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Month: November 2013

Anne Almeida

Anne Almeida

The game is a form to represent the context where we are inserted, independent of the time, social classroom and other factors. Ludismo social interaction In the evolutivo process that characterizes the human development, studious specialists and of the subject, considers that the playful potential has very important function. The measure that the individual goes if freeing of the beginning of the pleasure, and starts to interact with the reality being searched balance between the satisfaction and not satisfaction of its more primitive impulses, as well as the balance of its emotion, its affectivity, it will need an element that is to play. Whose function allows that if adapte to the way and pass to value the excessively integrant ones and to respect rules and valores' '. Already the teacher specialist Anne Almeida, teacher of the course of Pedagogia and physical Educao: – The act to create allows a Pedagogia of the Affection in the school. It allows a love act, of affectivity whose territory is of the feelings, the passions, of the emotions, for where fears, sufferings, interests and joys transit. A relation educative that estimates the knowledge of other people’s proper feelings and that they require of the educator the corporal availability and the affective envolvement, as well as, cognitivo of all the creativity process that involves the citizen-be-child. The affectivity is stimulated by means of the experience, which the educator establishes a bond of affection with educating.

The child needs emotional stability to become involved itself with the learning. The affection can be an efficient way of if arriving close to the citizen and the ludicidade, in partnership, a estimulador and enriquecedor way to reach a totality in the process of learning. In the playful activity, what it matters is not only the product of the activity, what of it results, but the proper action, the lived moment.

Scandinavian Languages

Scandinavian Languages

Later, the era of repression encroached into a fairly large area of Scandinavian dialects. In Normandy, this turn of events occurred in the 11 century, after which the Scandinavian dialects disappear, and in Kiev and Novgorod. Britain and Ireland "liberated" from adverbs come in 12-13 centuries, and in Greenland and the Isle of Man, and the Hebrides Scandinavian dialects ceased to exist in 15 century. By 17 century in Scotland, and to 18 in the Shetland and Orkney Islands also fell out of use of the Scandinavian dialects. And during the 19-20 centuries significantly decreased their use in Finland and Estonia.

Of course, that all of these areas to date, of course, there are some people who use the Scandinavian languages and dialects. History of the Scandinavian languages is divided into three periods. It is an ancient period, which lasted until about 1350-1375 years: the average period, which lasted from 1350-1375 to 1530 years, a new period, which began in 1530 and continuing until the present time. When in Scandinavia formed the feudal State (10-11 centuries), the Scandinavian dialects began to merge into larger linguistic units called languages. Icelandic language is formed from Dialects of Norwegian settlers in Iceland, the tribes, which, together with the Norwegian language forms the western subgroup of the Scandinavian group of languages.

To the east the same subgroup are Danish and Swedish. Swedish language for a long time to develop in the total complexity of parallel with the Danish language. Dialect of the Swedish language, common on the island of Gotland, has preserved many archaisms and separated during her existence drevnegutnichesky language, has become one of the languages is the basis for the formation of public and literary variants Swedish.

Education for Change

Education for Change

In these first/second decades of century XXI some evidences that can explain, in part are verified, the world-wide situation of permanent conflitualidade, possibly, to exacerbar of the diverse individualismos/egoism that, in turn, will not be other people’s to the effective politician-educative systems, in last the 30/40 years, established in some new material values and esquecimento, prejudiced, of that, secularly, they came being taught and transmitted. An education, with technician-scientific objectivos, justified for the necessity of know-making that it was not, equitable, folloied for the axiolgicos, ethical-moral objectivos of Know-being and Know-being. It was opted to an education for the technological change, a society of the knowledge, the information and the consumption, certainly, important, but very relatively empobrecida for the little insistence and relevance of the humanistic and classic domnios. The education and professional formation that today will be given to the children, adolescents and young, they will be responsible for what in the future it comes to happen, when these generations to occupy the diverse ones to be able of decision, because: ' ' The individualism culture is a source of concerns for the pertaining to school experience of the pupils, for its satisfaction with the same one and for the will to continue. It is, also, a concern in the long run, anticipating the type of adults where if they can become these isolated and individualistic students. They will be one part ' ' generation eu' ' future individualistic, materialistic, hedonista and autocentrada.' ' (HARGREAVES, EARL & RYAN, 2001:48) and if on the other hand, education for change, that if it desires and if it considers inadivel, will have to include family, as first and great agent socializador of child, because it is in the family that it goes to acquire the first habits, rules, values, behaviors and, desirable, one Know-to be and Know-to be, in the life; On the other hand, it is placed, however, the serious situation where the familiar institution comes diving, since it has some decades.

Pupils Development

Pupils Development

Being thus, in the measure where it is developed, the pertaining to school environment the affectivity between educator and educating, the fulfilment of the activities leaves of being arduous task for the pupil, therefore he is proportionate motivation, good will to learn, brightening up the anxiety consequently, that is, has a reliable transmission, encouraging to invest in the execution proceeding of the tasks, giving meant to the process of acquisition of the knowledge. Oliveira (1992) when studying the psicogenticas theories, points authors as Piaget, Wallon, Vygotsky, affirming that the interaction with more experienced beings In accordance with has great influence in the construction of the individuality of the child or in the development of all its personality the study of Oliveira, for Piaget, the affectivity do not modify the structure of functioning of intelligence, but it will be able to speed up or to delay the development of the individuals possibly leading in the interference of the cognitivo development. Vygotsky not only detaches the importance of the other in the process of construction of the knowledge, but also of constitution of the proper citizen and its forms to act. According to author, the internalizao process involves a series of transformations that place in relation the social one and the individual one. Wallon, in turn supports in its theory that affectivity and intelligence are mixed, being the affectivity the main one half for the acquisition of intelligence, that is, the pleasure in the process of acquisition of the knowledge if of the one from it I stimulate positive, that is acquired through the sprouting of the symbolic elements internalizados by the child, Wallon affirms that the appearance of these symbols transforms the emotions into feelings, that can be fear, distresses, frustrations, joys, sadnesses, amongst others. In contrast, a desestimulador environment, where it does not have interaction of both the parts can cause fear, repulsion, distresses anxiety and frustration in the pupils, diminishing consequently I stimulate it for the learning.

Philosophers

Philosophers

They are philosophers who had been born, in its majority, before Scrates. With Scrates and the sofistas a thematic one in the philosophy is inaugurated new: of the cosmological problems (physical, chemical, biology) for the antropolgicos (ethical and politics). Tales was the first philosopher of history therefore, according to Aristotle, was the first one to give a rational reply (without appealing myths) for the question most common of its time: which age the element that gave to origin to all the things? Answers of Daily pay: TALES OF MILETO: of the Jnica school, he was great mathematician and the first philosopher; it identified the water as arch. ANAXIMANDRO OF MILETO: of the jnica school, it said that arch was aperon (infinite). Its disciple, ANAXIMENES defined air as arch. PITGORAS OF SAMOS, the Pythagorean school, mathematical, defined the term ' ' filsofo' ' , and arch was the numbers. XENFANES OF CLOFON, the eletica school, critical of Homero, was base for ' ' The Repblica' ' of Plato.

FESO HERACLITUS, of the jnica school, defended the idea of the continuous flow, a perpetual war between the contrary. PARMNIDES OF ELEIA, the school eleata, said that only the reason supplies knowledge on the nature. ZENO OF ELEIA, the school eleata, disciple of Parmnides, developed a series of paradoxes in order to prove the inexistence of the movement. EMPDOCLES OF AGRIGENTO, of the jnica school, if related to the four elements 9fogo, land, water, air) as component of all. ANAXGORAS OF CLAZMENA, the school eleata, said that everything in the life depends on seeds, nous. DEMOCRITUS OF ABDERA, the atomic school, said that atoms are small indivisible particles that if join and separate formand all the things. They were four philosophical schools of the period daily pay-socrtico: jnica (first to search arch), Pythagorean (numbers were arch), eleata (fire, land, water, air and its ralao of union and in agreement separation defended the four elements love and hatred) and atomists (they believed atoms).

The Professors

The Professors

Not to use itself of the school as threat and punishment to the things that made of wrong in house; To have patience, persistence and security; Not to give up to bring it because it cries, to follow the child at this moment: the mother or the father or grandmother or dribble; To leave that the child brings of house in the first days the object that it not yet obtains to break up itself for much time, as: chupeta, cloth, doll etc.; Not to leave the hidden ones, if to fire without lies, with firmness and sincerity, not drawing out this moment beyond the necessary one; To frequent the school with the child being in the classroom until the third day. In the room and fifth days will be in other spaces, more moved away from the room and will be informed by the teacher the necessity or not of its presence. It is important to know that in the school, the individual cares with the child, many times, will not be taken care of immediately, a time that the work is developed in the collective one and that the child will go perceiving this aspect, learning to wait and to make some alone things. It is in this environment, facing conflitivas situations, that it will construct its autonomy; At last, a paper of the parents, is before everything, to transmit security and support with patience nor all the moment, being looked for to react the calmest possible insurance ahead of the behaviors that inevitably can appear, as I cry, vomit, bitten, amongst others. The paper of the professors in the adaptation: Conscientiously to deal with the facts and the representations that are being formed, establishing a reliable affective relation, friendship and cooperation with its pairs, the parents, the coordinators and, mainly, with the children; To receive the children in the proper classroom for this being a lesser and aconchegante place, with an amount of people reduced, beyond the room; To take care of personally of all the questions that if to relate to the children, leaving that the other adults of the school help in other tasks, what it would favor confident a faster linking and of the children with the professors; To plan the first week and to argue with the parents, in the initial meeting, from form to enclose the aspects of as the children will be received until a detailing on the daily routine, the activities that normally are proposals, the moment of the snack and exit, standing out the shortened time of permanence of the child in the school in this first week, which will be extended gradual; To establish a work routine, since the first day, exactly that of flexible form, but with well defined moments and having as central landmark of time the schedule of the snack, what it happens before and later, of form to guide the children how much to the schedule of the parents to arrive; To keep a daily contact with the parents, through individual meetings, when the case thus demanding, or same in informal colloquies, at the beginning and end of the day, to get information on the child. .

Disadvantages of Training

Disadvantages of Training

What are disadvantages of training? Even the most successful, most effective training has its drawbacks. Communicating with a lot of people have passed various trainings and we and other coaches convinced that after a single training: – changes in behavior, outlook only things which matured each individual person. Even if all information is received, accepted and understood, if it does not affect the sore – a large part of the training will somewhere on the periphery of consciousness as a disturbing dream. Maybe sometime in the future then it will help – at the right time, relevant information suddenly wake actual memory – and in fact yes, I remember the training …. But not necessarily. – Even training where the mind understand that mistakes can be done, no one hurt and not to humiliate, hurt self-esteem, and be a fool not want all the problems are not practiced and all questions never given. – Training is limited to time and all actual and urgent issues never have time to work out. – The coach, as if he was not proficient – still, to some extent the examiner and the behavior unconsciously imprisoned under the approval or resistance depending on the goals.

– Apply the knowledge gained in practice and if it works began to be used where necessary and where not necessary, often losing their original meaning and effectiveness. – The result of training without additional work is short-lived and posttreningovoy once digested skill fails, there is a setback to the usual behavior. – The effect of the group as a companion effect often being more honest, more understands, gives a sense of unity, acceptance. People are starting to look like sensations outside the training group, and not having the necessary skills to build relationships, and getting no results, frustrated. – Training – this always test and overcoming of it as pleasant to remember the commitment obstruction, emotional adventure, but the algorithm to overcome the digest is very vague and not always entirely. So the training is only effective as part of the education system, important, interesting, giving a boost … but in need of consolidating the progress element of the system. As a minimum, you must posttreningovoe support, and the best result gives a long-planned training program.