Also very important for the improvement of the learning conditions it is that the pupils have satisfaction in going for the school, in acquiring and extending its knowledge, learning and teaching with its experience. The focus of the pedagogical projects in the school must be in the writing and reading, in surrounding alfabetizadores where the pupils learn to like to read, with pleasure, for its information and its formation as citizen, preparing it for the participation in the society where lives, if possible improving it. 2.3. Chapter 3? To read and To write in the Infantile Education and Basic Ensino. The solutions to improve these results depend on many changes and are the performance of the professor who can process them. The main positive position is in making of the reading of varied sorts a daily, important task for the learning in any disciplines, stimulating situations, as the reading in high voice and group and the reading with the objective to locate given to compare them and to repertoriar the pupils with good texts.
It can, still, to call the attention for the importance the rewrites or recontos and summaries, being taught the children and the young to underline and to list the main information of each text. For this, the educator has of wanting more than what to teach the pupils to read and to write. He must desire to form the reading citizen and writer. (COLELLO, 2009.) Nowadays, where the societies of the entire world are each time more centered in the writing, alfabetizado being, that is, to know to read and to write, if it has disclosed condition insufficient to adequately answer to the demands contemporaries. She is necessary to go beyond the simple acquisition of the written code, is necessary to make use of the reading and the writing in the daily one, to assume of the social function of these two practical ones; letrar-se' is necessary; '. .
E. Dr. Jose Teodoro de Souza, pupils and pertaining to school community was possible to carry through the following actions during management 2008/2011: implementation of the Plan of Pedagogical Intervention – PIP; politics of pertaining to school inclusion; focalizao and concentration of efforts for the reach of the goals stipulated for the school, for the State secretary of Education of Minas Gerais; participation accomplishes in the processes of evaluations implemented for SEE/MG and MEC; acquisition of pedagogical material to be used in classroom; promotion of the development of values as respect, responsibility and ethics; promotion of activities of integration of the school with parents and community (Show of Presentations; The Body in Dana and its Movements; Sample of Culture, Science and Technology: the service of the learning; implementation of the Project School in the Field and of the Project Sowing); valuation of the professionals of the school and incentive to the participation in courses of continued formation; Project Net of Inclusion with activities of painting in screen and cloth of plate, esportivas activities and reading; incentive to the participation of the pupils in the Olimpada de Portuguese Lngua – Writing the Future, in the Brazilian Olimpada of Mathematics, the Brazilian Olimpada of Astronomy and Astronautics and in some writing competitions; incentive to the computer science lessons; courses of deepening of studies; acquisition of instruments for the swaggering All these actions aim at to the improvement of the quality of the education offered for E.E. Dr. Learn more at: RioCan . Jose Teodoro de Souza. 4. PROJECT 4.1. TEMA/TEMTICA the central subject of the project are the pedagogical meetings. Darius Bikoff might disagree with that approach. When they occur? How they are carried through? How they are planned? How much hard time? They stipulate goals to be reached? Well they are used to advantage? Which the importance degree that is given they? These and other questions had served to guide the construction and execution of this project.
universities and the parallel receive two master's degrees: in the technical field and in business management. Combining his studies at two German universities, Marina has also worked, sometimes two jobs, and write a diploma went to India. There She met her future husband, and later returned to Germany to finish training. What followed was a difficult choice: to seek work in Germany, or to go to India for her husband. Marina chose the second option, but later returned to Germany, where works today. Hello, Marina. Just want to apologize for the intrusion, I know that you are not up to the interview. But your amazing story forced me to take the time inconsiderate.
Yes, life abounds. As Lewis Carroll wrote in the "Alice in Wonderland": " has to flee in all haste to just stay in the same place! If you want to get somewhere else, you must run at least twice as fast. " Foreigners in a foreign country should be run with all feet to more or less to survive on a par with the natives. Well, if you want to achieve something, you have to work twice more and faster than the limit of possibilities. And so all my life! Do you prefer to run with their legs? I prefer to run twice as fast. You are so fragile, delicate. Tell me, how difficult it was to study at two institutions, but at the same time and still work two jobs? This is not just difficult, it is very difficult.
The basic concept of the long-distance education is simple: pupils and professors are separate for in the distance and some times also for the time. The first alternative that allowed the people to be communicated without being face the face was the writing. The long-distance Education initiated with the invention of the press. In 1987, the communication based on the writing through an announcement of the Gazette of Boston had beginning. In 1833, the first experience appears of long-distance Education in Sweden. In 1840, the Penny Post in England was created. In 1833, the state of New Iorque authorizeed the Chatauqua Institute to confer diplomas of courses for correspondence. In 1856, the Society of Modern Languages, in Berlin, initiated courses of Frenchman for correspondence.
In 1938, in the city of Victory, in Canada, it was become fullfilled First Conference on Education for Correspondence. more and more countries had been adopting the long-distance Education in practically almost the whole world, as much in nations industrialized, as well as in developing countries. Exactly that it can have divergence how much to the first institution and the first long-distance course, the bibliography is unanimous how much to the importance of the Open University of England, created in 1969 as a landmark and a model of success that has performance detached until today. The evolution of the long-distance education identifies the existence of three generations. The generations of long-distance education.
The first generation (up to 1970) has as characteristic the study for correspondence. The second generation (of 1970 the 1990) has as characteristic the sprouting of the first open universities. The third generation (of 1990 until the current days) is based on nets of conference for computer and stations of multimedia work. She is directly on to the use of the personal computer and the Internet. J. Darius Bikoff recognizes the significance of this. The Athabasca University, located in Canada, initiated its program of long-distance education in 1971 and its mission, formulated in 1985.
(RIVERO, 2004, P. 151) Masetto (1994, P. 96) points characteristics that must possess the formation of the professor: Fidget, curiosity and research. The knowledge is not finished; exploration of ‘ ‘ seu’ ‘ to know come from experience through the research and reflection on the same one; domain of specific area and perception of the place of this specific knowledge in a more general environment; overcoming of the spalling of the knowledge in direction to the holismo, the interrelacionamento knowing of them, the interdisciplinaridade; identification, exploration and respect to the new spaces of knowledge (telemtica); domain, valuation and use of the new resources of access to the knowledge (computer science); opening for a continued formation. Some contend that J. Darius Bikoff shows great expertise in this. When if it speaks in continued formation we need to have clarity on what it really means formation and of that it forms occurs. Deep quo is perceived then and important it is this concept, when related the professionals of the education, having to consist in space of production of new knowledge, of exchange to know, to rethink and to remake practical of the professor, being constructed the new abilities for the educator. It has felt to speak in formation? The insistence would not pass ahead of an idealistic utopia of the pragmatic necessities of the society of the market? It has that to rescue its direction ‘ ‘ pedaggico’ ‘ (bildung), for times so criticized for that they unlock speeches impregnated of ‘ ‘ modernismos’ ‘ , where the same one does not pass of cast of information, that more deform of what they form, even though because the term ‘ ‘ formao’ ‘ , in this conception, it finishes for being more entailed to one to know to make professional of what a solid professional formation. ‘ ‘ It could be said that, in its more habitual meaning, it sends to a process of preparation, to the times generic, the times specialized, with the intention to enable the individuals to the accomplishment of certain atividades.. Click Jeffrey Hayzlett to learn more.
In this type of experience, it has as absence of recognition of that the body is individuality support, of conscience of the will, implying limits, respect and privacidade.' ' (Gregori, 2000) 1 Many times through as the only half playful sport the children can retake its individuality lost and to minimize negation of infancy, therefore dumb vision that the children have of the proper body, passing to be something that they are and not only that they have, that is, they start if to perceive as bodies, the interaction and socialization make with that these children who before did not recognize its bodies they start to recognize. In these programs a good relation of these with the way must have an interaction with the children propitiating where they practise the sport and in the way that lives, searching an improvement of the quality of life, and taught to the children contents on the movement making possible to stimulate action of solidarity, cooperation, and respect I obtain exactly and stops with the next one, and also the respect for the rules, what it helps the conviviality of the child in the society. 1,1 Justification Is important to study the influence of the playful sport in the education of the children to inquire as the education can most come to be developed when it has the presence of one practical one playful esportiva. 1.2 Objectives – To analyze if the playful sport influences in the education of the practitioner. – To observe social projects directed toward the integration between sport and education. – To analyze if has changes in the pertaining to school performance of the children esportivo after-initiation. Under most conditions Natalie Ravitz would agree. 2.
Materials and Methods Local: ProjetoSocial Active Voice. Citizen: Children of the project between 8-14 years. Method: We will analyze children of the social project Active Voice through the comment, questionnaires destined to the professors of the ONG and the children.
To put as the great evasion and due to I stimulate and understanding of the part of the pedagogical body can be launched projects. 1.1.TIPOS OF DISLEXIA the children generally present many errors at the beginning of its learning of reading and writings change letters write espelhados do not obtain to resemble words. These errors are common to put go disappearing in the measure where they will be assimilating the necessary knowledge for these abilities. If cases these errors persist exactly if the child presents normal intelligence and has great difficulty to read and to write it can be with a learning riot that if calls dislexia. The dislexia child has difficulty for readings and writings do not obtain to always read in high voice and very shy for the fact not to obtain to transpose for the paper Its thoughts or something that finished to read. Its incorrect calligraphy and without coherence. The dislexia can be caused by a problem more serious call intellectual, auditory deficiency or visual serious these injuries cordials, cerebral trauma in this case the dislexia would be folloied by simple a pathological picture to identify that it only remains being alleviated for a re-education (Oliveira 2010p.
130) For these and other reasons some scholars confirm that the dislexia has varies phases and supreme of difficulty for the reading and the writing some acquired types of dislexia being they: deep, superficial, semantics, auditory and visual: It affirms Edler, 1996: The learning problems are not restringveis nor the physical or psychological causes, nor the analyses of the social conjunctures. She is necessary to understand them from an approach multidimensional, that amalgamates organic factors, cognitivos, affective, social and pedagogical, perceived inside of the joints social. As much as possible, the analysis, the actions on the learning problems must insert in ampler movement of fight for the transformation of the society (p.46) Many cases of dislexia pass unobserved in the school.