The Importance of the Practical Formation Continued in daily of the Professor Analyzing the formation of professors in Brazil comes expressivamente earning in national quarrels only from years 80, therefore it is from this period that if politics come back to the valuation of the initial and continued formation observe of the professors. This comes in accordance with suffering to alterations the vision from education that if constructs at each moment politician? description lived for the humanity. I can today understand, ahead of as much reading and recital, that the continued formation is the essence for the practical one of the professor. Had to the educational advance, this professor becomes necessary to be in constant search to improve practical its of reflexiva form, thus facing the difficulties imposed for the reality of classroom. This formation, in such a way initial as the continued one, had received great incentives from the federal government, through normative Laws and acts, that base and assist the States and Cities in construction of a structure of valuation of the teaching professional, as if it can perceive in the Referenciais for the Formation of Professors considered by the MEC and in the National Plan of Education.

In accordance with the observed realities, were possible to also identify some points that can be seen to optimize this process as: more good planning of the moments of continued formation, autonomy that allows the professors to participate in the planning of the continued formation considering that in the school this moment happens for they, diversification of the methodologies applied in the formation, becoming these more dynamic moments and mainly that if it carries through a research enters the professors to diagnosis the necessities of formation continued before the elaboration of any proposal of formation. Then, a research more including becomes necessary than it makes possible ampler vision of the work of this formation next to the professors, mainly in what it corresponds to the attendance of the necessities of continued formation of the same ones, paraque if makes an analysis of more consistent form of the practical politics and of the continued formation developed so far. However, the present work comes to contribute for new reflections concerning the continued formation, since this formation also will allow an education of quality, rank that the professor will be able to develop research on practical its, will contribute in the process education? learning of the pupil and in the pedagogical development in its educational context. Of this form, it is concluded presenting some recommendations that this study authorize: To indicate professors formadores duly prepared to be in contact with the professors, dynamic, searching to value the profession of pedagogo, making with that these professionals are forming professors.

In the truth to be professor is a divine gift, therefore beyond teaching to read to write, to be in counted direct with innumerable people, we have the direct chance to demonstrate how much we can be happy, enthusiastic and that to live well, having the conscience in power to be useful. As he affirms the great Rubem Alves: the professor is a semeador of dreams and that he has the possibility to show to a different world and its possibility of construction, he must live with joy and optimism. We live in the society of the imediatismo, of the haste and where the fashion (so passenger) does not allow that let us be people in its true one felt. Perhaps this can be one of the great frustrations of many professors. How many professors depressed and depressive and how many already they do not enchant themselves with its profession, not because had left of being ‘ loving of educao’ , but for fact to be forgotten and placed as category bequeathed to ‘ extermnio’ , therefore many governing exist that if they remember the education and the professors at time of electoral campaign, in this time is easy and empolgante to speak of the educator and the art to teach, however, arriving at the power forget the promises. Friends professors () our cordial congratulations.

They do not forget: we are formadores of great opinion and ‘ ‘ provocadores’ ‘ of the society. She is necessary to occupy spaces, to emit opinion, not to be been silent and nor to have position doubtful, that is, if cannot live on of the wall. The intellectuality must be exerted, is not owners of the truth, but also we cannot live in mere simplicity.

To understand the paper of the school while important space for the process of socialization of the child is basic task of the professionals of the education, so that they can make possible conditions so that this if materialize. The act to read inside of obligatory and descontextualizada form of the routines of classroom, mainly in the initial series, has shown inefficiency, since the indices of functional illiteracy sufficiently are raised. To work with Literature in the school is to promote the learning that serves for the constitution of citizens that simply do not belong to a society, it questions however it transforms and it. When reading spontaneously for itself exactly or its pairs, the pupil perceives in the reading a resource of interaction with its interior and exterior, becoming this act at a diversion moment and pleasure as well as in the tricks, much of the times barred for the norms of the school. Good part of the daily procedures of the schools is granted because of the necessities of the established educational system, and these necessities, frequently, they prevail on the necessities of the children (BETTELHEIM, 1984, pg: 17). It is evident that the necessary professor to read so that its pupils can be involved for the text, serving of referencial for the group. However the professor is not only enough, to perceive that its pairs also feel and can feel pleasure and if to amuse with the reading can be much more attractive.

When working projects that privilege Literature in the school, we are promoting the emancipation of knowing, breaching the idea of that to read is one practises pertaining to school and that this, is beyond the walls of the requirement and classroom of the professor. To develop the reading culture in the pertaining to school environment, does not summarize the activity of the learning, but also of the professor who, without generalizing, this distant one of books, at least of unobligated form. What in arremete to reflect on it analyzes so made right of Pablo Freire, ‘ ‘ who form if form and remodel when forming and who is formed is formed and formed to the being formado’ ‘. (FREIRE, 1996) In the reading we discover new words and new uses for that already we know. Beyond being involving, the reading expands our references and our capacity of communication. In this direction, the intention of this quarrel is to contribute to give one (reverse speed) meant to practical the educational ones from a perspective ampler than it brings for the pupil the autonomy to learn, to develop essential attitudes and attributes so that it can lead its proper learning in direction to the development of the abilities that composes them pillars of the education of century XXI.

Still according to authors, the development of these stages requires action of comment, registers (perception), exploration (analysis) and appropriation (interpretation). In this way one searchs to construct in partnership with the social actors an educative process directed toward the knowledge and the valuation of the memory and the local identity. The preservation of the cultural patrimony is basic for the maintenance and the meeting of the social and cultural identity allowing the identification of the dynamics of individual action human beings and collectively. (Mamede, 2008) the methodology of the Patrimonial Education is materialized through the communitarian object study as strategy of learning of the sociocultural context. In this direction the patrimonial education intends to be a program that searchs the awareness of the communities concerning the importance of the creation, valuation and of the preservation of the local patrimonies. Such awareness is constructed by means of the interaction of the population with the patrimonies of the region where they live. 3.1 – Direct actions of Patrimonial Education For the Sucroalcooleiro Sector As we said the necessity above to inside integrate the local communities of the alive history of the city and the region basically require the approach of this community with the patrimony associated it. About this direction interactive activities had been thought that search the wakening of the cultural conscience, so that the valuation of the Cultural Patrimony not only comes to instigate to foment the valuation of the local identity as a whole, as mainly it comes to create multiplying and diffusing agents of knowledge.

The idea is that such activities generate integration nets that come to culminate in the full exercise of the citizenship and the responsibility front to the cultural patrimony. The activities had been thought inside of the different social and local contexts, trying to maximize the process of creation of the knowledge. Thus in, Feiras the Farming ones; educational activity directed by the way of exposition of displayed archaeological devices in show windows, banners, clarifying pamphlets, projection of films and photos, using to advantage the diversified public of visitors of the fair.

The intervention of the professor is necessary and convenient in the teach-learning process, beyond the social interaction, to be indispensable for the development of the knowledge. In accordance with the National Curricular Referencial of the Infantile Education (BRAZIL, 1998, P. 23): To educate mean, therefore, to propitiate situations of care, guided tricks and learning of integrated form and that they can contribute for the development of the infantile capacities of interpersonal relation of being and being with the others in a basic attitude of acceptance, respect and confidence, and the access, for the children to the knowledge amplest of the social and cultural reality. Therefore the educator is the basic part in this process, having to be an essential element. To educate is not limited in repassing information or showing only one way, but to help the child to take conscience of itself exactly, and of the society.

It is to offer some tools so that the person can choose ways, that one that will be compatible with its values, its vision of world and with the adverse circumstances that each one will go to find. In this perspective, according to National Curricular Referencial of the Infantile Education (BRAZIL, 1998, P. 30): The professor is mediating between the children and objects of knowledge, organizing and propitiating spaces and situations of learnings that articulate the resources and affective capacities, emotional, social and cognitivas of each child to its previous knowledge and the referring contents to the different fields of human knowledge. To educate is above all the interrelation between the feelings, the affection and the construction of the knowledge. According to this educative process, the affectivity gains prominence, therefore we believe that the affective interaction aid more to understand and to modify the reasoning of the pupil. many educators have the conception that learn themselves through the repetition, not having creativity and nor will to become the interesting lesson gladdest and, making with that the pupils keep distant, losing with this the affectivity and the affection that are necessary for the education.

The long-distance education (EAD) did not get success in some cases. From the use of the new technologies of information and communication (NTCIs) it was possible to approach pupils and professors and to get success in this modality of education. The globalization is one of the elements that alavancaram the necessity of permanent education of the adults. The current courses of EAD have obtained success because they had obtained to correct committed errors previously. Through this correction it was possible to conquer the credibility of the society. The EAD is a ensinoaprendizagem process where professors and pupils are moved away physically and if they approach through texts printed matters, electronic, mechanical ways and for others techniques. The term ' ' long-distance education ' ' it makes possible some forms of study. Six elements are essential to define long-distance education.

They are: separation between student and professor; influence of an educational organization, especially in planning and preparation of the learning materials; use of half technician media; steps for communication in two ways; possibility of seminaries (actual) 0ccasional; participation in the form more industrial of Education. Long-distance education is an education form that makes possible the autoaprendizagem, that is, the pupil studies alone, when to want, when it will be able, creates its proper schedule and place of study, receiving orientation and aid from professors through some ways, for intermediary of an education institution. &#039 has some definitions for the term; ' long-distance education ' '. All the definitions, however, are similar. It also has some institutions of education that offer courses in this modality.

Each institution defines the courses, the activities, the horria load and the form as the courses will be developed. Valley to remember that EAD does not mean the purchase of a diploma or easiness if to obtain one. Quite to the contrary. The pupil of a necessary course EAD to be disciplined, to reserve a time of the day or the week to make readings, to study and to carry through the activities demanded for the course. Contrary case will not obtain to fulfill in skillful time all the tasks. The pupil of an actual course can support itself in a colleague, what he does not occur with the pupil of a course EAD. In these courses, the pupil if sees alone, with tasks to be fulfilled in one definitive stated period. This demands a bigger degree of responsibility of the pupil. The EAD courses are respected and recognized by its pupils and the society to the measure who demonstrate a true commitment with the ensinoaprendizagem process. The Ulbra (Luterana University of Brazil) is an institution that offers EAD courses, but seems that not yet it is prepared for this. What more it makes it difficult the academic life of the pupils of this institution is the lack of administrative organization, what causes upheavals to the pupils and compromises the credibility of the Ulbra and for consequncia of the EAD in Brazil. What it does not occur with the FINOM (northwestern College of Mines). This institution if has shown compromised truily with the quality of its courses. This fact of the credibility to the FINOM and the EAD. At last, the EAD still needs to suffer some adjustments. The EAD is something new, but it will be permanent and grow, therefore the search for this modality of education grows to each year. This is excellent. All the education forms are very welcome.

OLIVEIRA, Moiss Felix of 1 SOUZA, Vinicus Joo Pear tree of 2 Person who orientates, Allene Lage SUMMARY This article intended to study the MST and to identify practical educative the existing ones in the experience. We try to understand the way as the offered education inside of the social movements of the field creates the awareness politics in the children without terrinha. Beyond searching to demonstrate the influence of the organization in the formation of the identity of its militant ones and also to know until point the present politicalization in the citizens inside of the social movements assists to them in favor of its fights. We dialogue with Boaventura de Sousa Saints, Freire, Dalmagro, etc. In the experience story was of qualitative nature.

We conclude that practical theory and is in accord inside of the Movement Without Land. 1 – Graduating Federal Pedagogia-University of Pernambuco- Academic Center of the Wasteland. 2 – Graduating Federal Pedagogia-University of Pernambuco- Academic Center of the Wasteland. 1.APRESENTAO OF the RESEARCH AND ITS OBJECTIVES This article originated by means of an exercise of research carried through in a social movement, which approaches practical educative differentiated of the used ones in the majority of the schools, from there that the investigations in regards to the way appear for which this differentiated education occurs, and then perceives the necessity to evidence of that it forms this education acts in the life of the citizens study that it. The children are considered non-political beings, without voice in the majority of the schools, where normally criticidade slight knowledge are not taught the same ones. However, the worked education inside of the social movements in this social movement is differentiated for the fact to be given lessons in intention to forge critical citizens, which, when adults become, can act inside of the society in which if they find inserted.

It searchs to reduce the isolation between the different ones disciplines curricular, looking for groups them in the one all amplest one. Thus he commented Fertile valley (2002), ' ' the content leaves to have by itself meant, to assume a relative importance and starts to inside have a function individualized assets and explicit of all of that it makes parte' '. 4) The pertaining to school time? the time is one of the constituent elements of the organization of the pedagogical work. The calendar and the pertaining to school schedule have a hierarchic control e, are controlled for the administration and the professor. It is necessary time so that the educators deepen its knowledge on pupils and on what they are learning.

It is necessary time to follow and to evaluate the project pedagogical politician in action. It is necessary time for the students to organize itself and to create its spaces stops beyond the classroom. 5) The decision process? in the formal organization of the school, the flow of tasks, the actions and decisions is guided by legalized procedures, taking advantage the hierarchic relations of control and submission, of being able authoritarian and centraliser. An administrative structure of the school, adjusted to the accomplishment of educational objectives, in accordance with the interests of the population, must foresee mechanisms that stimulate the participation of all in the decision process. This requires distribution of being able and decentralization of the decision process as: installation of elective processes of choice of collegiate controllers of pupils, parents, association of parents and professors, estudantil bosom, etc. the 6) relations of work? it is important to reiterate that, when if searchs a new organization of pedagogical work, it is if considering that the work relations, in the interior of the school, will have to be sidewalk in the attitudes of solidarity, reciprocity and collective participation, conducted for the principles of division of work, the spalling and the hierarchic control.