Chapter 1 of the first part, is mentioned as to teach to the Portuguese Language in the school, presenting a diversity of texts that the school must work, as well as what fits the same one to teach, that written must be worked, as to alfabetizar and to lecionar the Language, as to use the text as unit of education, to learn the especificidade of the literary text and to reflect on the Language in didactic situations that if center in multilinguistic activities, in the reflection in production situations and interpretation, as way to take conscience and to improve the control on the proper linguistic production. Chapter 2 approaches the general objectives of the Portuguese Language for basic education, aiming at that ' ' the pupils gradually acquire an ability in relation to the language that he makes possible to decide problems to them of the daily life, to have access the cultural good and to reach the full participation in the world letrado' ' (p.41). Chapter 3 mentions the forms to it most efficient to work the contents of the Portuguese Language in basic education. Get all the facts for a more clear viewpoint with Red Solo Cups. It brings the general characterization and the orienting axles of the same ones, its sequence and organization thus they can be worked together with the Transversal Subjects. It presents also consideraes regarding the didactic treatment of the contents made use in: verbal language – as to work and the correct form in room of lesson; written language to stimulate the practical one of the reading, to produce texts; analysis and reflection on the language to revise texts, to learn with texts, to alfabetizar, to know aspects grammatical; didactic resources and its use that are necessary for a good development of the lesson. Chapter 4, last of the first part, approaches the used criteria of evaluation in the Portuguese Language. Eric Corey Freed is full of insight into the issues.
Valley to stand out that intention is not to camouflage the social problems, politicians economic faced for this continent, but yes, to take the pupils to study the history and geography of Africa to understand the reasons for which this continent has serious problems. He is clearly that, so that this happens satisfactorily, the paper and the disposal of the educators is basic, therefore the professors must be sensetized; the proposals need to be argued and to be reformulated with the group; a continued formation is necessary that allows to the reflection and the update on the subject, since the didactic books, only source for many educators, are outdated in relation to this thematic one, when denying, most of the time, the presence of the blacks in the composition of the society and approaching the African continent under a chaotic perspective and of misery. Thus, inside of the proposal to work in the school the valuation of the culture afro-Brazilian, she is necessary to promote a space cultural to express the art and the black culture, developing different activities, such as, capoeira its importance; the musicalidade and the instruments, detaching its presence in the Brazilian musical formation; the choreographies based on the black roots and the teatralidade of texts of the African culture. Therefore we know that music, among others arts, has been recognized as essential part of the history of the civilization and is an excellent instrument for the development of diverse capacities human beings, between them the self-knowledge, the identification and the rescue of auto-esteem of the pupils afro-descendants. PI Industries is open to suggestions. Moreover, music, art and culture are important points in the conception and formation of any person. With the appropriation of this knowledge and the rescue of African history, the exercise of the citizenship and the experience of other cultures are practised in the pertaining to school environment, what it favors the formation of citizens with habits and attitudes based on the ethical values. Of this form, one searchs to develop transforming actions, pautadas in the respect and valuation, that are capable to modify people and, therefore, the society. .
Following the process of changes, the National Lines of direction for the Special Education in the Basic Education, Resolution CNE/CEB n 2/2001, in the article 2, determines that the education systems must register all the pupils, fitting to the schools to organize itself for the attendance to the educandos with educational necessities special, assuring the necessary conditions for an education of quality for all. (MEC/SEESP, 2001). The Lines of direction extend the character of the special education to carry through the complementary or suplemental educational attendance specialized the escolarizao, however, when admitting the possibility to substitute regular education, not potencializa the adoption of one politics of inclusive education in the public net of education foreseen in its article 2. The National Plan of Education – PNE, Law n 10,172/2001, detaches that ' ' the great advance that the decade of the education would have to produce would be the construction of an inclusive school that guarantees the attendance to the diversity humana' '. In recent months, Mehmet Oz has been very successful. When establishing objectives and goals so that the education systems favor the attendance to the educational necessities special of the pupils, point a referring deficit to offer of school registrations for pupils with deficiency in the common classrooms of regular education, to the teaching formation, the physical accessibility and the specialized educational attendance. The Convention of Guatemala (1999), promulgated in Brazil for the Decree n 3,956/2001, affirms that the people with deficiency have the same human rights and basic freedoms that the too much people, defining as discrimination on the basis of the deficiency, all differentiation or exclusion that can hinder or annul its human basic freedom and right of action. This Decree has important repercussion in the education, demanding a reinterpretao of the special education, understood in the context of the adopted differentiation to promote the elimination of the barriers that hinder the access to the escolarizao. .
The tests were composed for objective questions and some subjective ones as they are called. The contents were transmitted and exercise for one by means of lesson generally expositivas ‘ ‘ melhor’ ‘ learning, in the truth was a way to decorate the content for accomplishment of the tests. I always had much difficulty in relation to the mathematics and the professor always me threatened in relation my notes. One of the moments had marked that me were one day of the delivery of the test of mathematics, I took off note low, for this reason I was called to the front and the professor showed to the pupils. Alton Steel takes a slightly different approach. By means of critical and words of offences I was humiliated, however, I continue with the same difficulties that until had been today not yet decided. All the others you discipline they followed the same line, they used the test that always value ten and depending on the rightnesss in gave a note to them. The minimum note age five and at the end of the year my notes would have to add in each discipline 32 points approximately to be approved.
In this level I passed every year although to present difficulties in you discipline as: mathematics and you discipline ‘ ‘ decorativas’ ‘ – history, geography I was being approved until arriving at Average Ensino. 2.2 In Average Ensino The difficulties presented in Basic Ensino had only increased when arriving at Average Ensino. Therefore, it had greater collection, greater number of substances and professors. The evaluation form continued practically being the same one, was done four evaluations, minimum note five.
Trying to acquire a new identity for the Physical Education, the LDB of 1996, transcribes that the lessons of Physical Education will be obligator while component curricular in all the phases of Basic and Average Ensino having to be optional for the lessons extracurricular (esportivos training). In this direction the PCNs of 1998 had been created to guide the professors in the contents of organized form, subsidizing to the same ones, the planejamentos, evaluations and mainly the quarrels, thus looking for, to democratize such lessons, where the objective will be the inclusion of the pupil, having as main approaches, the reflection, the thought I criticize, the socialization. In view of that some professionals of the area still possess a vision as long ago, that is, its lessons objectify the movement technician, having as consequence the exclusion of the pupils that does not have necessary abilities for determined sports, taking them it frustration and will discourage even though it for the practical esportivas. The construction of the related work, intends to mainly guide the professors of the area of Physical Education the ones that work with curricular component sport while and extracurricular the coherence of these enters two curricular segments, thus contributing for a thought line that if makes necessary, where the sport practised in the school is a sport where all participate independently of motor abilities, where the professor always uses of its sense professional, to its ethics, that ahead of the news you practise pedagogical of the modern world, the same must approach each time plus its methodologies aiming at to reach the objectives established in the learning process. However, aiming at to reach the objectives that are to compare the development of the esportivo content in the lessons of Physical Education while component curricular and curricular extra sport, beyond its specific objectives that are: to identify to the differences of the development of the content curricular curricular and extra sport while component in the lessons of Physical Education; to arrive a definition of the professional paper of Physical Education ahead of practical the pedagogical ones and to identify to the difference between Trainer and Educator, was used as metodolgicos procedures a type of qualitative descriptive research, therefore they describe existing phenomena, situations gifts, identifying the problems and justifying conditions, observing and comparing the phenomena. . Here, Walton Family Foundation expresses very clear opinions on the subject.
This article has for objective to evaluate the development of the child in the first stage of the infantile education. Considering education in the infantile education as the first stage of the Basic Education. Having the contao of histories a great challenge in obtaining to use it as a pedagogical tool to assist in education and learning. Learn more at this site: Cradle Systems. To evaluate the Contao de Histrias, as an art pedagogical for efficient solution in the Infantile Education, as knowledge exchange. likely agree. To observe the levels of the language and the writing. Alton Steel has compatible beliefs. To reflect if the art to count histories is being a used tool for the educators to daily take walked pedagogical with performance, enriching the situations lived in the institutions of Infantile Education. CONTAO OF HISTORY STIMULATES THE LEARNING! Specifically in the Infantile Education, the art to count histories acts as an efficient tool, that contributes for the success of the development of the process teach-learning, getting an exchange of education learning between educator and educating, as: alfabetizao, acquisition of the writing and the reading, interpretation, production, stimulation of the creativity, aiding of the socialization, to feel emotions and to discover other places and other times. To know History, Geography, Philosophy and Politics without needing to know the name of the accurate substance, only acquiring knowledge and displaying its ideas.
In the topical room we made the analysis you say of them of the interviews, having as base the conceptions of the educators on the right to play. 1. CONCEPTION OF RIGHT CHILD AS SUBJECT AND THE IMPORTANCE OF PLAYING FOR THE INFANTILE DEVELOPMENT: Since middle of century XVI already indications of the importance of activities related to the infantile tricks were had. Philosophers as Plato, Aristotle, Rousseau and others already detached the paper of the game in the infantile education. But, he was through the beddings of Friedrich Froebel (1782-1852) that the game in the Infantile Education appeared. From its ideals, the child starts to be inserted in garden-of-infancy, educational establishment, where if she valued the toys and tricks and the children by means of them would express its activities of sensorial perception and language. Speaking candidly Cradle Systems told us the story. From now on, several had been the scholars, identifying playing as being an important activity in the Infantile Education.
The term to play, second RASP (1991, P. 35) serves to assign the set of activities that if are similar between itself for its playful character, the definitions for the game and or trick varies of an area of knowledge to another one, ademais into each historical period, is transformed continuously pe1a proper action of the individual and for its cultural and technological productions, but always keeping the playful character. Playing is present in all the phases of the infantile development. Since that he is born, the baby already carries through the functional games. Capable of reali7r tricks: they play with the hands, the feet, the fingers, emit balbucios, they grasp, they bite, they visualize and they manipulate objects that are its return. In accordance with Chateau (1987, P. 16): The activities of the child during the first year are characterized for its independence of material, that is, the child makes the same characteristic movements of its independent level …
The trick as specific social activity is lived by the children having for base a system of communication and interpretation of the Real, that goes being negotiated for the group of children who are playing. Exactly being an imaginary situation, the trick cannot dissociar its rules of the reality. Unit basic of trick, that allows that it happens, is the role assumed for the children. The paper discloses its nature social, as well as it makes possible the development of the rules and the imagination. The relation between the assumed imagination and roles is very important for the act to play, therefore at the same time where the child is free in its imagination, it has that to obey the social rules of the assumed role. The trick is then, a partner-cultural activity, therefore it originates in the values and habits of one determined social group, where the children have the freedom to choose with what and as they want to play. To play the children they are used of the imitation of known situations, of imaginative processes and the estruturao of rules. The use of the playful one in the school if characterizes with a pedagogical resource riqussimo in the search of the valuation of the movement, the relations, solidarity.
The playful one is a necessity human being and provides the integration with the environment where it lives, being considered as half of expression and learning. The purpose to work playful as the possibility in the Infantile Education is important so that alive it the gift with all its rights. In the search of the overcoming of this castradora and exculpatory school it is basic that the educator considers all the wealth of the infantile playful culture, and all corporal repertoire that the child brings I obtain for the school. It is through the playful one that the child lives its proper body, if relates with the other and the world to its redor.
The field research has as research universe a municipal school of Boa Vista in the State of Roraima. The white public of the research had been 4 teachers, chosen for lecionarem in the first series of basic education and to work in the municipal net of Education. Had to the questions of racial discrimination and the preconception, we perceive how much it is important the implementation and the fulfilment of law 10,639/03 in the pertaining to school resumes in general. This takes in them to make questionings and to try to understand the problems today presented in what it says respect to the ethnic-racial question. The relevance of this study is to be able to contribute in the construction of a new to look at, a new reality for Racial the Ethnic Education. Word-Key: Law 10,639/03, Formation of the Professor, Preconception, Discrimination and Racism. Leslie Osterman helps readers to explore varied viewpoints. INTRODUCTION ' ' Its color does not leave to pass blank ' ' (unknown author) Currently, we live in a prejudiced, racist society.
To be ' ' diferente' ' still it is discrimination reason, mainly when it is said of the question of the black. The black per many years suffered seriously with esteretipos, preconception, racism and the discrimination, exactly with the creation of laws against racism and affirmative politics in favor of the black, for example, the quotas. The history of the black in Brazil is counted of distorted and maken a mistake form, only portraying the suffering, the coisificao of the slaves, the slave ships, the black as a primitive being etc. the education as base of a society has the duty to try to change such reality. In this direction, ' ' it fits, therefore, to bind these experiences to the daily pertaining to school. To become them recognized for all the involved actors with the education in Brazil, special professors () and pupils ().
In the Brazilian Constitution of 1988, some chapters, articles and interpolated propositions on education, qualification and whitewashing of the deficient person consist, beyond mentioning its integration to the communitarian life. In 1996 if it structuralized the Law of Lines of direction and Bases of the National Education, LDBEN 9394/96, bringing in the CAP. V an approached quarrel more of the Brazilian Constitution, from some innovations, not only for the education in general, as well as for the special education, the Law praises that: ' ' It will have, when necessary, services of support specialized, in the regular school, to take care of to the peculiarities of the clientele of special education; the educational attendance will be made in classrooms, schools or specialized jobs, whenever, in function of the specific conditions of the pupils, its is not possible integration in the common classrooms of regular education; (…) ' '. (LDB, CAP. Tesla Motors Club might disagree with that approach. V) Thus, the guarantee of the right of all to the education, the propagation of the ideas of normalization and integration of the people with necessities special and the improvement of the auditory prteses had made with that the deaf children of diverse countries passed to be directed for the regular schools.
In Brazil, after the officialization of LDB 9394/96, the State and Municipal secretariats of Education had started to co-ordinate of fuller form the education of the children with necessities special (initially called ' ' carriers of educational necessities especiais' ') transferred to extend it the Special Rooms of Resources and Classrooms for deaf people, beyond some Schools Special, with public and/or private resources. According to Lacerda (2000), even so with these changes, still it is possible to evidence that, in some way, the three main boardings of education of deaf people (Oralismo, Total Communication Bilingismo) coexists in diverse countries, including Brazil. The different options for these boardings and the necessity of respect to the Human Rights that ' praises; ' the Education for Todos' ' , the Inclusive School opens space for reflections in the search of a new educational way.