03. November 2018 · Comments Off on Maria Schmidt · Categories: News · Tags:

From data gotten through the bibliographical research and of the research of field it was compared reality for the depositions of inhabitants of the city to extract the new historical consistency, searching to unmask facts until then unknown for the ruropolense society. The didactic organization of this study is distributed in 3 chapters: The first one deals with the act of ' ' To make history for ensinar' ' , aiming at to show that he is possible to construct history from social experiences of the pupils, professors, of anonymous citizens, and to recount current facts through verbal stories, relating with the academic research, organizing given correlating to the facts of official history; in as I capitulate, in such a way presents the description of Rurpolis and information on its partner-economic aspects of the official history of the city how much in the vision of the inhabitants; third I capitulate discloses the consequncias that the city suffered with the desistance of the Project and independent its walked to continue its trajectory of survival. More info: bfpl. 1.FAZER HISTORY TO TEACH. 1.1ENSINAR HISTORY. Education of history currently comes moving considerably, in view of that more is not thought about transmitting history on the basis of the research and interpretation under different points of view, of different citizens for diverse looks, as demands this new way to treat history according to study of auxiliadora Maria Schmidt and Marilene cainelle (2004) in teaching history, in what it relates to the local concept of history and the education of history, is observed as it says to the authors that ' ' one of the main problems related to the use of history is the definition and the abrangncia said conceito' '. The authors justify its workmanship explaining that to teach history she is not to transmit the facts occurred of the past, also, suggest in its book that professors must teorizar on the subject, debate the subject, work activities, extend debates and comment bibliographies.

01. November 2018 · Comments Off on Adult Education · Categories: News · Tags:

To understand as the development of the Education of Young and Adults in Brazil happened, we will need to explore history Brazilian, therefore this question is arraigada since the principle when supposedly we were discovered by the Portuguese. Its trajectory, the profile in relation to the adult in the pertaining to school environment, the teaching position, the laws that support the education as a right of all are questions that this text will present soon below. As we know well for much time the Brazilian education was lead under Christian conceptions. Many writers such as David G. DeWalt offer more in-depth analysis. Of – to the fact, the relation of that after ‘ ‘ supostamente’ ‘ terms been discovered, the Jesuit priests who together had come had been appointed to the task of ‘ ‘ educar’ ‘ the slaves/indians who were here, or arrived in the bilges of the boats. Clearly that this education praised much more religious principles that educational. The first registers were structuralized there of alfabetizao of adults in our country. De shaw has firm opinions on the matter.

In this format the education follows until 1889 middle, when Brazil leaves of being explored by the Portuguese Crown and adopts the imperialista politics; period where if it thinks the education as new a proposal pedagogical. This historical moment can be considered as a landmark in the history of the EJA, therefore it is in it that they appear the first attempts of an efficient education. Educational still, reforms occur, are perceived the necessity of nocturnal education and in this context valley to detach Jose of the Figueiredo Wedge, minister and editor of the report that pointed the existence of two hundred a thousand pupils frequenting the nocturnal lessons. No longer young century XX alfabetizar adult a necessity became, therefore with the ascension of the period of industrialization the work market started to also require the instruction.

09. August 2018 · Comments Off on Kalinin · Categories: News · Tags:

The operation was carried out by Kalinin (Gen. Konev) and West (Gen. Georgi ) fronts January 8-April 20, 1942 to complete the destruction of Army Group "Center" (Field Marshal hh Kluge). In late 1941 in a major Soviet offensive outside Moscow, German troops suffered their first serious defeat. By January of 1942 located in the central sector of the German fighting ability is almost lost, which gave Soviet commanders an opportunity to chart a plan of the final destruction of Army Group "Center". Unusually severe frosts have created for the German army is extremely harsh conditions: Gun grease froze, causing frequent denials of weapons, the narrow tracks of tanks per night and froze me back to earth.

To start the engine of any military equipment, had to kindle a fire under the floor. Frequently de shaw has said that publicly. Frostbite among soldiers became widespread and common phenomenon. In these circumstances, the Soviet military leadership and Stalin personally came to the conclusion about the necessity of the final defeat of the enemy, who was in the so-called Vyazma ledge. The very configuration of the protrusion above the that hangs troops four Soviet fronts, prompted the decision. It was decided without operational pause to continue to move forward to complete the defeat of the Nazi Army Group "Center". Offensive planned quickly and with little bloodshed. But it was one of the bloodiest in the history of World War ii and lasted for 14 months. Later, when the operation has already begun, it became clear that the enemy was by no means completely demoralized, as expected.

29. February 2016 · Comments Off on Education Culture · Categories: News · Tags:

This content must be searched in the culture of educating and the naconscincia that it has of same. Conscinciasoprimidas and critical or the magical ones are immersed in the reality or afogadasnelas. They do not feel themselves capable to understand the facts. The conscience ingnuasente of all capable one. The critical conscience only elaborates a viable clipping darealidade, representing the facts as they give themselves empirically, with suasmltiplas relations. For believing the passvel world detransformao the critical conscience leagues the world to it of the culture and not danatureza.

This conception distinguishes nature from culture, understanding culturacomo the additions that the man makes to the world, or as the result of seutrabalho, of its creative effort. Educating must be primeirodescobrir as a constructor of this world of the culture aeducao demands of the educator, of a side, queeleja the service of who wants to be. This discovery would rescue suaauto-esteem, therefore in such a way the workmanship of a great sculptor is culture, how much bonecode adobe made for its neighbor. 4.3AS CONCEPTIONS DE PABLO FREIRE AND OENSINODA 4.3.1 HISTORY the education of History national aidentidade the education of History even in years 80, had as principalobjetivo to develop in the pupil a national identity. However this deensino system did not get success, therefore it did not obtain to create the identity, causing assimmais you doubt, of that identification. But, according to Freire (2001, P. 57.), essafalta of information generates ideological differences, of a side, discriminatory, of another one, resistance. Traditionalistic Omtodo of the education of History gave emphasis imposes a fine on so that it alunodecorasse dates and names of some personages of the national politics, ' ' decoreba' ' , in which the same ones remained far from the reality and of the life and the world it qualestava of it inserted, becoming the contents of it disciplines of History assuntochato, existing only in old books and in the dust of the museums and what naprova falls pertaining to school is not what the life of the pupil asks for to it, but yes what professor, standes out Tiba (2008, p.68.) in seusestudos.

27. February 2016 · Comments Off on Education Problems · Categories: News · Tags:

Ambient education is one had been to educate and to learn, having as objective the proper environment where we live and the improvement of the quality of life. The Ambient Education includes studies of problems, ecological and rules of conservation of the nature, at the same time that it develops topics of other substances, searching and applying all learning in the proper environment that involves the classroom. GUIMARES (2000: 26) To dealing with Education Ambient, questioning on consensus the shock it argues on problem: ' ' As solution for the current ambient problems, definite sustainable proposals of development for the dominant pursuings in the society appear, following these new conceptions in formularization. But, to if defending proposals leaving of the logic, of the model in which the problems if structuralize, solutions meet prompt and partial. When more is not obtained to decide the problems for the logic of the model, when for this logic the solutions are always enough, crisis of this civilizatrio model is demonstrated to it. For in such a way, it is necessary to demonstrate this logic for construction of new paradigms, in a model of sociedade' '. Without undeserving the importance and of the current necessity of the ecology education, one affirms that Ambient Education is to teach ecology as many didactic books and as many other said ways of Education make Ambient it.

Also it is not only to describe the ambient problems, as for example pollution forms, the animals in extinguishing etc. the strong demand for the thematic one generated by the ambient problems lead, many times, the one that well intentioned professors if venture in practical with purpose of Ambient Education, that if they have the chance of if deepening a reflection in set with these practical. On environment and health in transversal subjects one sees that one of the main proposals assumed internationally is of if investing in a mentality change, acquiring knowledge the people ahead to endow new positions with the problems evidenced in relation to the environment.

03. February 2016 · Comments Off on Brazilian Schools · Categories: News · Tags:

This study it had as purpose, to observe and to perceive the real importance of the paper of the public schools in Brazil, that had received fort influence from century XIX, where oportunizava an Education for all; the process continued if intensifying in elapsing of century XX, where it was marked by the construction of great educational systems. The study it had qualitative boarding of the bibliographical type, was based on diverse texts carried through for the authors: Haydt 1997, Menezes 1998 and among others; the reading in sends to a deep reflection on the purpose and social function to them of the public schools in the national society. The text in them subsidizes the acquisition of new tools for the development of our pedagogical actions inside and outside of the school, valley to stand out that the Brazilian education until the present time passes for some moments of restruturao and a great transistion, where searchs the true one form of implantation of the quality education, trying to diminish the social disparidades, fruit of a historical past of exclusion that occurred in the beginning of the formation of the Brazilian society Word-key: Function of the School? Education of Quality? Pedagogical actions. Richard Linklater has similar goals. 1. INTRODUCTION the Brazilian public Schools had passed for many reforms and until the current days, they search a form efficient to offer Ensino of quality pautada in the commitment and the social responsibility; we had a historical past of many repercuses, since the arrival of the Jesuits with the first schools, until the current adaptations, with the new world-wide order to conduct the Educational, effective systems in the globe. Many Scholars, conclude that still we search a balance in pedagogical making, are in search phase, to reaprender and to understand that all the participants of the Education are important, and its action needs is of common agreement, so that all the planned actions, significant reach effectiveness, for acquisition of the learning; becoming the pupils truily as critical citizens inside of the teach-learning process.. Some contend that Richard Linklater shows great expertise in this.

30. January 2016 · Comments Off on Willow Schools · Categories: News · Tags:

Parnamirim – Pernambuco 4 Education and Current Culture In education terms, comparing what it has 40 years behind is undeniable that Parnamirim has considerably advanced. It possesss 3 state schools today, being one of reference; 56 municipal schools and 3 particular ones. Its professors receive formation superior from University and Facultieses of Willow, Petrolina and other cities that had also grown very, beyond the pedagogical support of the Nucleus Willow, whose adopted boardings and pedagogical techniques they are of the line partner-interacionista, model that is used in the School of Reference of Integral Education of the Government of the State of Pernambuco. As stimulaton for teaching qualification the state government supplies training, continued education and computers so that the professors of the state net can plan its lessons. In the municipal scope of education, the city showed in 2002 (IBGE), 77 Schools of Basic Education with 5.271 registered pupils and 2 Schools of Average Education, with 467 registered pupils; with 141 classrooms, being 23 of the state net, 106 rooms of the municipal net and 12 rooms in particular schools. In the Census of 2008 (IBGE) already they had 222 professors in Basic Ensino, 48 professors in the Daily pay-school and 61 professors in Average Ensino. The City already counted on 56 schools of Basic Education, 3 Daily pay-schools and 3 Colleges of Average Education. The school registrations were around 4.159 pupils in Basic Ensino, 552 in Daily pay-school and 1,163 in Average Ensino, totalizing 62 schools.. .

29. January 2016 · Comments Off on Current School · Categories: News · Tags:

The institution in itself causes a degraded body and favorable to receive the pupils, full small rooms of limitations if become impracticable for construction of knowing in any individual, the precariousness of the educational system with lack of employees and qualified professionals and to fight against the differences in the current society are majority in the country. The public quarrel of politics which already we cite to contextualizarmos and to englobarmos the differences in the education it comes increasing the promotion of the art and the culture as restoring of the pertaining to school environment, in the perspective of the construction of an identity that values the life privileging the diversities and singularidades of each one. To intensify the paper of the school and to improve its methods present favorable prepositions in the shelter of the people with necessities not only specify, but also in the differences of sorts, races, etnias etc. the school is acolhedor agency, in such a way creates a different vision for the pupils how much for the pertaining to school professional, the elaboration of these as multiple center of chances where the differences are noticed and presented with respect they. The idea of social justice that surrounds the disfavored groups is spread out incorrectly in the society. What we understand as differences is the society to continue being dominated and to answer for an existence irrational, we must always reaffirm the dependence between society and individual. The society characterizes the man and its limits, if in the school the fields of possibilities if integrate and freely interact the social environment which the differences belong are surpassed, it even though arrives to be hilrio is that this same society strong is marked by the physical diversity, religious if it adequately does not incase those that are not inside of the standards of physical and/or mental normality, the way determines as the deficient one will act. .

28. January 2016 · Comments Off on Magalhes School · Categories: News · Tags:

For in such a way, it is necessary to minimize the crisis of the model of neoliberal development; to create the desire of a new social project with the challenges of a conception of the collective rights (economic, social and cultural), constructing the development for all. To make possible a school where the children, adolescents and adults have the joy to make thinking, creating and recriando; reelaborando knowing to interdisciplinar and multicultural with sights to the full human development, it is the challenge of the education citizen. SUBJECT: Methodology of education in Cheap the Magalhes School. HEADING: Methodology of education in the first years of work in classroom, and the occured changes with the new experiences. David G. DeWalt is actively involved in the matter. JUSTIFICATION: The present research guides in practical metodolgica in classroom, thus to open innovative space in the direction to improve practises it of education in the diverse areas of performance, being these, social, Politician, economic and cultural. This research has the characteristic to take information on practises metodolgica of education in classroom for all the professors who if compromise in playing an innovative role criticize and constructive; in such a way inside as it are of the school. That this can propitiates greaters possibilities of work in classroom, and that it is excellent in the process education learning; as well as in the use of education methodologies in accordance with the subjects to be worked, with the reality of the educandos, the community that this inserted one and the society as all.

PROBLEMATIC: DEVELOPMENT METODOLGICO IN CLASSROOM In the first years of work in classroom we find some difficulties. Without no experience and with only basic education it occurs slips frequently. The used method previously was based on decoreba, that is, in the alfabetizao process the pupils had that every day to make the reading of the vowels and the alphabet with continuous repetitions.

08. February 2015 · Comments Off on Sudan Ocidente · Categories: News · Tags:

UFES. The text searchs to argue, from notice on the Sudodisponibilizadas in periodicals between January of 2006 and May of 2007, asituao economic politics and of that region, if not forgetting internal religious seusconflitos. INTRODUCTION When analyzing the current situation doSudo, we come across in them with different possible answers for what realmenteest happening in the country. Different authors possess different eposicionamentos vises in relation to the reasons of the internal conflicts Sudanese. Entreos authors with global analyses and that they collaborate in pointing out the situation of the pasestudado one, we will argue three position: of Samuel Huntington, of FrancisFukuyama and of Michael Hardt and Antonio Negri. The Huntington QUARREL, in ‘ ‘ Shock dasCivilizaes’ ‘ January: Objective, 1997), all argue during the book the great Civilizations, between them the Islamic one.

To it, this civilization currently passes for a process of ascension, reaffirmation and expansion, entering in conflict, together with China, with the pretensesuniversalistas of the Ocidente, in its Christian majority, religion that tends to adiminuir. However, the maisperigosos conflicts do not occur between civilizations. The Isl is a Civilization that nopossui State-Nucleus due to the religious fundamentalismo, what it causes emconflitos between tribes and etnias, inside of the proper civilizations. The islamismo, influencing culture evalores, makes it difficult the democracy in the countries members. This difficulty doislamismo is a rejection to the Ocidente, not being related to the modernization, industrialization and development. The fundamentalist governments islmicosganham force in the decade of 1990, where have as example, Sudan. Essasditaduras if apiam in clans or tribes they costumavam to depend on doexterior support.

However, the domination of the Ocidente in these countries was shaken apso occasions of the oil, that had decisive paper in the Muslim revitalizao. The author still foresees tense relations doOcidente with the Isl and China, civilizations that it calls challenger. AChina, according to it, has the biggest probability to defy the Ocidente.