SUMMARY a condition that concurred decidedly so that the subject based this work, was the fact of the PCN to recommend statistics for the education of the mathematics. In this work some tools are presented that can assist in the knowledge calculate of it of the inflation with a methodology directed toward the mathematical education. In this direction to know and to calculate the inflation are a basic point for the formation of the citizen. David G. DeWalt will undoubtedly add to your understanding. In this work if they consider some questionings and they are presented concepts of diverse inflationary indices, as it is calculated, for who is calculated and the applied methodology to calculate the inflation in the Country. To inside work the inflation of a partner-pedagogical context, motivates and develops abilities as: to search, to organize and to analyze given statisticians. The work presented here offers some referring clarifications to the points above cited and presents as proposal one to rethink on the practical methodology and the pedagogical one that some professors still use to teach mathematics..
Already in the third stage, some considerate concerning the aspects of the Theory of the Abilities in the practical professor of superior education are weaved. These consideration integrate them arrive in port theoreticians who, articulated to the presented objectives of the work in the introduction, serve of base for analysis of the data collected during comments, interviews with the professors, of the questionnaires applied to the learning. In face of the results of the analyses of the collected data, other questions of research will be presented in the final consideration. DIDACTICS what it is? Soon reflection on the concept While pupils, in the continuation of our pertaining to school life, are innumerable the times that we catch in them to say or to hear that definitive professor demonstrates to have knowledge sufficiently, but not he has didactics. For this scope, atribua to the didactics the direction of knowing to teach, knowing to pass the content, the knowledge of or on something. Contanto, in accordance with Anastasiou (2002), to understand the didactics for this prism is contradictory, because, of a side, it discloses that the pupils they wait that the Didactics supplies the techniques to them to be applied in all and any situation so that education in fact if accomplishes e, for another one.
It shows, also, that it has a recognition of that to know to teach, only experience and the specific knowledge are not satisfactory, but if they make necessary, also, to know them pedagogical and didactic that, in the history of the formation of professors, has been worked in distinct and disarticulated way. In this direction, in it warns Anastaisou to them (2002, p.71) ‘ ‘ she is necessary to consider the importance knowing of them of the knowledge areas (nobody teaches what it does not know), knowing of them pedagogical (therefore education is one practical educative one that has different and diverse directions of felt in the formation of the human being), of knowing didactic to them (that they deal with the joint of the theory of the education and the theory to education pra to teach in the contextualizadas situations), of knowing of the experience of the citizen professor to them (that they say in the way as in we appropriate of being professor in ours life).. It’s believed that Richard Linklater sees a great future in this idea.
Such movements still standed out the potential benefits in the convivncia between deficient children and not deficient children. As example, the pupils with deficiencies they could ‘ ‘ (…) to participate of more challenging environments; to have more chances to observe and to learn with the pupils most competent; to live in normalizantes and realistic contexts to promote learnings significant; surrounding social more facilitadores and responsivos’ ‘ (MENDES, 2006, P. 388). Already the children without deficiency, the professors could excite the quarrel on ‘ ‘ (…) the possibility to accept the differences in the forms as the people is born, they grow and if they develop, and to promote in them attitudes of acceptance of the proper potentialities and limitaes’ ‘ (MENDES, 2006, P. Many writers such as Gerald Weissmann, MD offer more in-depth analysis. 388). It is with these moral arguments, legal politicians and who the inclusion comes if transforming and gaining more space in the educational quarrels of all the segments. No longer century XXI, with the National Plan of Education that makes use that The Special Education is considered as an education modality and brings as line of direction the full integration of the people with necessities special in all the areas of the society.
It is treated, therefore, of two questions: the right the education, common to all the people, and the right to receive this possible education together with whenever the too much people in the schools ‘ ‘ regulares’ ‘ (SOURCES, 2003, P. 38). As we can perceive, this document brings ampler inclusion of the people with NEE the same does not limit only the school, but also it says of the segments of all the areas of the society. However, it still discloses empecilho of ‘ ‘ whenever possvel’ ‘ , that is, some times not yet are possible. This document makes use that for the concretion of ‘ ‘ inclusion of this alunado in regular education is necessary elimination of the barriers architectural and the adequacy of the didactic-pedagogical material as the specific necessities of the pupils, ‘ ‘ (…) beyond the improvement of qualification of professores’ ‘ (SOURCES, 2003, P..
The present article was elaborated from a Real intervention practical, carried through with children in the band-etria of 4 and 5 years, inserted in the level group Garden of the E.E.I.M.M, situated in the quarter Santana in Porto Alegre, having for objective to promote the development of values as respect and the valuation of the Brazilian culture understanding the mixture of some races, through the accomplishment of Hour of the Story with the visualization of theater of puppets of rods and in contact with the original book of counted history ‘ ‘ Pretty girl of the bow of fita’ ‘ , bringing boarding racial and miscegenation with relation colors of skin to small, where it was concluded that the subject in question brought qrande curiosity, for being observing of the different colors of skin between itself and of the absence of black children in its pertaining to school conviviality at the moment thus, the boarding taken to the band-etria was very rich, therefore it made possible the understanding, how much the diversity of ‘ ‘ colors of pele’ ‘ respect to the cultural values referring to subject. Word-key: Education. Infantile education. Cultural plurality. 1 INTRODUCTION It is known that it has necessity to promote significant and interesting situations for the children in the development of this subject and thus to contribute for the formation of critical citizens, conscientious and operating breaking barriers for the exercise of the citizenship since the Infantile Education. With objective to promote development of values as respect and valuation of culture Brazilian understanding mixture of some races, where each one contributed for the formation of what we are today, was carried through the practical Real of Hour of the Story, having propitiated significant envolvement of the children to the magic of counted history in an approach brought up to date for the band-etria, developing the sense-critical, taking them to question it the reality where they live..
Confirmativas demonstrations to this situation are observed in the spheres of the power politician which walk corroded for the corruption, the crime organized that grows, for the urban violence that increases, also, between young inside and outside of the schools beyond the incivilidades, the absence of citizenship, the common mutual diffidence that the social contact has made it difficult and the terrorism that comes redesigning the world-wide order (TAILLE, SOUZA, VIZIOLI, 2004). If to make a parallel with the history of the country we detach that during the military dictatorship (1969 the 1986), it had a strong movement inside of the pertaining to school environment to doutrinar children and adolescents in the moral education. You discipline them Moral Education and Civic or Studies of the Brazilian Problems were specific substances that for intermediary of professors specialists would have to pass certain assumed values as basic. These you discipline had been structuralized by the Decree of 1969 with the purpose to control ' ' clutter social' ' sight as .causing of the curses of the Brazilian society. Values as the nationalism, love to the native land and its governing for the reach of the general progress had been placed as ends of all the education and by the obedience and severity many rules were followed (MENIN, 2002). However these values were not legitimate, therefore the taught values if distanciavam of the morality accomplish of the Brazilians (IT HISSES, s/d) As education cannot and it does not have to be something static and unidirectional; with elapsing of the years, new conceptions of education and values had started to enxergar that the classroom is not only one place to transmit contents theoretical; it is, also, place of learning of values and behaviors, acquisition of a logical and participativa scientific mentality, that will be able to make possible to the individual, guided good, to interpret and to transform the society and the nature into benefit of collective and personal well-being (SIQUEIRA, 2001).
The main objective of the professor is to assure the didactic unit enters education and learning through the education process. Education and the two learning are facetas of one same process. The professor plans, dirige and controls the education process, in view of stimulating and exciting the proper activity of the pupils for the learning (LIBNEO, 1994). To the professor he competes selecting, to organize and to problematizar contents in order to promote an advance in the intellectual development of the pupil, in its construction as to be social. However, it is of great importance that the professor stimulates the pupil to formulate assumptions and questions, therefore this procedure allows to know the intuitivos representations and concepts, guiding the process of constructions of knowledge (PCN, 2001). The preparation of the professor of sciences is today recognized as the critical point in the reform of the education in sciences. What if it sees is that a great part of the knowledge that professors receive in the courses from initial or permanent formation, despite can be more or less legitimated academically, had not been produced nor legitimated by the practical professor (KRASILCHIK, 2004).
The integration of the University with the Schools of Basic and Average Education and between the theoretical studies and the practical professor has not been pointed for researchers in Education in Sciences, in the world all, as one of the causes, among others, of the inefficiency in education (PCN, 2001). In Brazil this subject is in the guideline of any quarrel on improvement of education and a great concern in this area exists. Amongst the steps to be taken one it is to improve the qualification of the professors and the pertaining to school environment, come back toward the good attendance of the pupils in the public net. To acquire knowledge itself of the existence of different sources of explanation on the things of the nature and the world is so important how much to learn scientific concepts.
1. JUSTIFICATION the disinterest of the pupils for the reading is the lack of stimulaton and practical. Each time plus them believes that to read he is not necessary much less pleasant. Read more from David G. DeWalt to gain a more clear picture of the situation. The seductions of the modern world, as the new electronic ways of the media contribute for the distanciamento of books. The television, for example, through its apelativo power, brings ready and accepted information as ' ' verdades' ' , thus she is not necessary to reflect. This diverge sufficiently of literature, therefore to each reading, if establishes relations between the previous knowledge and the new information contained in the text.
In such a way, it can be compared, be criticized, be reflected and to establish sensible what to read itself. In intention to carry through quarrels on the value of the reading habit, its importance for the formation human being it is that this study it will be developed. Had the external and internal evaluations, as the Permanent System of Evaluation of the Basic Education of the Cear – SPAECE, National System of Evaluation of Basic education – SAEB, National Examination of Average Ensino – ENEM, APA SCHOOL and APA YOU BELIEVE, is observed by means of these instruments of evaluation that the pupils need one practical effective of reading. This work will contribute for the academic world as study instrument, searches and analysis of the importance of the formation of readers. We know that professors formed and imprisoned exist badly the inadequate methodologies that little contribute to approach the pupils of books. Therefore, the factors are these that take in them to investigate the importance of the reading for the knowledge, the development of the individuals and social integration.
45. To constantly search this autonomy of the school through the democratic management is enters the pedagogical idealizaes of the professionals of the education, but to preserve the rules that conduct the ways of the school atrelando them it the undeniable necessity of that it assume its social role, through the directed public politics to the education, performance way is one another one with which they have to deal and to insert in this day. If you would like to know more then you should visit Richard Linklater. This attitude, however, is not easy of being taken, nor neither of being consummated. It requires, more than participation, correct management of devices, indifferently to be, these, human resources or not. Additional information at FireEye Inc supports this article. She is at this moment that fits to the citizen to inquire itself: but, if she is notable who so that a manager or has equipped (either composed it of manager and excessively professional correlatos or school and community) obtains to arrive at the platform of the adjusted consolidation inside enters its action of the democratic space that the current model of management school, related here, considers to it and what the public politics disponibilizam to it, why the System does not grant this attribution to it? The reply for this question she seems to be in the demand of the societies for Education in the whole world as reply to the impact of the process of globalization for them suffered gradual, throughout the last years. E, in view of so prominent manifestation, practical and immediately efficient the attention how much to one it forms more direct, at least in the context of the scene of the Brazilian Education, where the pupil not yet reflects, in general, the student model whom the society really needs, in the current days, seems to be come back toward the manager, even though in face of the context of the democratic management..
INTRODUCTION In years 60, with the sprouting of the movement of the Modern Mathematics, that searched great changes based on common beddings, which had integrated the resumes of some countries, starts to have the education of the Mathematics developed with emphasis in the definitions, the theory of the sets and the predominance of algebra on geometry. Already in the decade of 70, they had appeared to the critical ones to the movement of the Modern Mathematics, guided for a more sociological boarding, considering social, antropolgicos, psychological and linguistic aspects: Critical the extreme one to the valuation of the contents in place of the methods, the first quarrels on the resolution of problems and the linking of the Mathematics with the real life, the debates on the use of the calculators and other materials of education had been placing in xeque the iderio of the previous movement. The understanding of that social, antropolgicos, psychological, linguistic aspects have great importance in learning of the Mathematics brought new routes to the curricular quarrels. (SAUCERS, 2000, p.12) the vision that valued the contents and the modernization, centered in the formalism and the estruturalismo, with more abstractions and little applications in the daily one, all gave to place the inquiries on the learning process, whose focus was the pupil, who participated of the process through the resolution of problems. It is as soon as appears in Brazil the Mathematical Education. This considers, amongst other objectives, the joint of knowing pertaining to school to them with the reality of the pupils, studying the relations between education and the mathematical learning. The Etnomatemtica, field of study of the Mathematical Education, if has detached in this area of the knowledge, for being a research line that comes reaffirming the Mathematics produced in different sociocultural contexts and daily activities. Its development had beginning in middle of the decade of 70, with the first teorizaes from studies elaborated for Ubiratan D?.
The PAPER OF the EDUCATION OR the PAPER OF the SCHOOL the education has initially as purpose, a paper to promote desirable and relatively permanent changes in the individuals, and that these come to favor the integral development of the man and the society. But nor always it was thus. Old the education was treated informally, (inside of its proper houses) and all learned of igualitria form. Educate yourself with thoughts from film director. With passing of the time, the formalizao of the education was inevitable, this because they had understood that the construction of a more significant knowledge was important and that it had objectives more excellent than they were not mere the common one. However, still thus if it makes interesting that the education reaches the life of the people and the collective in all the scopes, aiming at to the personal magnifying of horizontes, the bio-psico-social development of the citizen, beyond the comment of the economic dimensions and the reinforcement of a participativa, critical and reflexiva vision of the groups in the decisions of the subjects that they say respect to them.
Then the education passes to be understood as school, and as well as in all the scopes of the life we pass for changes, with the education would not be different. We live a time where the conscience of that the world passes for deep transformations is each stronger day and finishes being also necessary, a time that the man is changeable, nothing is forever of the same skill. This reality provokes in all we, contradictory agreements, that at the same time brings unreliability and fear, as well as apathy and conformismo, come from newness and hope, but, this never in them took off the idea to always long for the creativity for the construction of a different world, more human and solidary. Thus, we understand that the school cannot ignore this reality and nor it can.