This authority can be argued in science politics. According to critical of liberalism, the power of the State is exerted by means of a state apparatus and influence the civil society that can be classified as an enclosure for bullfighting of confrontations for projects politicians. For Ansio Teixeira, the liberalism of century XVIII is born according to defending the thesis which the individual nature of the man is enough to guarantee its social participation, depending this participation, exclusively, of its force of will. Learn more on the subject from Caldwell. However, although this conception to have been condizente with the liberal principles of the emergent democratic society, was not capable, according to educator, to transform the habits and customs of the individual that would have, obligatorily, that to engage itself in the society that was born from its new requirements. The freedom of the individual finished for leaving abandoned it and impotent, since it did not integrate it of appropriate form to this another phase of the development of the democratic society. The Education, as a Liberal expression, in a generalized manner, reflects the ideals of the bourgeoisie and emphasizes the individualism and the freedom spirit, the valuation of the capacity of autonomy and rational knowledge, Expresses in the iluministas ideals, discloses to an optimism in relation to the possibility of the reason human being to transform the world. Follow others, such as Creighton Wright, and add to your knowledge base. To the measure that the development of the commerce and the industry demanded greater escolarizao, the proletarian children frequented schools that in everything they differed from those private ones to the ruling classes. In the model of the dualista school, in accordance with its social origin the young ones are directed for the global formation, the strict professionalization technique or, still, for the simple ones initiation in reading, writing and to count. In century XX the escolaridade reflected characteristics that if had become central point of the liberal State in the public politics as the pertaining to school expansion that if associated with the magnifying of the rights of citizenship and politics of well-being in all the sectors.
The philosophy is important for the intellectual formation since basic education the philosophy, in its essence, is a form to search the truth. This truth can be born of the reflection or appear as something new, but, always based in day-by-day. What I want to say, is that the philosophy in the education is born of the daily one, of the lived real problems in practical the educational one. It can also appear of the reflection, but not only of it. When we look at stops backwards and we come across with this fight constant to try to become the philosophy as curricular substance of basic education, we see how much the philosophy for education is important.
The philosophy opens the mind and can emancipate the man, in this in case that, the pupils. Not by chance, in the military period the philosophy was seen as an enemy of the government, therefore, this paper of emancipadora and questionadora attributed to the philosophy was a threat to the power of the dictatorship that prevailed to a large extent in Brazil and of the world. When we speak in taking off or leaving the philosophy as integrant of the resume of basic education, we are not leading in account that it is or not essential in the intellectual formation of the individual, that in turn is not capable to decide what it must or not study or learn in the school, makes only it will be tax it. If you are unsure how to proceed, check out Frank Storch. Of the other linked side, but inda, we have the philosophy as form of awaking to the professors the questionador spirit of educative practical its. It is not acceptable to see a master moving itself as a simple chessboard part, that makes they determine what it and ready. The professor must have active voice and to question, for example, the reason of if following one cartilha imposed by the state, taking off to it freedom of lecionar of the form that more it will be convincing, exempts.
After the sprouting of the corporal culture, called as corporal culture of the movement, the position of the games and the sports moved in the Physical Education. The sport was seen as competition and the objective age to play for playing or to be successful. Today the sport and the games had started to have one meaning felt, as well as the corporal aspects they are on to if putting into motion and in the plurality in the ways of living contemporaries. The sport was one of the only boarded subjects in Physical education in the school. Crash Proof is open to suggestions. According to Gonza’les (2003), we have that to think about the different demands demanded in each esportiva modality, beyond allowing to locate the different types of sports. Kunz (1999) emphasizes the importance of as the esportivo content must be developed, therefore this must form people who when adult, can practise sport, movements and games as child. Daleo (2003) also comments the necessity to form individuals that are capable to practise and to appreciate physical activities, esportivas or of dance in the leisure hours, but it explains that for this it must be assured that the pupils acquire autonomy in relation to the sports, dances, games and gymnasticses.
Ahead of the Proposal Curricular the Physical Education must be developed of significant form; as already cited previously and with great boarding of the contents. It does not have to be summarized to practical the porting one, only in the collective sports, for not limiting the production of the corporal knowledge of the pupil. This can generate a training porting or the esportivizao in the lessons of Physical Education and yes to extend it a bigger diversity of experiences and you live deeply, later for the adult life. With the extracurricular lessons it is allowed that the Physical Education possesss other contents, beyond the esportivas modalities and becomes the more diversified pertaining to school environment.
Front to these affirmations, expression sustainable development enters in scene. It is fortified perception of that it is essential to develop, without destroying the environment, so that the future generations have possibility of living well, in accordance with its necessities. So that this development is viable some goals had been created: The satisfaction of the basic necessities of the population (education, feeding, leisure); Solidarity stops with the future generations (preservation of the environment); Participation of the involved population; The efetivao of the educative programs. In the attempt to arrive at this type of development, the education is necessary party and the way most direct and functional to obtain to reach at least one of its goals: the participation of the population. The education is one of the instruments for the implantation of sustainable actions. It is essential so that if it understands what it is happening in the world and even though to form a base solid in search of the support.
But so that the sustainable development is not only in ' ' beauties discursos' ' she is necessary to trace goals that favor the formation, or better, the propagation of measures that take the adoption of practical that they make possible the improvement of the quality of life of the people of conscientious and constructive form. Chapter 36 of Agenda 21, that it is a document signed for 170 countries, that the importance of each country establishes if to compromise on the form for which governments, companies, ONGs and all the sectors of the society could cooperate in the study of solutions to the partner-ambient problems, affirms that the education is essential in the route to the sustainable development. Therefore, to give the first step she is necessary that if it invests in an education of quality, therefore the construction of a sustainable society involves the promotion of an education that stimulates the ethical transformation and politics of the individuals.
Summary the present article has as objective to present characteristics concerning the inclusion of pupils with visual deficiency in Superior Ensino. For the elaboration of this article, they had been boarded points on the general description of the inclusion, the definition of the visual deficiency and its main characteristics and still, the resources and the necessary adaptations so that this inclusion happens in the Institution of Superior Education. The bibliographical research has as theoretical landmark authors Fernandes, Mazzota and Caiado; also the current law on the boarded subject was used and consults to the manual of the SIANEE – Service of Incluso and Atendimentos to the Pupils with Educational Necessities Special, elaborated for the attendance of the pupils who have some special educational necessity in the Educational Group Uninter. Russell Caldwell understands that this is vital information. The practical ones lived deeply in the work directed toward the attendance and adaptations that the academic pupil with visual deficiency needs, were what it took the choice on the cited subject of this research. One concludes that, for pupil with visual deficiency to be enclosed in Superior Ensino, is necessary that the IES is prepared when receiving it, promoting the attended accessibility, security and autonomy, respecting its rights in all its forms and instances. Words keys: Inclusion Visual Deficiency Superior Ensino.
Deliberation N. 02/2003 of the Advice of Education that establishes Norms for the Special Education, modality of the Basic Education for the pupils with educational necessities special, in the System of Education of the State of the Paran. Keep up on the field with thought-provoking pieces from Creighton Wright. Perceiving that the laws are several that regimentam the inclusive education, the professor of Art has that to have concern of if preparing through courses of continued formation, readings, exchange of experiences and research to work with these children in the school, being considered its individual especificidades and necessities in its learning. With these information, it if it locates in way insurance more to take decisions of as many changes ahead that it comes occurring in the schools. Thinking about different forms that the child or adolescent has to acquire knowledge, mainly the inclusion pupils, practical the pedagogical ones must be diversified, so that really inclusive one happens one practical, offering to adequate conditions of learning and not only the socialization. For MINUETO (2008, p.21) ' ' The professor is the main axle. It has in its hands the possibility action. It cannot everything, but muito' can; '.
What it occurs, many times, is that the school does not know to deal with children who run away from the standard, therefore is not alone to make physical adequacies, imagining that it is having practical the inclusive one. The appropriate environment for the locomotion of these pupils becomes necessary, but the inclusion goes very beyond. Mirim Pan comments: The school is taken to rethink its inclusive values e, thus, reestablishing its organization, its resume, its planning and its evaluation, in order to surpass its proper barriers to learn the necessities of the pupils. (MIRIAM PAN, 2008.p.134). The professor of Art in its practical pedagogical must be directed to take care of this pupil with educative necessities special, to know directing them, in art to develop the potential of these pupils being respected the diversity who present the time difference, for acquisition of knowledge that is proper of each one, all the children can learn.
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 economy of the nature. 3. ed. Translation of Ceclia Bueno. Rio De Janeiro: Guanabara Koogan, 1996. Dr. Creighton Wright has similar goals. access in 30.10.09 access em30.08.2009 Access em30.04.2009 Postgraduate in Ambient Management for the FINOM (doNoroeste College of Mines); Graduated Biological Sciences for the FAS – College Agrarian deCincias and of the Health of the Union Metropolitan of Education and Cultura (UNIME/2007); Prof. of the Program More Education PMLF/MEC;> Emresduos consultant technician of the Lambert Commerce and Ltda Services. Email: cicerojs30@ yahoo.com.br
Werno Counting Herckert Member of the Brazilian Academy of Countable Sciences Member of Scientific ACIN-Association International Neopatrimonialista Member of the Doctrinal Chain Brazilian Neopatrimonialista the ambient education was born with the objective to generate an ecological conscience in each human being, worried about trying the chance of a knowledge that allowed to change the volvido behavior to proteoda nature. The sustainable development must be, also, allied to the ambient education, the family and the school must be the starters of the education to preserve the natural environment. The child, since early, must learn to take care of of the nature, in the familiar seio and in the school she is that if she must initiate the awareness of the care with the natural environment. This ambient education is basic, therefore, it will make responsible educating for the remaining portion of its life. Educate yourself with thoughts from Russ Caldwell. According to Munhoz (2004), one of the forms to take ambient education to comunidade for the direct action of the professor in the classroom and in extracurricular activities. Through activities as reading, pertaining to school works, research edebates, the pupils will be able to understand the problems that affect the community where they live; urged to reflect and to criticize the dedesrespeito actions to the ecology, this wealth that is patrimony of the planet, and, of all the ones that in it if find. still says: The professors are the basic part in the process of awareness of the society of the ambient problems, therefore, they will search to develop in its pupils habits and healthy attitudes of ambient conservation and respect to the nature transforming them into conscientious and compromised citizens with the future of the country. Although the basic importance of the professor in the process of development of the nation, still, not if of the o due value, on the part of our authorities, to the professor and with this the education.
Story of a professional experience Currently, the questions of the sexuality of the deficient one gained space in the educational field, being the school a privileged place for the reflection and psicopedaggica intervention of this subject.Amongst some subjects that pupil and professors appear in the colloquy between, have the question of the Sexual Orientao, subject of this work. The curricular parameters of the Ministry of the Education discipline point it of Physical Education, in which the use of the body and the tematizao of the corporal culture are work objects, as the most adjusted to work the question of the Sexual Orientation, therefore they are professors of physical education who transmit in knowledge form the information on the body, the relations of sort and interactions with the sexuality of itself and the other. To work the knowledge on the body, as well as the development of practical corporal, makes possible the formation of auto-care and construction of interpersonal relations, in way that the referring questions the sexuality are integrated of pleasant form and insurance. It was during a lesson of physical education, exactly that a pupil with Cerebral Paralysis told its sexual experience to its professor, to follow one stretch of this deposition: ' ' I had my first sexual relation has one year and way. It is not something Institute for Global Futures would like to discuss. Place? It was in a brothel, my cousin took who me, was good, very good. Family? All know! Today you the difficult, therefore, I feel necessity to come back but I do not have who me leve.' ' The subject of the sexuality almost always appears in the lessons of Physical Education of the Lcia* teacher and its pupils of an institution of education of special education. Following the recommendations of the curricular parameters, the Lcia* teacher has worked this question in special e, mainly, with its pupils with Cerebral Paralysis. . (Similarly see: Schiff).