Monthly Archives: March 2015

Emotional Education

In the last years one comes listening to with insistence the association between emotional education and school. On the one hand it turns out paradoxical to think that it surprises the association since the aim first and last one of the school are to educate. However, it is necessary to have presents/displays that this necessity to educate in emotions has not become declares until does relatively just a short time. And in that sense, the school is discovering a new roll in its function of educator by nature. To educate in emotions or the emotional education aims at that educational and students find in the school true spaces of personal growth, professional and academic. When educational and students are able to recognize their own emotions begin to would observe improvements that repel in the academic results but that also they improve considerably the quality of the coexistence in the scholastic institution.

These two aspects, as well, contribute to improve the self-esteem of the students, on the one hand, and the educational ones, on the other. The students feel motivated and recognize in the daily effort the best form of to achieve the success; improvements in the work in equipment are observed and manage to become jumbled in collective actions. The educational ones, by their side, perceive a recognition to their task that allows them to position itself like authority in the classroom from the place of the dialogue, the consensus and the affective and effective construction. The emotional education leans on three pillars sustain that it they maintain and it in the time: in the first place the recognition, the identification of the emotions; secondly the social capacity to develop with naturalness and success (Assertiveness); and finally the self-esteem. Each of these pillars constitutes the fundamental competitions in the emotional development of educational and students, as well as of all person. These three competitions cannot be acquired nor be transmitted as a finite corpus of knowledge but gets up through the experiences of each of them in doing newspaper.

The Education

For in such a way, the PCN present a conception of directed language it interaction and always to be associated to real a communicative situation with the contents equal, however, the systematization and deepening must be differentiated. In the case of the writing the PCN will go to not only foresee and alphabetical the systems, and yes, the discursivo character, the direction, understanding, etc. ortogrficos. In way to these facts, they start to be problematizados the grammar concepts that would be thus divided: the normative one, that it would be a set of rules that must be followed; the descriptive, a set of rules that are followed, that they allow to speak of the language, to describe it, to say as is that it functions in the communicative process and to show as she is that she is said and if writes in this language; finally, the internalizada one, joint of rules that the falante dominates. The inefficiency of the education of the Portuguese language in the education system that prioritizes, par excellence, the education of the grammar with an end in itself exactly and not the functionality of the traditional method that places the professor of Portuguese language as the only detainer of the referring knowledge to the use of the language, it discloses the necessity to search new perspectives pedagogical. This because the adopted traditional model in the school made possible the sprouting of the antipatia, on the part of the pupil, not only to the study, but the proper Portuguese language thus contributing for the bankruptcy of the education system as a whole, therefore the abilities of writing and reading are indispensable for the development of the reflection in the too much areas of knowledge discipline of them curricular. Valley to stand out the propagation of the social preconception that the school through the linguistic preconception promotes, making with that sanctioned dialects less are considered as made a mistake; the lapse committed for innumerable professors, mainly of the first series, not to consider the linguistic and cultural luggage of the pupil, being thus promoted a rupture between the school and the reality. .