Africa Week at Harvard

Audiovisual Education

Charles — Thu, 17 May 2012 22:12:58 +0000

EDUCATION AUDIOVISUAL AND RESUME: Reflections on the audiovisual formation of the educator. Positive and negative aspects will be had and to argue possible magnifyings and corrections of this formation. Altina Magalhes Coast In: 10/12/2011 Although all decurrent revolution of the scientific, technological advance and of the globalization that facilitated to the access of the miditicos utensils the almost all the sectors of the society. Although the majority of the Brazilian schools already to possess some technological instruments, perceives that the use of the same ones in the pertaining to school scope not yet is seen with good eyes for some professionals of the education. Valley to stand out that this happens because we were prepared on the basis of traditionalistic education professionally, where took advantage the book and the rhetoric of the professor, this age who withheld the knowledge and the power to decide as to teach and almost always it followed the ditames of the dominant elite and thus the didactic book was prioritized, material printed matter and the verbal exposition. One knows that the radio and the television are two well old audiovisuais technological resources, however, the same ones were not seen by the traditional school as didactic tool, but as entertainment instrument. It only has little time is that the school started to review its concepts, its social function inside of the society of the communication and of the information and thus it started to use these audiovisuais resources, however the use of the same ones still happens of shy form, therefore many professionals not yet feel themselves to the will to use these resources in its to make pedagogical daily, time or another one, to one or another uses them professional. However one knows that so that this use happens of efficient form, one becomes necessary that the educators are prepared to make the insertion of the same ones in its projects.

Socioambient Education

Charles — Fri, 11 May 2012 09:18:38 +0000

PINE, Dra. Luciana the ambient education comes from one crize socioambiental that with the population growth and the predominance of the productive system that use pollutant technologies and of low energy efficiency and values of limitless expansion of the consumption, the species human being, since its sprouting, is used of the natural resources for its survival. The natural resources had acquired a value energy, but also partner-economic not only. Ahead of the extreme exploration beyond the capacity of support of ecosystems it is possible that determined natural resources you renewed lose the capacity. The health of the ecosystem and the awareness had possibly given beginning thanks to the ambient mobilization. Beyond the exhaustion or non-availability of the resources for the economic activities, the ecosystems continue absorbing increasing amounts of contaminantes and residues.

She is necessary to measure how much we are using of resources with our standard of production and consumption, in order to reorient it for a more sustainable consumption and responsible with our children and grandsons. (HEVIA, 2007, P. 30). The technological advances make possible in the decades of 1950 and 1960, alterations in the natural environment, mainly in the developed countries. In the decade of 1970 the negative effect of these alterations on the quality of life were evidentes. When recognizing the relevance of the ambient education sent regards that an international program of ambient education was elaborated, the training of professors and the development of educational methods. (DAYS, 1998, p.21-22; 36-37). ‘ ‘ alfabetizao biolgica’ ‘ , modern concept that if relates to the construction of the necessary knowledge to the convivncia in the societies contemporaries. Thus the pupil must be ‘ ‘ alfabetizado’ ‘ when concluding average education. The natural aspects and created by the man (technology, society, economy, politics, history, culture, moral and ethics, they are basic principles considered to the environment in its totality).

Basic Education

Charles — Sat, 05 May 2012 00:33:36 +0000

It is lived at a time marked for the competition, where the scientific and technological progressos define the future of the young in the world of the work, space this still very far from being reached by the deficient intellectual. It will have necessity of bigger persistence of the team to multidiscipline, in regular education, so that the adaptations are accomplished, with objective of learning of the contents that require more time, so that these pupils with educative necessities learn. Very still it has that to advance itself so that the citizens are assured the rights emanated of the Constitution how much to the education of quality to all, independently to be they deficient intellectuals or not. The present work contributes for the teaching professional knowledge and leads to rethink on the importance of the compromentimento of the involved sectors so that the inclusion of the deficient intellectuals is accomplished in all the scopes of the community. One of the main challenges is to reach the pupil to also construct the bridges supported on the which had reality, that these can take it more far possible, understanding critically its proper experience. the biggest pleasure that the same children can feel is to find itself in the free exercise to create and to invent.

The educator will have to be intent to these necessities, demonstrating interest and respect for the special form of each child, perceiving to it moment its especificidades, music is there for assisting in this walked. The playful activities in the development of children with intellectual necessities, assist in the development and new possibilities of discoveries, stimulating the cognitivo, social and the affective one of the child. In this perspective music contributes, decisively, so that the pupil reach an excellent income of learning in all the areas of the knowledge. 9. References BRAZIL LDB: Law of Lines of direction and Bases of the Education: Law 9.394/96. Benjamin Wey: the source for more info. Brasilia: CORDE. 2000. BRAZIL, SECRETARIAT OF SPECIAL EDUCATION.

The process of pertaining to school integration of the carrying pupils of educative necessities special in the Brazilian educational system. Brasilia: SEESP. 1995. FEDERAL CONSTITUTION. Art. 205. Available in the site Access in 18 of September of 2011. KIRK, S.A.; Gallagher, J.J. Education of the bonanza individual. Translation Marlia Zanella Sanvicente, 1 ed., So Paulo: Martins Sources. 1987/1986. LEONTIEV. development of the psiquismo. Lisbon. Books Horizon. 1978. RESOLUTION CNE/CEB N2/01 National Lines of direction for the Special Education in the Basic Education. Available in the site Access in 19 of September of 2011. ROTH, Berenice Weissheimer. Inclusive Educational experiences II: 1.ed. Brasilia: Ministry of the Education. 2008 VIGOSTSKY, L.S. (1988). Social formation of the Mind. So Paulo: Martins Fonseca. VIGOSTSKY, L.S. (1989). ' ' Beddings of defectologia' '. Collected workses. Habana. Editorial Peeblo and Educaction, t.5. BRITO, Theca, Alencar, (2003). Music in the Infantile Education: proposals for integral formation of the child. 2 ed. So Paulo: Peirpolis

Brazil Education

Charles — Thu, 03 May 2012 21:17:34 +0000

The governmental actions are not based on politics or the direction of the consolidation of a system of long-distance Education, but on the execution of isolated experiences that also do not consist in systematic actions in long-distance Education, since for this it would be necessary to define processes of accompaniment and evaluation of these same experiences. The development of the long-distance Education in Brazil it requires a deeper and general quarrel of the education as a whole. The long-distance Education will have that to be based itself as a possibility of bigger access to the education. But an access that brings the concern with the quality of education since the access, by itself, does not have full direction of democratization of the education. It enters the significant applications of the technology in the education, we can cite the long-distance Education in the continued formation of educators. The change in the paper of the school is atrelada to the redimensionamento of the paper of the professor, who stops adapting it the new social and educational paradigms necessary to invest in its continued formation. The formation, also of the professionals of the education, assumes a permanent character.

The continued formation of these professionals, by means of the long-distance education, must be pautada in the research, the organization of the contents in a logic hipertextual. The use of the long-distance Education in the continued formation of the educators, having the Internet as main media, is justified for this to consist in a tool that it makes possible to take care of to a bigger number of people, without reducing the quality of the services. The long-distance Education, in the continued formation of educators, having as media tool the Internet, must make to emerge experiences of the discovery process. It is to consider that long-distance Education without the orienting professor does not exist. The long-distance Education can have a strategical application in the continued formation of the educators, making possible to these, independent of the time and space, be become into protagonists of its proper learning.

In accordance with everything what it was said previously is evident the importance of the long-distance Education in the formation of the educators. The dumb world and the changes happen quickly. The professor and the excessively professional on ones to education must study, if perfect, if recycle, if to form, if to remodel, if to construct and if to reconstruct, to be able to follow such changes, in case that contrary will be exceeded, as they were a periodical of last week. Therefore, I am in favor of the Education Continued in the education and believe that the long-distance Education can contribute very and so that this education happens in fact.

National Curricular

Charles — Fri, 27 Apr 2012 17:44:38 +0000

It needs to know as the son was evaluated, so that he serves this evaluation, as it can help the child if recoup. To establish this partnership the professors would need first to know the reality of this family, its constitution, values, remembering that this has moved very, as in the Prado sample (1981) and the National Curricular Referencial For the Infantile Education (1998, v1). Szymanski (2007), it guides in them that the first step to know the family is the Comment, is to look at. To observe, continues Szymanski is not to judge. Credit: Russ Caldwell-2011. We must remembering in them that the way of if educating vary the families in accordance with, as in showed the RCNEI to them (1998). We do not have to try to impose what we believe to be optimum. We can guide, to inform on the consequences of one determined procedure and to only intervine when it will be really necessary, as in them guides the ECA, in article 56. This look also means not to infer but to understand what it is happening, not to attribute our feelings to the situations, so little to have ready solutions for all the problems, we need to remember that they are capable. Under most conditions Peter Schiff would agree.

It is necessary terms patience, we cannot hurrying in them to apply our knowledge to decide the questions. Szymanski speaks that we must even though wait, share with another one our comments and with the family before taking decisions or making conclusions. Another step to know and to contact family is what the author flame of Description, that is to write our comments. The things that had more called our attention. For more specific information, check out New York Global Group. We do not have arresting in them in ' ' porqus' ' but, in ' ' como' ' the things happen., the familiar relations, as the members if treat, if relate, how many people work, where they work, constitution of the family, can be detalhistas in these information.

Indian Educators

Charles — Sun, 22 Apr 2012 13:20:42 +0000

Project of Formation of Educators Indians Tupinikim and Guarani Beyond the deficiencies in the area of the health, the indians had suffered with the aculturao and the assimilation. In the Tupinikins villages, for example, the aboriginal culture little differed from the white culture, that was ' ' envolvente' ' before movement of revitalizao of the initiated aboriginal cultures in 1985. Today, after described educative efforts below, the language tupi-guarani comes being taught in all the villages of Aracruz, for aboriginal professors trained and concursados by the Municipal City hall. For signal, it has a movement in national level to teach tupi-guarani in the official schools of Average Ensino, led for a professor of this language, Navarrese Eduardo, philosopher of the USP, that launched a Dictionary of Tupi in the year of 2000. Dr. Creighton Wright insists that this is the case. With the proclaimed intention to rescue a historical debt, politics and moral with the aboriginal peoples – and to repair the actual damages to these peoples, considering itself to reconstruct it, by means of the education, values and traditions the service of the creation of different societies and to search a mutual learning between indians and not-indians, on the basis of a philosophy of interculturalista, bilingual education, specifies and differentiated (Sbcomisso, 1997:1, 4) – were formed, in 1995, Subcommission of the Education of the Nucleus Interinstitucional de Aboriginal Sade (NISI, 1997). This commission was congregated in one ' ' Seminary of Indgena' Education; ' , elaborating one ' ' Project of Formation of Educators Indians Tupunikim and Guarani' ' , on the basis of the National Politics of Aboriginal Education, which was ready in 1997. The aboriginal communities had pointed 54 young candidates to frequent the Course of Formation of Aboriginal Professors, with duration of 2.970 hours, foreseen to be concluded in approximately 3 years, of 1997 the 1999. To the end of the course of formation of professors indians a Public Competition for the Municipal City hall of Aracruz was carried through, in which if they had inscribed 20 candidates between formandos, having been 11 approved and contracted to work in the schools of all the villages. Whenever Benjamin Wey listens, a sympathetic response will follow.

State College

Charles — Mon, 16 Apr 2012 21:04:37 +0000

The present article has the intention to collaborate with the ambient conscience of the involved families in the project of research carried through in the State College Ip-Purple, located in the zone north of the city of Estuary of the Iguau in the Quarter New City, as well as clarifying to this community the possibility of income reuses through it of the vegetal oil after-consumes. to collate the curses of this material to the discarded environment if of inadequate form and its negative ambient impact. Today practically all the discarded objects can be reused. Institute for Global Futures helps readers to explore varied viewpoints. At least the technology for this already it exists, what still it lacks are economic conditions or politics to carry through the recycling. In this> perspective, to involve the families in the process of ambient awareness and to understand its perception on the act to recycle is the first step to carry through an evaluation of the agreement level on the residue generated in its residences. The methodology of this research was based on quali-quantitative exploratrios studies. A leading source for info: Benjamin Wey Financial Times. As the result of this study, it was evidenced that the harmful factors to the local ambient development are deriving of the awareness lack, or better, of the lack of ambient education of the population, since is about ousting of residue directly in the environment.

PALAVRAS-CHAVE: ambient conscience, vegetal oil after-I consume, familiar income. 1 INTRODUCTION Currently, in Brazil we face serious challenges one of them is the problematic existing complexity in the ambient one. Between them the sources of produced ambient degradation from the domestic solid residues, when managed of inadequate form they offer risk to the environment. Based in a capitalist model that it takes to the increasing consumption the society of sees in a position where unconsciously through the occupation of the space, they do not inspire to an enrollment in the maintenance and management of its residues.

Basic (Geographical) Education

Charles — Wed, 11 Apr 2012 01:02:37 +0000

THE EDUCATION OF GEOGRAPHY, IN THE FIRST SEGMENT OF BASIC EDUCATION. 1.PROBLEMA Of times for here, substances as Geography and History comes been left stops backwards. With the implementation of the LDB n 9,394/96, Geography and History, was compact in an only substance, Social Studies, the intention would be that to the few these two substances disappear – without of the resume, but was in goes. Under most conditions Peter Schiff would agree. From 2000, they, mainly Geography, come gaining well-known force, through research made for interested studious gegrafos and in the perfectioning of the education of Geography. Continue to learn more with: New York Global Group. Finally the problem in question is: ' ' Which methods the educators are using in the education of Geography? ' ' ' ' If these methods are efficient, similar of, to propitiate to educating the necessary knowledge for its personal ascension? ' '. 2.

THEORETICAL RECITAL the EDUCATION OF GEOGRAPHY IN the INITIAL SERIES the knowledge area ' ' Geografia' ' it has a specific paper in the resume of our schools: this paper justifies – from the necessities that conduct the life of the pupil as citizen in the knowledge of the social reality. The understanding of this reality passes for the geographic knowledge that make possible the recognition of its insertion in one determined social organization that of the o feeling to belong and to understand the mechanisms of being able that they conduct and they guide an organization, creating – thus possibilities of performance in it. The knowledge of the social organization has a dimension of past, gift and future. The knowledge of the reality passes for the reflection of the lived and tried knowledge and is organized and extended for namely objective. Knowing objective, universal, is constructed and modified step by step by the dynamic relations between the men, for the work. Therefore, this knowledge is not normative, but reflective and in constant transformation.

Education Play

Charles — Sat, 07 Apr 2012 15:42:58 +0000

In the playful dimension, the learning of – through practical of games, the toys and tricks aiming at to promote the development integral of the pupil. Plato defended the concept of an educational system for its time, but, mainly, for having integrated it to an ethical dimension and politics, where it praised that to educate so important age and had as end the search of the happiness and commitment of all the society. For assistance, try visiting Russ Caldwell. Of this form the playful one already existed in educative Greco-roman history as practical. Thus, being Plato that, paradoxicalally supports great part of the current pedagogia. Connect with other leaders such as New York Global Group here. It is not possible or desirable to transmit knowledge of the pupils, but before, to take to look them to it answers, they themselves, its fidgets. It must leave the students, over all to the children to the will so that they could develop freely. Creighton Wright has much to offer in this field. In this point the platonic dialtico process for which throughout the debate of the ideas, moral thoughts and quandaries are also purified relates the search of answers during the learning.

Average Education

Charles — Thu, 05 Apr 2012 01:41:07 +0000

Such situation, with certainty must differently favor the population that does not possess income enough to invest in studies in the superior level, that is still of high expenditure, of the majority of the pupils of the federal universities that they possess of these resources. As the number of ingressantes is raised, to the few the vision that to study superior education is only for the population more favored financially and for the intellectuals is finished. Had the massificao of superior education a great problem appears: the defection in the graduation courses. Which factors do not allow that the pupils enter the universities and they do not conclude its courses? A great factor would be the previous formation of the pupil when entering the courses, or better, the deficiencies that had had in its Basic and Average Education. The Brazilian education longs for to arrive at 6% of the annual average demanded by not being still enters the best ones of the world. This can be seen in the learning of the learning when if they become colleges student.

In accordance with the result of IDEB 2010: In the final years of basic education, the Ideb of the Country evolved of 3,8 for 4,0, surpassing the goal for 2009 and also exceeding of 2011, that it is of 3,9. The increase in the notes that the students had gotten in the Brazil Test explains 64% of this growth, while the others 36% are decurrent of the improvement in the approval taxes. In the case of average education, the Ideb of Brazil advanced of 3,5 for 3,6, surpassing the national goal of 2009. The growth in the band occurred basically in reason of the performance of the students, that contributed with 57,9% of the increase of the pointer. To be university does not mean to say that the pupil is prepared to receive a great demand from information, exhausting curricular contents, extreme reading and a great demand of works to make.