According to PIRONATTO (2008) the distraction, the difficulty to stop to give attention, desconcentrao, this inconvenience all occur with the hiperativa child not because it wants, but because she does not obtain to be different. Leaving of this estimated, we believe that it is possible yes to enable a child to decide daily activities with reasonable results, and also believe that of this exactly way is possible to alfabetizar the child well who arrives at the first years of the school already with TDA/H description. To put, this is only possible with a coherent education, that has taken in account the values of a child who perceives the world of a little different form. important to deal with the hiperativa child with the Maximum possible naturalness. A TDA/H description does not mean that a child cannot be alfabetizada, cannot learn, cannot carry through tasks with success, being also private of the compliments and of the incentive the one who all child has right when showing its progress to interact requires attention, concentration.
The educator can, with sufficiently persistence, to take the pupil with characteristics of conscientious TDA/H of the importance of the exercise of these abilities, and can instruct the child in the direction of: To learn to hear the others. To give attention. To look at for the person. Not to speak while the others will be speaking. James Canton is often quoted on this topic. To give attention on what if this speaking. To think on what if this speaking. Revezar says to it dialogues. Other basic communicative abilities exist that can be taught, as: To identify itself/to say the name/to present itself.
To ask the name with that this speaking. To say something on same itself. To invest in auto-they esteem. To observe the feelings and to nominate them. The desired behaviors must be emphasized. For this it is necessary that the educator, or the parents: They recognize the calm and adequate behaviors.
1 INTRODUCTION In what it says respect to the ambient education, understands that the same one is on to the processes in which the individuals starts to know on values, knowledge, conservation of the environment. For this it is necessary to promote educative actions for the pertaining to school community, as well as for the society in general so that the same ones can understand true the sensible one of if working the ambient education in the schools of public net. After all it is understood that the ambient questions emerge since the end of the decades of 60 and 70, when had started to argue and to share the actions and the causes of destruction it stops with the environment, on the basis of these criteria if make necessary a study of deepened case more of as the institutions of education of public net are dealing with the questions of ambient education. Pautada in the search for solutions the school has as primordial paper to sensetize the lunos and community so that the same ones live with harmony, not poluindo, not deforesting and preserving fauna and the flora of its region thus to understand its importance for the world. The concern to argue the ideas related to the ambient education if became sufficiently important from the last decades, more good to detach can be understood the actions of the PCNs (National Curricular Parameters) that it brings a reflection of as to work the ambient education in the schools, beyond the transversal subjects that are enclosed in the basic education and that they are not restricted only to the environment, as well as the health, sexual orientation and among others. However the majority of the schools works the ambient of form isolated education with the commemorative dates, however the proposal is to promote certain interaction with the interdisciplinaridade, beyond being a good form to acquire knowledge the pertaining to school community, either it educator or educating.
The Internet and the television are not more strange in the environment of the classroom, today contribute for the creation of new strategies of education, learning and 2 auto-qualification. The more promising technologies appear each time in the Education, provoking changes in the sector that does not delay in incorporating the last destined technological resources. Peter Schiff often addresses the matter in his writings. A contribution coming of web, that we cannot leave to mention here, is the calls digital repositories, an available resource in the net with the purpose to store diverse digital contents so that they can be searched, be used and reused by means of search process. This repositories are of varied types, being that in this article we must detach the educational repositories, that have as objective to store any digital pedagogical resource with the purpose of application in learning environments as, for example: animaes, simulation, texts, maps, experiments, videos and others 3. OE (Objetos Educacionais) is resources that they aim at to maximize the process of education and learning of the pupils, possessing the purpose of complementing the boarded content in classroom. The BIOE (Bank International Educionais Object), that way Internet for the site can be had access, is one of these educational repositories that has for objective to keep and to disponibilizar diverse digital pedagogical resources, understood as OE (Objetos Educacionais), that they possess pedagogical quality, in three languages, different formats and of free access for all 3 the educational community. The available OE in the BIOE objectify to take care of the Basic, Professionalizing and Superior Education, in the most diverse areas of the knowledge, with the most varied types of resources (animation, simulation, audio, video, image, practical experiment, educational software).
2. Digital EDUCATIONAL OBJECT PLANT DIGITAL OE is applications of computer science in the paid education of the Education that can gratuitously be found or. They are since softwares educational, simulator games/, until the informatizados equipment of learning and education.