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.
The EVOLUTION OF the EAD According to my knowledge, EAD is a new modality of education that establishs connection the virtual environment (Internet/system) to the pupil and professor, to make possible an interaction and to construct to the knowledge in its diverse areas of education, stimulating the learning through the intellect of the student staff, making possible it, over all autonomy and disciplines. EAD in Brazil reverberated in the government Squid, where it had an expansion of the long-distance course through the world-wide net of computers. Education in the distance, already existed but the same it was for correspondence, that is, through the Universal Institute, however the return of the course was not satisfactory. The main objective, of the EAD, is to take care of over all to the students who are more far from the capitals, offering growth chance and, fortifying the small cities with the hand of qualified workmanship. The advent of computer science, in the distance facilitated the learning for the people who inhabit in regions longnquas, since the computer became a tool important for the education process/learning, I interchange facilitating it between people, and becoming much more productive and satisfactory course EAD. The federal government, through the MEC, stimulated the universities publishes in adhering and implementing the project of expansion of the long-distance course in the country, aiming at the democratization of public education for all Brazilian territory, also in the cities. Course EAD is of great value for the development of these microregions, with respect to economy, for the fact to generate an increase in the empregabilidade index. The proliferation of the education through this method (EAD), will reduce the index of people without diploma of superior level in Brazil, mainly the provincial student, who this was penalizado with the lack of university in the neighborhoods of its residence.
At last, EAD arrived to democratize education Brazilian, in view of that it goes to generate diverse chances for the people who had never had possibility to attend a course a superior education in the actual form, for diverse factors. Also, it will be a with priority model for expansion of superior education in Brazil, therefore the imbalance of professionals of superior level sufficiently is accented. Face to the displayed one, would like to synthecize the evolution of the EAD with the comprehensive analysis of two situations displayed in figures 1,0 and 2.0: Figure 1.0 We can interpret figure 1.0 as the process of diffusion of the Internet, where the people are linked to the virtual world, what she generates the possibility of the search for the knowledge. Figure 2.0 In image 02, we can analyze that process EAD already is implanted and traditional education professor/pupil, of the place to the virtual environment where the pupil goes in search to extend and/or to improve its knowledge being started to be of this form the constructor of its proper one to know/to know, organizing its similar time to reach the final objective, that is to acquire professional knowledge and to extend horizontes.
It together with its collaborators intended to change the traditional moral values, dividing ocidente in two phases before and after the sexual revolution. Check out Gerald Weissmann, MD for additional information. Its studies had disclosed great surprises, and had justified the Sexual Education of scientific base to prevent sexual problems (as DSTs) on the contrary of the abstinence of moralista recital as only strategy to deal with the question. The great innovation of Kinsey was to say that the sexual behavior was something natural, so natural how much to speak to walk, to eat, and as everything in the nature is passvel of variety. ' does not have something; ' normal' ' in if treating to sexuality, only something of bigger incidence statistics. No culture deals with the sex ' ' as a rude natural fact, but it lives already it and it understands symbolically, giving to it to directions, values, creating norms, interdicts and permisses' ' Chaui (2000: 22). The sexuality always was a source of innumerable preconceptions and fancies. Many times the myths and the sexual repression create great obstacles for the healthful exercise of the sex. The sexual education is not isolated of the context, structure and historical moment that the young lives.
It corresponds to the education of as the individual must live the life, therefore it is also the education of its emotional and energy movement. To look for to inhibit sexual activity and to generate guilt is one of the forms universal of control. The inhibition of the spontaneous activity, in virtue of the repression of sexual the emotional movement empobrece, generates fear and increases the dependence. According to ALBERTINI (1994) Reich, in the article ' ' The parents as educators: the compulsion to educate and its causas' ' it makes one critical fort to the paper of the educator analyzing its motivations unconscious, capable to imply in one practical educative repressora, being denounced all and any unnecessary frustration that occurs in the educative process.
AMBIENT EDUCATION: A QUESTION OF CITIZENSHIP AND SOCIAL SUPPORT Maria Eliana Soares the society lives a time of intense social modifications that are atreladas to the deriving resources of the nature, thought of errnea form to be inexhaustible, here it is the reason for which if of the one of sped up and continuous form the exploration of the resources and at the same time the incautiousness with the geographic space, as well as, the disordered form of the expropriation and consumption, everything on behalf of a marketing race that incites each time more the social inaqualities, due the misery of who is the edge and descompromisso of that they withhold the power. Thus, for being the man social a natural being and at the same time, is impossible to speak of this without relating it with the environment, therefore it is of the nature that emanates the innumerable conditions of life, subsistence and of its survival, independent of the society which belongs. In day-by-day we develop innumerable activities of feeding, work, leisure, cleanness, construction, etc., of which many materials are used and at the same time good part is ignored, having many times more wastefulness of what exploitation, this because, we are ' ' condicionados' ' culturally to satisfy only our necessities without in giving account to them of the ambient disequilibrium that we provoke by means of our actions, and amongst these, the destination of the rejected material, it becomes bigger threat, therefore the residues that are accumulated in urban areas and most of the time next to our residences poluem the environment and deprive of characteristics the landscapes, stimulate the proliferation of insects, erosive animals and consequently they cause endemic diseases and males to the nature, the we ourselves and the population in general. Therefore, to think about social support is to understand that the existence human being and the action thought on this are primordial factor in what it refers to the guarantee of our basic necessities: preservation of the health, hygiene, feeding, as well as the preservation of geographic space, natural habitat of the man.
In seeming 17/01, document that bases the Resolution n.02/2001 we find contribution for the understanding of this item. Such to seem, judging traditional the definition adopted since 1994 for the Declaration of Salamanca, considers that: … the action of the special education is extended, starting to not only enclose the difficulties of learning related the conditions, disfunes, limitations and deficiencies, but also those not tied with a specific organic cause, considering that, for cognitivas, psicomotoras difficulties and of behavior, pupils frequent they are neglected or exactly excluded of the pertaining to school supports. (…) Thus, it is understood that all and any pupil can present, throughout its learning, some special, temporary or permanent necessity educational. Film director can provide more clarity in the matter. Resolution CNE/CEB n. 02/2001 that it institutes the Lines of direction National for the Special Education in the Basic Education, it presents definitions that have generated controversies; let us see: Art. 5 special the ones Are considered educandos with educational necessities that, during the educational process, to present: I – accented difficulties of learning or limitations in the process of development that make it difficult the accompaniment of the curricular activities, understood in two groups: ) those not tied with a specific organic cause; b) those related the conditions, disfunes, limitations or deficiencies; II difficulties of communication and signalling differentiated of the too much pupils, demanding the applicable use of languages and codes; II – high abilities/superendowment, great easiness of learning that the light one to dominate concepts quickly, procedures and attitudes. As Prieto (2006) despite the adopted definition has scienter to stand out the functioning of the person in relation to learning, using the terms ' ' difficulties or limitaes' ' ' ' facilidades' ' to characterize the condition of educating; it fits to stand out if into the deep one, the responsibilities for such difficulties or easinesses it will fall again on the proper pupil.