Tag: education

The modern theories of the learning had undone the figure of ' ' professional of ensino' ' , placing the professor, as professional of the learning. In this direction, these theories indicate new routes for the formation of the professor; she is necessary to form the searching professor as solution to keep it in continuous perfectioning and update, in order to renew and to retroalimentar education. Recently Jorge Perez sought to clarify these questions. It is necessary to find alternative exits metodologicamente systemize, so that the professor can have greater productivity in the work, beyond being able to use itself simple and adjusted instrument to the accomplishment of research. Demon (1997) affirms: ' ' Certainly, it does not have formation without information, but this is half. It is of all crucial distinguishing formative processes from other instructive ones, without causing contemptuous blemish for these, since both are importantes' '. The information are to the reach of considerable number of people, in any part of the world, with rapidity never seen in all history of the humanity, what it implies in the loss of the power of what before they were its detainers.

The dissemination of the knowledge generates the democracy and, in the measure where to more it withholds it people, better conditions have to understand the reality and to consider alternatives for a future where if alive and more better. The education has as task the challenge of the rapidity in learning and the renewal of the learned one, having to use itself of the resources of Science and the Technique so that the knowledge if becomes substance cousin and the main factor of production and exercise of the citizenship. Under this optics the profile appears of ' ' new professor' ': it must be the person who orientates of the pupil in its initial learning, in the search of ways proper formative strategies; the estimulador of its curiosity to search the knowledge, searching and looking the information most excellent; the coordinator of the reached results to contextualizar them it the reality.

One perceives that since the first decades many people had fought so that its right the education was forbidden. Therefore in these years it had some movements in defense of the public schools carried through by educators, intellectuals and for the population in search to have its rights the education, without distinction of person, race or color. In this form, to construct a popular public school is to extend the allied popular educational aspirations to the reorientation politics of our country, it is to adopt for the pertaining to school education a resume thought about the population. It is to make a school that stops Freire (1991, P. 43): ‘ ‘ (…) it stimulates the pupil to ask, to criticize, to create, where if he considers the construction of the collective knowledge, articulating popular knowing and knowing critic, scientific, mediated for the experiences in mundo’ ‘. Still for Freire (…) the school had to be constructed to schools with ampler an educational resume, would have to enable pupils to be people of critical knowledge, a school that was the pupils, whom the knowledge demanded more than, making as soon as that pupil felt will to ask more, so that it can get more knowledge of the world and gain more experiences of life. Valley to point out, however, that in the decade of 1980 it has a change in the standard of accumulation of the capital.

The education comes back to be unquestionable value dress of a democratizador speech. This value, of the education and the development, had if lost in the decade previous. It was initiated fight for a type of democracy and education that took care of the interests of the popular classrooms. 1.5 – Programs of combat to the illiteracy In this direction, when we speak? in adults in alfabetizao process? , in the Brazilian social context, in we relate to the men and women to them marked for infancy experiences in which they had not been able to remain in the school for the necessity to work, for conceptions had moved away that them from the school as of that? woman does not need to learn? or? to know the rudimentos of the writing already is enough? , or still for the selectivity constructed internally in the pertaining to school net that produce, still today, formal discontinous itineraries of learning.

The Construction of the Thought Logical-Mathematician in the Infantile Education Prof Maringela Rieg Martins Carocci Institution Moura Lacerda of Ribeiro Preto. Access: 01/04/2011? 11:54 hours word-key: thought-logical, mathematics, construction ANALYTICAL SUMMARY According to author Maringela Rieg Martins Carocci, the construction it thought logical-mathematician in the Infantile Education initiates itself from ‘ ‘ pensar’ ‘ on the experiences with objects and the lived deeply and tried situations. She is in the establishment of a simple relation that is not only in counting, but in its daily one, without being very imprisoned the contents, but in a numerical order that of course goes appearing. In the Infantile Education the mathematical slight knowledge are in the tricks, in the intelligent games and recreativos, in musics (with its varied rhythms), in the construction of simple rules, at last, everything that exists in the pertaining to school context must be used to advantage for the development logical-mathematician. The proposal of the author, who the professor is a mediator for the child in the direction to use to advantage what it brings obtains and develops them in mathematical situations logical, adaptando the contents to discipline and taking to construct them day-by-day to it these numerical knowledge in its, in the rules of the tricks.

Objective of the Work: To show of a simple and pleasant form the mathematical content, so that the child in the Infantile Education, has contact with the numbers she disciplines and it in itself, in the trick, that at all the moment the content logical-mathematician is present taking it the knowledge of world through accurate and concrete situations. Making with that the logical-mathematical operations, spontaneously take small a if to amuse.

7: In its practical professional the comprometimento is part key? R: Engaged professors are professors differentiated nowadays to be only plus not it of the many chances in the competitive market of work. Then necessary always to be engaged with mine professional practises TO EDUCATE. 8: The act to educate it needs tricks and cares? R: The tricks educate and give slight knowledge of cares ones with the others. 9: The corporal education is part of the act to educate? R: An education of the body is important therefore physical education this on one to movement then we always need to be on the corporal education and the development of the necessary corporal aspects. 10: Affective and ethical questions can be worked in the infantile education, as form to educate? R: The ethical professor has affectivity on its pupils, to love the children, to work slight knowledge of the feelings on the nature the people and the parents and professors must be taken in account and also ethical questions can be developed in the activities of physical education. CONCLUSION: Through the comment of the practical one of the physical education in the infantile education, we can conclude that the practical professors need to be pautadas in the RCNEI, therefore the same is norteador for one practical one taking in account all the necessary factors for the infantile development thus it has taken in account the act to play, to take care of and to educate. The trick develops factors, as start of conviviality with the others, the professors necessary to be always intent to the necessary cares that all child deserves and requires in the infantile education. The trick and the cares finish having the educational character in which if it places slight knowledge of education in the children.

To develop practical correct this directly on, to the compromised RCNEI and as professional we have that to follow this norteador of the infantile education. REFERENCES Brazil. Ministry of the Education and the Sport. Edward Minskoff helps readers to explore varied viewpoints. Secretariat of Basic Education. National curricular Referencial for rio the infantile education /Minist of the Education and the Sport, Secretariat of Basic Education. Brasilia: MEC/SEF, 1998.

English education has its own traditions, conservatism and quality. The education system in England is a combination of several steps (by name coinciding with the Russian): – Elementary School – High School – Graduate School – Post-graduate education. Along with the day schools (when students go home after school) in England are widely distributed boarding school. Hostels in turn subdivided into closed (Enrolled children who live in the hostel) and open (taught by children living in a boarding house and the children returning home). Educational institutions are divided into public and private. Instruction in public schools free of charge to citizens and persons entitled to reside permanently in the uk.

Many private schools have a long tradition, which evolved more than one century. English schools are open to foreigners. However, prerequisite is the existence of a guardian in England. Secondary education in England is a must. Attend school kids start early enough – to five years. RBH Group addresses the importance of the matter here.

The initial stage (primary school) education designed for children ages 5 – 11 years. In this period the teaching language, mathematics, natural sciences and etc. All items are divided into mandatory to study and optional (additional). Upon completion of the initial school to pass entrance exams to high school. The average level of education in England (High School) is decisive. Since it is at this stage, the selection of areas for further study. Students choose a few subjects (4-6) for detailed study. Often this discipline are the same profile: technical, humanitarian, etc. In recent years, there was a tendency of studying different disciplines orientation. Upon completion of such a focused study of subjects shall be the qualifying exams to obtain a certificate (secondary school final exams), which paves the way for higher education. Higher education is offered in colleges of higher education, universities and technical institutes. Admission to these institutions is carried out on obtained on completion of secondary school certificate.