Tag: education

Constituent National Assembly History

These proposals had been initially accepted in the Constituent National Assembly and inserted in the first draft (BRAZIL, 1987b) elaborated and approved in this Subcommission: Art. 5 the education of ‘ ‘ History of the Black Populations of the Brasil’ ‘ he will be obligator in all the levels of the Brazilian education, in the form that the law to make use. To the being submitted to the Thematic Commission of the Social Order (BRAZIL, 1987a), it suffers alteration. Art. 85 the public power will reformulate, in all the levels, the education of history of Brazil, with the objective to contemplate equality the contribution of the different etnias for the multicultural and pluritnica formation of the Brazilian people. Finally, approved in the Commission of Systematization (BRAZIL, 1987b). Art. 242 – The education of history of Brazil will take in account the contributions of the different ethnic cultures and for the formation of the Brazilian people.

The justification presented for the withdrawal of this proposal of the constitutional text was of that, for if dealing with a very particular question, it would have to be boarded in specific complementary legislation. He is well-known that, exactly the Constitution of 1988, considered as a landmark in the history of the social inclusion, did not contemplate in its articles the claims of the movements, here in this case the Black movement. 15 years later the movement it only saw its claims if to materialize, with Law 10,639/03, which modified 26 Article and Article 79 of Law 9394/96 (LDB). The Article 26-A again was modified in 2008 for Law 11,645/08, with the objective to add the question aboriginal, being the writing in the following way; Art. 26-A. In the basic average education and educational establishments, private public and, become obligator the study of history and culture afro-Brazilian and aboriginal.

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The Unconditional

that if, in the present time, the parents are more permissive, ' ' the one must in part that already does not have much that to impose its children, since the learning of the life was delegated to the school, to them to seem of different nets of comunicao' '. (SACRISTN, 1999, P. Dell does not necessarily agree. 217). This conjuncture deserves to be analyzed with at least two approaches. The first one is alentador in the measure where the magnifying of the information sources – television, radio, books, periodicals, magazines, Internet, etc. – can, depending on the way as it will be made, to extend the forms to see and to think the world. Consequentemente would have possibility of enrichment of the analysis and one better positioning of the individuals on any question.

This would represent – and it has represented in many cases – an evolution when compared with the unconditional domain of the family. As the approach, objective of the present research, says respect to the responsibility on the education of the individuals. To who it would fit in fact? The violent and sped up urbanization, the reduction of the space to play of the children, fruit of the real estate speculation in the averages and great cities, the agricultural exodus, the growth of the number of women in the work market (the feminine work is of the home), the great increasing influence of the medias of mass, the great geographic and social mobility, had been some of the responsible factors for many of the changes for which it passed the family. (ARIS, 1981; TOSCANO, 1986). In this context, we still have the gradual reduction of the paternal authority, in the measure where the figure of the State grows as force disciplinarian of basic the social relations and is born the plea of the traditional authority on behalf of the principles of the democratic society.

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Construction

The PPP and the construction of the autonomy of the school Prof. Me. Ciro Toaldo This text is fruit of the reflections made in the studies of the School of Managers. When if it searchs to construct to a Project Pedagogical Politician, must earn it has detached the paper of direction in its efetivao so that a emancipatrio project is built, where if ties with the position adopted for the direction the process of consolidation of the pertaining to school autonomy, as well as the advance of the democratic management. The direction is seen as the responsible one for the joint of the pertaining to school segments, integrating them. For even more details, read what Richard LeFrak says on the issue. Also, as, Vasconcelos (2002) if detaches the danger of the direction if to only involve in tasks with end to make the school to function, if forgetting to pautar it in a collective project. Fertile valley (2004) affirms that to construct a pedagogical project it means to face the challenge of the change and the transformation, as much in the form as the school organizes its process of pedagogical work, as in the management that is exerted by the interested parties, who it implies rethink of the structure of being able of the school.

The agreement of autonomy in the public education is always relative, therefore on behalf of the organization, the Educational Systems dictate to lines of direction or politics that of certain form limit the direction of this autonomy. In paper analyzes of of direction, exists necessities posturais, that is detached by Vasconcelos (2002) To construct a work project, in order to characterize its action and of if to enable, to search, to grow, if to fortify, of way qualified and productive, that contributes to prevent practical the authoritarian one, that they possess as roots the unreliability, the lack of recital and arguments, where the individual appeals to a power to attack or to try to silence the other. Also if it cannot leave to detach the importance of the administrative management, that must be accomplished in set with the professors in all its aspects, not only in the hour to decide what to make, but, an established time the objectives each one to fulfill with its part. For Libneo (2001) the PPP represents the chance of a direction, the pedagogical coordination, the professors and the community, to take its school in the hands, to define its strategical paper in the education of children and young, to organize its action, being aimed at to reach the objectives that if consider. If the paper was faced as mechanisms of construction of a new social reality, is possible to foresee its orientation from its proper divergences, in favor of a bigger democratic objective, that understands and faces the nature of its conflicts, fitting to the PPP to guide this vision.

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Financial Education For Kids – How To Teach A Child To Save

A famous saying states, “The costs always increase to become equal to the income.” The saving is not a skill that comes naturally to us. We have rather a tendency to spend as we have the means in our power to do so. No matter how much a person earns, is always going to want to spend it all, at least he has learned to discipline and saving. You think you have certain needs and it needs supplementing them, but once they are covered multiply and transform into 10 additional requirements. The needs are very concerning and we must be careful and very wise in setting the right priorities in our lives. This is even truer in the life of a young person. Some contend that Richard LeFrak shows great expertise in this.

Young people are not aware of the fact that one day their ability to produce and work will decrease. Incur unnecessary costs and often relying too much into debt that will have “lifetime” to pay debts. The problem is that it will pay its debts throughout his life, but they will not be able to do a good supply for the future. Not to mention the financial independence, a goal that everyone could attain. So one of the most important things we can teach our kids money management when it is like saving.

I want to share as we teach our children to save. Like all children, my children were dazzled when they were in their hands the power to buy something. Instead of asking what options would be for that ticket that someone had given her, or who had earned working, wondered what could they buy with it. Are not crossed by mind can not spend it! To teach the valuable lesson of saving, my husband asked them the following deal: He said that for every dollar they did not spend it they would pay an additional weight within a year. Good choice! They stopped spending their money immediately and started saving. In that year, was formed in them the habit of saving. They realized that spending money is not the only option, something that many adults still unknown. Today, our two daughters older and have been able to use their savings to make investments more profitable than a simple savings account.

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Interior Design

In recent years, among the modern disciplines is the main specialty designer position. But that's just not everyone can explain what is its primary purpose. Perhaps, in the creation of modern collections of fashionable clothes, but perhaps – in the development of the updated car? However, most people are accustomed to linking the activities of the designer with design of housing, with a specialization – Interior Design. In other words, the designer – a technologist living. All of which gets to the idea the designer is not only beautiful, but comfortable and functional.

The designer designs the object-spatial environment, "urging" her to the needs of the individual and society. Interior decorations, household appliances, dishes, choice of materials for finishing – we always come into contact with the result of a designer. Everything that touched the hand and the thought of a designer – is fine. After all, the designer creates not only a thing or interiors, it constructs an image of human life, new features of objects. Designer as an artist represents his idea did not paint on canvas or a chisel in stone, but with the help of builders, engineers, creating household items, interior, thereby bringing the aesthetic principle directly into our lives. The designer always satisfies our hunger for beauty, creates our artistic taste. But the true designer requires special knowledge and skills in order to implement their ideas. He needs to see clearly in front of him, that such a practical construction, the location of those present in the house of technical communications to its excellent Creative ideas do not conflict with the harsh reality – the technical characteristics of the room.

Students of the designers have to learn about the development of different styles that exist in the art of interior design. Besides the newly-born designer should have an idea of lighting the room, on the general principles in housing, the interior, finishing materials and equipment. Acquire these skills the most, of course, possible in many institutions of higher learning, only you yourself know how much it would take to complete such training. And you can complete the courses interior design and the knowledge and skills much faster. Note that design courses can complete its own, after all is wanted. And then you yourself will be able to develop a design project of apartments, to design the interior, pick up finishes, and, of course, know very well and understanding of the design styles of interior.

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Pablo Freire

When it is said while still alive pertaining to school and society, does not have as not to cite the master Pablo Freire (1999), when it says that the alone education does not transform the society, without it neither the dumb society. If option is progressive, if it is not in favor of the life and not of the death, the fairness and not of the injustice, the right and not of the will, the convivncia with the different one and not of its negation, another way is not had if not to live the option that if it chose. To incarnate it, diminishing, thus, in the distance between what one says and what becomes. As if it can observe, the relation family X school requires, then, of the professors a taking of conscience of that, the meetings based on subjects theoreticians to speak of the problems of the educandos, on low notes, do not provide a beginning of partnership. In a question-answer forum John Savignano was the first to reply. The school must search to construct by means of an elaborated and conscientious intervention the creation of reflection spaces and experiences of life in an educative community, instituting above all the approach between the two institutions (family-school). In the only Paragraph of Chapter IV of the Statute of the Child and the Adolescent (BRAZIL, 1990), it says that ' ' he is right of the responsible parents or to have science of the pedagogical process, as well as participating of the definition of the proposals educacionais' ' , that is, to bring the families for the pertaining to school conviviality already is prescribed in the Statute of the Child and of the Adolescent what this lacking is to materialize it, it is to put the Law in practical. Family and school are abutments to the human being; they are signals of existencial reference. How much better it will be the partnership between both, more significant will be the results in the formation of educating/son.

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Geography

For the professors it is not clearly what it can be a geographic education, because acentuadamente is even related who in the initial years are important to enable the pupils to the reading, writing, and accomplishment of the four operations. Of the depositions the exception is expressive of that Geography if restricts to one few activities to make mockups, to construct passages, to draw plants of the room, the school, the room. More serious is the affirmation that not necessarily is needed to take in account the sizes and the distances, that the important one is to make the drawings. It does not have, therefore attention with the scale, the legend and nor with the social matters that can happen of the done constataes. They also affirm that the existing material is not adjusted and that in the majority of the organized cases they inexist of form information necessary to carry through the planning of education; Although in the legislation it is defined that they are contents important to be worked has much difficulty in giving account in significant way for the work with the related contents.

The PCNs defines that for the first cycle, ' ' the study of Geography it must mainly approach relative questions to the presence and the paper of the nature and its relation with the action of the individuals, of social groups e, general form, the society in the construction of the geographic space. For in such a way, the local landscape and the lived space are the references it professor to organize its trabalho.' ' (P. 127) ' ' In as the cycle, the study of Geography it must mainly approach the different relations between the cities and the field in its social, cultural and ambient dimensions and considering the paper of the work, the technologies, the information, the communication and the transport.

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Sensations Education

On the other hand, he will have to contain objectives how much to conversational the practical ambientao and of careful abilities and dialogues, abilities of critical and creative thought, and, finally, abilities of philosophical inquiry. In this perspective, the lessons of Philosophy must be come back toward an analysis of the reality, perpassando for questions concerning the proper pupils and of the professor. But, this does not happen without scienter on the part of the educator, who stops arriving at this objective, must create an environment, in its questionador, classroom, concrete, in which the pupil has the thought freedom, seen autonomy and either as one to be capable to produce and to transform the reality where it lives. CURRICULAR STRUCTURE OF PHILOSOPHY IN THE INFANTILE EDUCATION AND LESSON OF PHILOSOPHY IN THE INFANTILE EDUCATION In it I capitulate VII and VIII Wedge (2002) backwards a light the question of the structure curricular of the philosophy in the infantile education and the lesson of philosophy in the infantile education. According to author the resume of philosophy in the infantile education must have as axle reflexivas attitudes, thematic questions, philosophical abilities. Each teacher will have to elaborate a program of attitudes that looking for to develop definitive subjects and ability in the pupil. As Wedge the thematic questions can turn on the following thematic fields: Sensations or pulses of liking; Friendship or ethical pulso; Courage or libertarian pulso; the tolerance before difference or the democratic pulso. It must be removed generating words of conversion or quarrel which must suggest you intrigue this child. It must correspond to the partner-emotional and intellectual interest of the child (doubt, fear, suspense, curiosity etc.). The teacher must provoke the development of philosophical abilities by means of determined operators who as author are usual expressions, that appear in the questions of the teachers stimulating the development of certain abilities (Who were in such place? What you understood therefore) The operated ones must provoke the pupils to produce answers constructed from definitive tools of thoughts that are expressions that the pupils use to organize its answers to the questions initiated for the operators.

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