Social Exclusion

In this in case that, we will have to take in consideration the constructive aspects of the production, an opposition what it happens in the traditional writing, being only observed the graphical aspects. Of this form, respecting the knowledge of life of the involved citizens in the process and stimulating the reading and writing of the universe surround them to I, will understand the extreme viability of if conceiving the writing as one ‘ ‘ practical of liberdade’ ‘ , betting, thus, in the capacity of action of them on the world. On this, we bring a citation deals in a text presented in the V International Colquio Pablo Freire, in Recife: (…) Pablo Freire says that to read he is to take conscience. The reading is before everything an interpretation of the world where if it lives. But to not only read allows the interpretation. It is necessary also to represent it for the written language. To speak on it, to interpret it: to write it. To read and to write, inside of this perspective, are also to become free themselves.

Reading and writing as practical of freedom. (ALMEIDA, 2007, p.7-8) Thus, working in this perspective of the writing and reading while release is possible also that let us understand the necessity to think them while representation, and not, while code, to act stimulating the understanding of the system, without being imprisoned () only in letters, with preset orders, since in the world the things (and we also), are in constant movement, as in Blacksmith says to them: (…) In the surrounding world the letters are all, not in a preset order, but frequently that each one of them has in the writing. All the graphical letters in a great amount of styles and types. Nobody can hinder the child to see them and to occupy of them (…). (1989, p.37-38) Then, giving importance and thinking about the citizen that learns, we will know that to rethink the alfabetizao process it is also to leave a little of side what we understand as ‘ ‘ fcil’ ‘ or ‘ ‘ difcil’ ‘ work messe. It is to know that ‘ is unjust; ‘ guardarmos’ ‘ letters, distributing them as we find necessary, without taking in consideration the luggage and the knowledge brought by the alfabetizandos. We have, therefore that to have conscience that depending on the form as the writing it is conceived change the pedagogical consequncias and if, our intention will be the formation of actors social, capable to read the world involve that them of critical and reflexiva form, will fight not to transform them into mere copistas and will affirm, still, our negation of the writing while technique, therefore it is more than this: It is knowledge object and it can translate a world of possibilities.

The Credibility

' ' One gives credit that bigger limitations in the mental deficiency, are not related with the deficiency in itself, but yes with the credibility and the chances that are offered the carrying people of mental deficiency. Is notable limited quo is the world of these people, how much they are segregated, that is, private of social interaction. (TESSARO, 2005, P. 33 and 34). In relation to the social discrimination of the children with deficient intellectual, in mine to understand, to occur on account of the social context due to knowledge, even so different, are real, equal people to any one of knot, with its inherent limitations and difficulties.

The challenges to make with that are innumerable this child I have, in its pertaining to school context, the same chances that its colleagues. From there the relevance of that the professor is prepared to take care of this pertaining to school reality, and is felt carried through in this work. 4. The peculiarities of the deficient intellectual The people with mental deficiency also compose social totality e, in such a way, live deeply the contradictions that are produced historically. Although the advances, what it verified was the process of institutionalization of the people with deficiency.

The scientific progress, verified in the society modern and stimulated by the economic development, politician, cultural and social reflected in the way to see and to understand those that belong to this segment. The deficient intellectual she is a child when thus he is treated. thus, is treated because the approach in the ways to act culturally, established for each age not if of the one of spontaneous form, in no citizen and when if speaks of the deficient intellectuals more is complicated still. The limitations are of the order of the biological one and the order of the cultural one.