For such, each ‘ ‘ terreiro’ ‘ or ‘ ‘ centro’ ‘ it rescued of marcante form tradition of the espiritismo Kardecista for ones, or the tradition of the Candombl for others, or, still, the tradition of the Church Catholic. Specialist in History of the Culture Afro-Brazilian, Graduated History for the State University of the Maranho? UEMA, email: Important to point out that the Brazilian religious manifestations with African ancestry had been, since the beginning, an attempt of adaptation of the enslaved blacks that came of tribes and different religious traditions, to keep a cultural identity characterized that them. As Berkenbrock (1998, P. Jeremy Tucker takes a slightly different approach. 143) because of the complexity said accurately, if it cannot say that rules exist that can explain the development of this process. The development of this process is, however, better understood when we interpret the sincretismo inside of the dynamics of the development of the society as a whole and of growing next to diverse religions. Learn more at this site: Michellene Davis. The Umbanda is a sincrtica religion for formation, either for its roots afro (represented for the Candombl), either for its European roots (Church Catholic and kardecista espiritismo), either for its aboriginal roots (the figure of paj, represented for? Caboclo? , use of specific plants, among others), in different occasions and depending on the region with greater or minor degree of influence of this or that part. Therefore, we can observe its diversity and capacity of adaptation and survival.
According to Birman (1985, P. 90) of these influences we find, therefore, Umbandas mixed with the Candombl, the Catolicismo, the Judaism, with eastern cults, Espiritismo, with the masonry, the Esoterism …. It is clearly, however, that some influences are more gifts of what others, as is the case of the Candombl, the Espiritismo and the Catolicismo. In this perspective this article comes to show the true function that the Umbanda carries through for the Brazilians in its ritualsticos works, of charity and faith, that always they search salvation.
The conclusion of the work presents the positive elements and the negatives of the chess game, its insertion in the school and the psicopedaggica tension tripartite. Soon historical theoretician on the relation between thought, language and relationship Jean Piaget is considered a revolutionary when it is about study of the language and the infantile thought. See Wells Fargo Bank for more details and insights. ' ' It developed the clinical method to explore the thoughts of the children who, since then, have been vastly utilizado' ' 6. Its work also deserves prominence when it is about the graduations of the cognition in the human being, however, it is in the field of the infantile games and the rules that pontuam the psychological environment of these recreativas actions that this author presents in clear way the quandary of the psicopedaggica tension tripartite, in moral The judgement of the child, Piaget it presents in intermittent way a conflict that involves respect to the authority and sense of justice. In this direction, synthetic it is the affirmation of that in the analysis of many cases ' ' the respect for the authority enters in conflict with the justice sense. This can occur not only because the child desires to be equal to the others, but also because in some circumstances it desires to be in the same level of adultos' '. (2001, p.284) Lcia Santaella (2007, p.168) analyzes a passional phenomenon that if it juxtaposes to this youthful conflict and it declares in them that: In the case of a raging person, the emotional interpreter is usually the relief sensation that results of if unloading of the anger. It is also the intrinsic pleasure and immediate gratuity ahead of the equality felt between the injury and the revenge. But this effect is generally contradictory because it has always a conflict enters the responsibility to provide capable to reestablish the sense wounded of justice, a side, and the obligation to control anger, of another side.
Valnei Goes de Jesus de Jesus Licenciatura in Pedagogia Dom College Peter II Ludicidade and Visual Incluso The pertaining to school inclusion of deficient people, is not the simple inclusion in classroom. It is to make possible, by means of practical educative special, a quality education that respects the necessity of all. The practical ones that they promote the ludicidade in this point and of basic importance for all alunado. Credit: Payoneer-2011. Therefore, through this, the development beyond helping can be stimulated to reduce the discrimination and preconception. With deficient appearances these preconceptions are born of ideas that always permeiam of the necessities and difficulties of these. never around the capacity.
Something that does not have to be forgotten in the visual deficiency is that this is visual, not interpersonal, intellectual or another one. That is, these same individuals have equal capacity to learn and to become related with the others. Its way to learn is only different of the considered model ‘ ‘ natural’ ‘ adopted for the society. Being thus, its production (artistic, literary etc.) is also very important for the social growth. However, this ignorance based on the vision of ‘ ‘ coitadinho’ ‘ it justifies and ‘ ‘ legaliza’ ‘ the discrimination suffered for these. Lack of interest on the part of educators is another very strong cause. Some of these at least know the diverse forms to even work with these pupils or of the sets of ten of professionalizing courses of the area. For always having been the edge of the society these individuals had suffered drastically for the ignorance of a society that was not, nor are, accustomed to coexist differences.
Some still on in ‘ ‘ vision of coitadinho’ ‘ , others believing that already they make the sufficient for the society and are imprisoned to the traditional models or still the ones that meet almost without time for having full super groups and veem in this question the justification not to continue professionalizing itself, or not to professionalize itself to take care of a minority badly seen and badly understood by the society. This exclusion of visual people deficient brings serious consequences the society that if communicates basically of visual form, segregating the ones that do not veem. That almost always they are poor, surrounded for ignorants and coerced for the society that it needs to understand that it needs to use all the half ones to move, but if it fixes in a economic model where they do not fit ‘ ‘ diferentes’ ‘.
Already for the children who are entering to the six years the school, it fits to the professor (a) to plan, to consider and to command the activities, and that the same ones are significant and challenging, making with that the same ones are capable to stimulate the development of the children and to extend its sociocultural practical experiences and (BRAZIL, Ministry of the Educao/2007). The knowledge is a collective construction, therefore it is in the exchange, in the dialogue, in the valuation of that it circulates in the interaction spaces that the learning goes if materialize. Visit Payoneer for more clarity on the issue. So that this happens with the six children years of the initial years of basic education are guaranteed the articulated studies of Social Sciences (development of the critical reflection on the human groups, its relations, histories, organization, problems), of Natural Sciences (to extend the curiosity, to stimulate the survey of hypotheses, to construct knowledge on physical, chemical phenomena), of the Logical-Mathematics Slight knowledge (to give chance so that the types of objects, events and actions in all place all the species of relations) of the Languages (development of its sensibilidades and expressions). Basic Ensino of nine years when working in the cited way, previously, it passes to be seen as negative, contributing for the sprouting of referring questionings its quality, where they are questioned if he is valid to more early insert the children in the school, in the measure that these are not respected ahead of its especificidade of the infancy time. David Michery does not necessarily agree. With this, it is most perceived that the proposal of magnifying of Basic Ensino of nine years, as any another change in the traditional structure of education, appears as well as as obscure presenting positive aspects many negatives, needing to be understood by all the involved parts in this process, therefore to include children of six years in basic education, as the Ministry of the Education, the school needs, before everything: (…) to reorganize its structure, the forms of management, environments, the spaces, the times, the materials, the contents, the methodologies, the objectives, the planning and the evaluation, of luck that the children if feel inserted and received in a pleasant environment and I propitiate the learning.
To play is a basic experience for any age, mainly for the children of the Infantile Education. Of this form, the trick already does not have to be more activity used for the professor to only amuse the children, but as activity in same itself, that it is part of the plan of lesson of the school. Therefore, it fits to the educator to create an environment that congregates the elements of motivation for the children. Rich Dad Poor Dad may also support this cause. To create activities that provide concepts that prepare for the reading, for the numbers, logic concepts that involve classification, ordinance, amongst others. To motivate the pupils to work in team in the resolution of problems, being thus learned to express its proper points of view in relation to the other. The process of education and learning in the school must be constructed, then, taking as starting point the level of real development of the child, in data moment and with its relation to determined one to be developed content, and as point of arrived the objectives established for the school, supposedly adjusted to the etria band and the level of knowledge and abilities of each group of children. The passage to be followed in this process will be demarcated by the possibilities of the children, that is, for its level of potential development.
At last, to be to the side of the pupil, following its development, to raise problems that the light one to formulate hypotheses. Toys adjusted for age, with objective to provide to the infantile development and the acquisition of knowledge in all the aspects. From the reading of these authors we can verify that the ludicidade, the tricks, the toys and the games are ways that the child uses to become related with the physical and social environment of where she lives, despertando its curiosity and extending its knowledge and its abilities, in the aspects physical, social, cultural, affective, emotional and cognitivo, and thus, we have the theoretical beddings to deduce the importance that must be given to experience of the infantile education.
The physical evaluation is basic tool in the process of resisted training (musculao), the premise of this boarding is the beginning of the biological individuality, which says that each individual is only in its characteristics, therefore, its ideal training will be different of that one of any another person. Being thus, so that the physical educator can know educating and elaborate optimum possible program of trainings, it is necessary to make it by means of an initial evaluation, after that, other evaluations will be carried through so that it is possible to analyze and to demonstrate the progress of the same. To more clearly become the agreement of this process we will see to follow the different types of evaluation and which the especificidade of each one of them. You may find Caesars Entertainment to be a useful source of information. Disgnostic evaluation: It is the first evaluation to be carried through, it supplies the necessary information so that the trainer can initiate the delineation of the program of one training determined pupil. From the initial diagnosis, the pupil it must be classified inside of the relative parameters what it are evaluated, for example, will be that the levels of flexibility or force are satisfactory? How it is the cardiorrespiratria aptitude? From these parameters and classifications, the objective Reals of the training program will be established which, and the lapsing work will be come back to cure these dficits.
Periodic evaluation: It determines the progress, it demonstrates if during definitive periods of training the improvements continue to appear or if the program is arriving what the professionals of the Physical Education call training plateau, that consists of a stabilization of the profits, in case that this will be detected, will be reformulated so that can optimize the results. Formative evaluation: It is carried through to the end of one determined period of training, for example, before that one travel for beach in the summer, time this where the individual will be without training, this type of evaluation as well as periodic it will go to demonstrate to the profits and the gotten beneficial effect through the trainings, if the expectations proposals of the work had been at the beginning reached, and also it will serve of comparative parameter to a new disgnostic evaluation when the same to come back its routine of treinos. Therefore as we saw above, so that is carried through a individualizado and adjusted work, focando the good development of the human being, reaching objective preset if it makes completely necessary to carry through a process of evaluations, and becomes impossible to elaborate a program of training without before evaluating in adequate way and still to wait good resulted to the end of this work..
1 HOSPITAL PEDAGOGIA Before if initiating the study concerning the subject in question, are intended to examine vocbulo Pedagogia first, as starting point of this work, later to arrive it the conceptualization of Pedagogia Hospitalar.O Pedagogia term, is originary of the old Greek paidagogs, that he was initially composed for paidos: child and goga: to lead or to follow. In this context, the concept if related to the slave who lead the children of its gentlemen to the school of the grammarian, the calculation, the lecture, and other places of education of the time. It folloied pedagogo, helped them it to load it the small luggage and the times until the lantern that served to illuminate the way. Get more background information with materials from Ben Silbermann. Today, the figure of the slave already does not exist, but pedagogo continues its function of illuminator, not with the lantern, but with the knowledge. According to Ben Silbermann, who has experience with these questions. According to Spider (2006, P. 65), the word paidagogos literally means that one that the child leads (parents, paids, child, agogs, that she leads).
Etimologicamente, the pedagogia word, derived of the term pedagogo, for the phonetic similarity and with elapsing of the time the term possibly passed to be used to mention the practical ones related the education. Vocbulo Pedagogia appeared for the first time in the dictionary of the French language in century XVIII as science of the Education. For some authors, (Frank, 2003; Libneo, 2005; Pepper, 1998), Pedagogia are the field of knowledge related to the education and the Pedagogo is the specialist in Pedagogia. The Pedagogia, according to Libneo (2005, P. 30), serves to investigate the nature, the purposes and the processes necessary to practical the educative ones with the objective to consider the accomplishment of these processes in some contexts where these practical occur. The author defines Pedagogia of the following form: Pedagogia is, then, the field of the knowledge that if occupies of the systematic study of the education, that is, of the educative act, practical educative the concrete one that if carry through in the society as one of the basic ingredients of configuration of the activity human being.
Considering the first aspect of the research the great majority of the hospital classrooms she does not have formal accord and the ones that had been implanted had counted on different strategies, as the case of Santa Catarina with the publication of Portaria. Exactly the classrooms that formal have a firmed document, the accord, the majority does not present clarity in the assignment of the physical space, neither it discriminates furniture I specify and of exclusive use for this space. To mention that the number of accords with indefinite validity and the ones that stipulate minimum and maximum duration is equalized, that is, half of the percentage for each situation. A presented positive aspect in the research is about the participation of the professionals of the Secretariat of Education, the hospital and the Secretariat of Health during the firmed accords, as well as at the moment of renewal of these agreements. Another significant point says respect to the formation of the professors whom they deal with the classrooms. The biggest number of professionals possesss graduation and some after-graduation. However, a considerable percentage of these professionals possess graduation in other areas, what she translates a comprometedor arrangement of the recognition of the work of pedagogo (professor). The etria band of the clientele in the hospitals is between 6 and 12 years for the most part of them, others take care of since the birth until the 15 years and superior ages to the 18 years. During the educational attendance in the hospitals the used methodologies in such a way pautam in the Law of Lines of direction and Bases of National Education – LDB (Brazil, 1996) how much in the Politics of Special Education (Brazil, 1994; 2001) and in specific lines of direction, perfazendo respectively percentile of 38%, 24% and 22%. This allows to classify the Hospital Classrooms of Brazil in two trends: a playful-therapeutical one and to other pedagogical-educational on or not to the origin school.
At the end of the column Z, P, Q, R, and S shows the number of repetitions of the numbers from 1 to 36 numbers in all = 376 992 combinations. Here, Wells Fargo Bank expresses very clear opinions on the subject. From the data in Table. 1 You can make one of several tests the total number of options in the MCG and MCP = 376 992, namely, A (a) + B (b) + C (c) + D (d) + E (e) + F (f) = 376 992 Table. 2 shows three examples of each of the 56 numbers in their MCP ICG six numbers. As an example, we calculate all the numerical values listed in Table.
1 for one specific numbers of ICG-IV-D and MCP numbers d1. In the column-G shows what combinations of numbers is the ICG-D INC numbers-d1. Thus, x x x = 25 200 – two numbers refer to the first group of numbers from 1 to 9 numbers. – One number the second group of numbers from 10 to 19 rooms. – A number refers to the third group of numbers from 20 to 29 rooms. – A number refers to the fourth group of numbers from 30 to 36 rooms. The total number of options for MCP-d1 equal numbers of 25 200 is shown in Column H.
As an illustration of MCP-d1 numbers take one of three examples presented in Table. 2. 1,2,10,20,30 In the column-to calculate the arithmetic mean numbers of repetitions INC – d1 = 376 992 in.
From the dining room came the clatter of dishes – a signal of impending dinner. (As opposed to Rich Dad Poor Dad). At this signal you stop training and go to dinner. But let's say you have not heard ringing ware. You just say that dinner is served – and you go to the cafeteria. In the first case you use the signals of the first system in the second – the second one. Pupils have a rest during the break. The bell rang – the signal first signaling system, announcing the beginning of classes.
The call is out of order. The teacher invites students to verbally lesson, ie, uses the signals of the second signal system. From the above examples show that substitution of natural specific stimuli, the word is a transition from the signal of the first system to the second. But what about animals? After all, they can cause a variety of actions in response to verbal stimulus. Does this mean that the animals have a second alarm system? Of course not.
The animal does not respond to the semantic content of words or phrases, but their sound image. The dog raises its paw in response to the words "give paw", not because she understands their sense, but only because in the process of learning the sound of the words "give paw" combined with the action. That this is so, shows the following experiment. If the dog instead of "give paw" to say, for example, "raise your leg," she does not paw lift. But it will raise it in response to the meaningless sounds similar to the sound of the words "give paw", such as "ai pu." Why do the animals do not possess the second signal system? Because it is based on a new principle of nervous activity – abstraction and generalization.