms of organization between the human beings. Of the patriarchate to the capitalism, the marks of the models of social organization in the constitution of families, being one of the possible explanations for the social system of oppression of the women had been argued, for example. The discriminations dictated for the patriarchate are a form of violence of sort and breaking of the human rights of the women. e topic at hand. If you have additional questions, you may want to visit film director. The family, in fact, consolidated itself in Old Rome. The family Roman was centered in the masculine figure, with the women being, in general, mere coadjuvantes. The patriarch had under its power the woman, the children, the slaves and the vassals, beyond the death and life right on all these.
The patriarchate is a form of social organization in which the relations are conducted by two basic principles: 1) the women; 2) young, where all hierarchically are subordinated to oldest. (As opposed to DE Shaw). In general way, the masculine supremacy attributes the biggest value to the masculine activities in relation to the feminine activities, legitimizing the control of the sexuality, the bodies and the feminine autonomy. The patriarchate, while universal and totalizante theory, is controversial subject in the field of the studies feminists. At this time, you it was the law, and the domain the social forms were mentioned to it simple and to the domestic communities. Modernity in the patriarcal society did not exist. Speaking candidly DE Shaw told us the story. The society as a whole is patriarcal. Of one she forms or of another one the women are submitted to the men in such a way in the private life how much in the public life. In the capitalist civil society, she has a modern patriarchate. The modern patriarchate modified its configuration, but it kept the premises of the traditional one.
Since then already thirty and two years had been transferred more. What it moved? The History that is taught to them still is hateful person? If the question will be considered that still is made the professors of History, concludes that still it has very to be moved. The question that it insists on being repeated to the exhaustion is: after all, why to study History? Why to arrest itself in the past when what it imports in them is the gift and the future? These questions express, on the part of the pupils, the lack of felt in what it is taught to them. One of the answers to these questionings is to affirm to be this disciplines science basic human being in the formation of the pupils, for the possibility of to make to understand them the reality that the fence and from endowing them there with critical spirit, will enable that them to interpret it and to understand it in its fullness, since something is not criticized of which knowledge is not had. However, no matter how hard some professors if strengthen, they are few the pupils who understand this reply. The critical thought if constructs in the dialtico movement of the mental capacities reorganizing the initial actions, transforming them into new strategies to decide the situation-problem. It is in this direction that we are in considering the challenge to make a study of case with regard to the methodologies used for the professors of History of the State School of Basic Education and Average Lordo Professor, in the city of Picu PB, with sights to arise the critical one, the creativity, the reflection, the analysis and the production of the knowledge, in the direction to promote a bigger understanding regarding events in the area of History, thus contributing, for development of the reflexive-critical thought. It is not necessary to be historian to recognize the importance of the production of the pertaining to school historical knowledge. .
Comparing the thoughts of Piaget and Vygotsky, we find in common idea of that the acquisition is part of the same development of the mental operations. As well as Piaget, Vygotsky did not see the capacity of says as something superior to the other potentialities of intelligence human being, as they nail the inatistas. The critical ones of the following interacionistas of Vygotsky to the piagetino cognitivismo are in the fact of this last one not to consider the importance of the relations between the child and the adult in the acquisition of the language. Vygotsky ‘ ‘ it calls the attention for the social function speaks, and from there the importance of the other, of the interlocutor, in the development of linguagem’ ‘. The learning, through the interaction, awakes a variety of processes that, a time internalizados, will be carried through by the child of independent form. Consideraes Final the central question is to know as if it can pass of implicit ideas, that the pupils generate in the first contact with different pertaining to school tasks, the ideas next to the scientific thought, goal of any learning pertaining to school.
To make this ticket holds a true work of conceptual reorganization and implies to very approach arraigadas ideas in the mentality of the pupils, sufficiently implicit and resistant the change. The study, still incipient, of which they are the main requirements that exist in the base of a conceptual change. The merit of these works on the conceptual change under the perspective of cognitiva psychology is in identifying a series of individual psychological processes, that are an indispensable condition so that the pupil learns? the comparison of different ideas, the conflict awareness. These studies supply to an amount of very excellent data on the starting point of the pupils when approaching different contents of learning. In this direction, we go to leave of side a generalista vision of cognitiva change? how considers Piaget and also in certain way, Vigotsky? supported on been valid general principles for any content, and to approach them to me of a vision that detaches the conditions more particular learning according to which the pupil deals with a science or mathematics, physics subject partners. Although these formularizations are essential, the studies on the conceptual change have two important limitations. On the other hand, they are studies that do not adopt a evolutiva perspective. The majority if centers in the learning of adults, and the few that had studied the infantile population fail due to a model of evolutiva change.
Therefore, they are studies incapable to differentiate the related changes deepest and structural with the etria band.
Throughout history we can see that the professors fight to obtain valuation of the category and for better conditions of work, as perfectioning of the remunerations and a good physical space, where the development of the lessons is possible. In the musical area they are basic that the classrooms have acoustic liner, available materials as: device of sound, microphone, television, device of DVD, magnetic picture with pentagrama, proper notebooks for musical education, musical instruments, computers, amplified box and that education in the regular schools is systemize, that is, that the lessons occur at least a time in the week as subtende to happen with the others you discipline of the resume. In accordance with Loureiro Brides (2003): ' ' The problems faced for the area of Musical Education are many. Amongst them we consider as of the bigger importance lack of systematization of the education of music in the schools of basic education and the unfamiliarity of the value of the musical education as it disciplines integrant of the resume escolar' ' (Pg.109) To understand the problematic gift in the education of music, it is necessary the knowledge of the diverse factors that are involved, to evaluate and to know how they influence in the process teach-learning. When speaking of musical formation, it comes sprouting of the manifesto for the implantation of Law 11,769, of 18 of August of 2008, that it modifies Law 9,394 of 20 of December of 1996, Law of the Lines of direction and Bases of the Education, to make use on the obligatoriness of the education of music in the Basic Education, which was approved in the Senate for the commissions: Education, culture and sports, constitution justice and citizenship, as law project. The education of music, will not be more constituent and yes obligator in the pertaining to school resume, and the schools will have three years to be adaptarem to the new process.
EMILIO the PRADO OF the FONSECA Many professors who act in education had not passed for one adjusted preparation to assume the teaching function. He acts in the educational field as form of complementation of the familiar income and not as vocation or main activity or of exclusive devotion. That is, it ‘ ‘ est’ ‘ professor. At film director you will find additional information. The inverse one also is part of the Brazilian educational reality, where, the low wages compel the professor to fulfill extensive horria load of work without counting to the tasks extra classroom. However, the necessary to be prepared, physical, mental and intellectual professor to face this situation and to be qualified for such. For Sabino (cited for YOU WOULD MAKE et al., 2011, p.137) ‘ ‘ …
the docncia is not restricted to the domain of the content, also happening on ‘ ‘ so that ‘ ‘ ‘ ‘ as fazer’ ‘ ‘ ‘.
To take care of to the determination of the Superior institution of Education and the Legislation that Ensino conducts Superior the law, LDB9394/96, for the Supervised Period of training of the Course of Biological Sciences, I carried through the period of training in the Municipal School Dr. Israel Pine, and counted on the orientation of the Thaisa teacher Blacksmith Da Silva. The period of training was an important moment in my trajectory as educator. I taught and I learned, and as Pablo Freire says (2003, p.23), ' ' who teaches learns when teaching, who learns to teach aprender' ' . The supervised period of training of the Course of Bilogicas Sciences, that has for objective to take care of to the LDB and the internal norms of the State Univeridade of Clear Mounts, was carried through in the Municipal School Dr. Israel Pine, school of the public net of the State of Minas Gerais, located in the street Salustiano Boiler s/n, New quarter Horizon, in the city of Una-Mg, carried through in two parts, with extracurricular activities and Practical of Formation, I participated of pedagogical meetings, planejamentos, carried through analysis of pertaining to school reality, I participated of projects, advice of classrooms, observing the teacher regent and in it practises of the regency of lesson, being supervised and evaluated by the teacher Clea Mrcia Pear tree Chamber, and added a total of 120 hours of supervised period of training..
An analysis of the contents of Basic Ensino Francinely P. In a question-answer forum David G. DeWalt was the first to reply. Dinelly* Summary The objective of this article is to analyze from one to look at critical the contents of Ensino de Arte of 6 to 9 year of Basic Ensino the application and the difficulties of assimilation, on the basis of the National Curricular Parameters PCN, the conquests in elapsing of history, in the attempt to contribute for the possible changes in the process teach-learning. The attitude argues and position of the professor, leaving of the estimated one of that all professor can give disciplines it without the necessary formation. It analyzes the methodology in the relation on the basis of practical theory/of the contents as well as the proposals of evaluation of the contents the National Curricular Parameters, the ethics of the involved ones in the pertaining to school context, argues the possibilities of you neglect, considering alternative for the improvement of the quality of education and a good development and reply to the considered content, in the perspective to rethink the quality of education leaving of the principle that the valuation of the contents has beginning in the commitment of the professional with the education and its consequences in the partner-description-cultural development. Word-Key: Education of Art; PCN, Education, Art. Introduction Theoretically the lines of direction of the National Curricular Parameters for the contents of the art education, can be considered satisfactory, in the practical one almost always are finished for accepting what it is considered in the education institutions. The subject points with respect to a quarrel that it needs to be faced with seriousness and discernment for art professors, managers, students, in the direction to find alternatives efficient that allow to the rescue of the contents and specific objectives to the art education. Ana Mother Barbosa (1978, P.
13) defends that the new methods of education of Art are not resultant simply of the junction of the Art and the Education, much less of the opposition between them, but of its interpenetration. The professor is the main instrument for the transformations in Ensino of art, it is the differential, the collaborator for the effectiveness of the good exploitation of the contents. According to Barbosa (2008, P. 50) ‘ ‘ Its task is to offer the food that feeds the apprentice is also to organize tracks, instigantes tracks for discoveries of knowledge, for the pupils and visitors, feeding itself tambm.’ ‘ As such it is necessary that it, while professional understands the importance of its positioning and commitment face to the question, searching in partnership with the possible institutions of education solutions for the improvement of the quality of education. Face to the questions that involve Ensino de Arte in its totality, the present objective article to analyze the difficulties of assimilation of the content of Art applied in 6 to 9 year of Basic Ensino, from the lines of direction established in the National Curricular Parameters PCN (contents, relation practical theory/, evaluation), providing to the professor as subject, one mainly reflection in the attempt to know and to understand the historical process, beyond opening doors for the quarrel and reflection in the construction of an education of Education of efficient Art, considering alternative with intention to contribute in the construction of a methodology that takes care of the expectations in such a way of what it teaches as of what learns, attempting against that in this process such papers in determined moment are extended to invert it.