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Cartographic Education

Cartographic Education

In a study carried through for institute IPSOS, was proven that the half of the Brazilians does not know to locate Brazil in a map of the world. In the research, that counted on 1.000 interviewed, it had people that they had not known to answer, others had indicated Brazil in another place (also in Africa). Jorge Perez is often quoted on this topic. Of the interviewed ones, 10% already they had passed for a college and not even they knew that Brazil if located in the South America. He will be that a pupil of the third year of average education would know? An unpreparedness in the cartography and geography education, or only indifference on the part of the people, who do not see importance some in knowing the map of the world? We are coexisting a volume of information and notice each bigger time, and to know where if they locate the main countries of the world, not only Brazil is crucial task in the globalizado world, that through the technology each time more shortens the distances. We need, therefore, to have the accurate notion of that distances are these. Cartographic education cartographic education if initiates soon in the first pertaining to school years, however, it is in disciplines geography that it becomes more perceivable.

It is the cartography one of the elements most important in the formation of the notion of espacialidade and proportionality of the pupil. But, it is not so simple of if initiating the education of maps in the pupils of the first years of basic education. It is necessary first to work the symbolic function of the pupil. The symbolic function is understood as the capacity to perceive the significant relation and meaning. According to Passini (1994), the children receive complex maps without having passed for process of cartographic education. In such a way pupils conclude its courses in the basic school, illiterate and unprepared in relation to the reading of maps, what he can extend itself until the end of the formation in the third year of average education.

Heavy Metal

Heavy Metal

The differential of the Heavy Metal was the greater introduction weight and speed that the NRoll Rock. Later, bands as Motorhead (MARTINS, 2010), Judas Priest and Iron Maiden would appear, over all in the United kingdom and the United States, adding bigger weight by means of distortion of guitars. In this context, an important group, the AC/DC, would appear as first the great band of Australian Heavy Metal, while names as Scorpions and Accept would be born in Germany (WEINSTEIN, 1991; JANOTTI JNIOR, 1994; LION, 1997; SOLLITTO et al, 2011). Gradual, the Heavy Metal diversified e, in contrast of what it is observed in other musical styles, left of to be something linear, breaking up itself in subgenera, in accordance with the weight, boarded thematic speed and until (PHILIPS & COGAN, 2009). Thus, at any given time, in the scope of the Heavy Metal it appears, for example, the Doom Metal (marked for weighed, but slow musics e, not rare, of long duration), the Death Metal (aggressive, raw musics, sped up and marked for vocal guturais), the Black Metal (also marked by vocal guturais, but thematic more come back the mrbidos subjects and noise eventually decelerated), the Gradual Metal (long musics and with many ground of guitars), the Thrash Metal (fast, but with the addition of weight by means of its vocal instruments and), the Gothic Metal (approaching as subject on subjects to Literature, horror, fancy and to the supernatural one, being many times marked by keyboards of mrbida noise and guitars esparsas, decelerated and broken rhythm. Violins, when introduced, tend to transmit a climate saddened), the Industrial Metal (heavy noise eventually atrelada the electronic tickets; the result evokes sounds of machines, from there the name), the Stoner Metal (mixture of Heavy Metal, Doom Metal and NRoll Rock), Grindcore (fusing between Punk Rock and Heavy Metal) e, finally, the Folk Metal (complex mixture of Heavy Metal and folclrica music of a specific region).

Pedagogical Coordinator

Pedagogical Coordinator

It is detached still the new paradigms of the education, having shown the forms of changes and the routes that it must follow, as for example, in the past the knowledge was transferred and today due to these changes of paradigms, this knowledge is constructed. Inside of a critical analysis Freire (1980) it detaches the confidence in the people affirming that this is indispensable necessary condition for a revolutionary change and the Pedagogical Coordinator is part of the team pertaining to school and needs to have pedagogical knowledge to inside direct the works, having basic importance of the institutions that act, therefore is it link between the direction and the professors, however this necessary professional if to undress of arrogance and if to become equal excessively of the group and being a deep expert of the laws that conduct the education beyond a incentivador of practical the pedagogical ones, For the author Vasconcelos (2002 P 20) ' ' the authoritarianism is impregnated in our relations, and what it is worse, in we do not give conta&#039 to them; ' , for it had the influence of the povoamento and exploration settling as the necessary coordinator happened in developed societies and to be intent to these facts, not having searched to be dynamic, at the moments of reflections so that the professors feel themselves received and participates of complete form and she is not necessary lists of frequencies to mark the presence of the collaborators. Exactly that some coordinators say that at least the professors being present hear some thing, illusion affirms Vasconcelos (2002), therefore the epistemologia leaves clearly that without the desire it does not have construction of the knowledge and it warns, must have a reliable climate between the coordinator and the team of professors and detaches some practical that they need to be in the development of the work of the coordination: to support the initiatives of the professors and to look for to reduce the bureaucracy, so that the work can be developed. .

Matta Space

Matta Space

Peopledo not always choose you live, interact and ' be' in places that ploughs mostbeneficial you them determined by modern western academics' ' In this way, we believe that this examination exacerbadamente' ' economicista' ' (and determinista), it does not explain the gidehumana completely, a time that while to be cultural it has other so quantoessenciais necessities to the survival beyond the feeding, of raw materials, dosrecursos natural that they guarantee the technological development, of the search porabrigos etc. The handling of the landscape encloses questions that surpass adaptativas ascondies and of subsistence, related to the ordemcognitiva aspects, to the sentimental attachment to the place, the choices strategies, it polticasou ritualstica, at last is part of a net of infinite significao. SegundoSilva-Mndes (2007, p.143; citing Bradley, 2000), the landscapes queno had even though suffered modifications can be classified as cultural, vistoque, as indications of the author, ' ' (…) namente they namente disclose to symbolic landmarks of the communities human beings who use a space and give meanings unidadeselementares of the landscape, valley to say, of appropriations of mitolgico matrix, territorial and others that transform an elementary unit of the poucafreqncia landscape into the space in something delimitador' '. Being thus, this ecological vision can be considered objective acompreenso of the landscape, for which it explains part of they relaeshomem versus way. However if it forgets (or it makes nanica) dasparticularidades the historical process, of the choices that are of puramentecultural order, the graduations of the fact (Leroi-Gourhan, 1984a, 1984b), inherent aconscincia to the condition human being that allows the ordinance, classification, the ways to think and to act, the relativismo and the proper choices. Of the Mattaclassifica this ' ' atitude' ' as instrumentalista, that is, it understands the culture as a reply the certain challenges ' ' (…) as one tipode reaction of a certain animal to surrounding data fsico' ' (Of the Matta, 1981, p.32).

How to Teach Geography

How to Teach Geography

The study it will have for base bibliographical research on the education of Geography and the tecnicista pedagogia, as well as, the systematization and analysis of the data raised in referring didactic books of Geography to the cited period. In recent years very if has debated the scientific community on the education of pertaining to school Geography, being that some authors as, for example, Cavalcante (1998); Gebran (2002) and You mark (2008) come carrying through research on new conceptions for the education of this disciplines, in order to develop new didactic boardings for the education of Geography. These mobilizations they aim at the distanciamento of practical pedagogical centered in the memorization, still common element to the work in this disciplines pertaining to school (CAVALCANTE, 1998). Although if it identifies diverse works that argue new pedagogical boardings for Pertaining to school Geography, it is considered that for times it is not clearly to the professor of Geography what characterizes a work seated in the memorization of information on the space. This lack of clarity can favor the maintenance of old pedagogical traditions, which can take the pupils to the total disinterest for the lessons of Geography. To identify the presence of the tecnicista pedagogia in the education of Geography, it was as required assumed to describe the process of implementation and consolidation of the education of Pertaining to school Geography in Brazil; to present the main characteristics of the tecnicista pedagogia in Brazil; to identify, in didactic books of the decade of 1970, characteristic of this pedagogical boarding in the education of Geography.

Learning Perception

Learning Perception

Through our capacity of perception of the world and we ourselves, we mold, activate, we bring up to date or we leave of side our mental models or part of them. The more rich, faithful and flexible it will be our perception, better the options that we will have to advance route what we want and to know to recognize when already we arrive there. Word-key: Perception, Psychology, School. For the great majority of the professionals in the psychology area, the perception says respect to the process through which the real objects, people, situations or events if become conscientious, and is through the perception that the human being knows> world to its return of total and complex form. It distinguishes itself from the memory, because she says respect the events gifts and also she is different of intelligence and thought in the measure where if she relates the situations concrete, the perception is plus a concept that possess different considerations, that depend on the theoretical boarding.

The Perception can be understood as a product of some sensible elements of the human being, that is on the experiences that the individual had previously, can be understood in well simple way as being irreducible to the sensations, that if confuse with any psychological process. We go to take as example the color. The color is perceived through the cones in our vision. They exist about six million cones in the human eye, and perception for the brain it stimulates and it to differentiate a color of the other. Thus, the brain learns to correct the color of objects. The education this evolving, and each time more early this being part of our lives, has a great necessity of the professionals of Education, mainly the professors and pedagogical team, of if adjusting to this new reality.