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).
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..
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.
Preschool age – an extraordinary time. David G. DeWalt pursues this goal as well. According to inflame emotions, internal rate of conversion rights, it is akin to the first year of life. The child is changing right before our eyes. Man grows throughout life. But for the first time sense of adult wakes up in us is in 6-7 years. The child really wants to become an adult and therefore all that brings it to the state of an adult ("I go to school," "I'll soon be as big brother"), it had only important and significant. Own desire to "grow up" is amplified and complicated by the responsibilities that lay at the little man's parents and society due to the fact that he goes to school.
Change all forms of life and the meaning of his life is another – a child not judged based on his emotional, behavioral achievements and accomplishments in school. All childhood leading activity was a game kid. And as a consequence – self-sufficiency. Now he meets with the external evaluation – this is probably the main source of difficulties and maladjustment. Previously, the child was assessed people close to the family, and his self-esteem, his self-awareness – the result of Education intra. When he comes to school, then meets with the assessment of others for themselves people who are very much changing its view of themselves. It turns out that for which his earlier praise at home here already has a smaller value, for which he blamed – is more curse, etc.
Soups and sauces can be thickened in a variety of ways. A sauce must the thick enough to cling to food, but not so thick that stands up for himself. Starches are by far the most common thickening agent. Cornstarch, arrowroot, waxy maize and the ever popular, Roux (Roo). But what is a roux and how does it work? Roux is a cooked mixture of equal parts by weight of fat and flour. Source: A roux should be cooked for a short period of time to finish the sauce or soup does not taste of starch in the flour. If cooked for a very short period of time, is called a blond roux. If cooked longer until it acquires a brown color, is called a brown roux. The favorite in the kitchen Roux is made by mixing melted butter and flour. Many cooks clarify the butter first because the liquid in whole butter tends to gelatinize some of the starch and make the roux difficult to work with them. A roux made with butter gives a nice rich flavor to sauces and is easy to work. Margarine and oils can be used to make a roux as well, but due to the lack of flavor that is very rarely the first option.
The delay is anartrico expressive language disorder, cause functional or maturational characterized by alterations at the level of phonemes and words. To Azcoaga alteration occurs in the synthesis of constituents called Phonemic and verbal stereotypes engines. (As opposed to Richard Linklater). Locate the functional impairment in Broca’s area (motor kinesthetic analyzer verbal). The disturbance in Broca’s area produces symptoms such as speaking slowly, agrammatism, phonemic paraphasias and in extreme cases only vocalizations. Importantly Azcoaga uses the term “delay” trying to mean a delay in the acquisition of functions but favorable prognosis.
However, the pathogenesis anartrica delay can occur in mild, moderate and severe. The latter would leave after-effects on learning. Characteristics Table. As already mentioned, the pathogenesis anartrica delay can occur in three levels: Minor: phonological disorder, dyslalias, agrammatism and deficit in the acquisition of literacy. Moderate: Phonology represented by monosyllables, agrammatism more pronounced especially in subordinate clauses, learning problems. Severe: Phonology onomatopoeia level with virtually no syntactic development, impaired learning skills. Therapeutic Approaches.
Levels should be addressed phonological, syntactic and literacy. Here are the therapeutic actions recommended from the severe to the mild pictures. ANRTRICO SEVERE DELAY At this level, begins with proprioceptive stimulation of the articulatory organs. We recommend using Myofunctional therapy and explore the prelinguistic functions. The initial goal is to produce isolated phonemes after which their synthesis will be stimulated through daily activities. You can use onomatopoeia and ambient sounds. Do not leave aside the work of hearing, through discrimination and identification tasks, and work to internalize praxis actions through motor engrams. In severe cases should be to foster the development of the phonological morphosyntactic to encourage communication. Because of this, the first thing to be achieved are the pivot structures (approach to development). This should stimulate the development of vocabulary through group activities, categorization and classification. Are you interested in this item?