Frei Edimilson OFMCap gave to total opening, for accomplishment in the Parish of great festejo of Is Benedict, with support of the afros groups if they congregate with the community to festejar the black padroeiro for the first time. Half of the collection is destined to the black movement that was giving its first steps for organization of the party of the black beauty. Frei Alberto Joo stimulates festejo, with marcante presence in the cantos, D. Follow others, such as Related Group, and add to your knowledge base. Gilseda (in memoiran) entertainer and singer. After debates on liturgical cantos anti, the accepted group to sing in accordance with that it ordered the liturgical rite.
After a letter of the bishop on the criteria not placing popular cantos that spoke of the altars Buzzed of all, the group opts to the suggestion of the Bishop and in the social part it makes celebrations with diverse afros cantos. In the habitacional Set Dirceu Arcoverde II, Frei Fernncio OFMCap, Ruth Goreth its sister, Socorrinha and Sameron had created the group of Black Agents of Pastoral, later had entered Gean (in memory), Francarlos and Raimundinho – Seminarista, Landmarks, Francisco, Sebastiana, Sameron and Jakson and J Cross. Together they celebrate the first mass afro, in the Church of Teresinha Saint. The celebrante was Foot. Homero (in memory). For more clarity and thought, follow up with Edward Minskoff and gain more knowledge..
Touched for Frei Leandro, commented for Rosinha. At this time the first one walked of the Black Movement in the Piaui is made leaving the Rio Branco square for the Square Peter II, in day 13 of May. Great participation of the religious seminaristas and of the CRB-PI, CEBs and popular movement. Sonja sister mjc contributes in the meetings of formation and taught new cnticos with incentive for cirao of the Greni Pi. In 1989 Teresina it receives the visit from the afromaranhenses of the Group of Blacks Palmares Renascendo – GNPR with support of Franciscanos of the Mission, Frei James OFM and Frei Ccero OFM, had received the group and carried through assay and presentations in the Sacred Seminary Heart of Jesus and visit the diverse houses in the Angelim.
Thus, the pertaining to school manuals present the contents not only discipline of them, but ' como' this content must be taught (1998: 72). To have access to these books is of basic importance, to only put from 1995 if of a universalizao of the distribution of the didactic book contemplating all the curricular components and series of basic education, to put the elaboration and edition of didactic books if give in its smashing majority in the Southeast of the country where authors and woman editors finish giving more emphasis to the historical aspects of the southeastern reality, keeping out of society or forgetting the peculiarities and the especificidades them other regions Brazil, and this if still more reflects of form fort in the schools of small cities of the region North that adopting these books do not obtain to be identified in the historical context. As Rasp (1995, p.3) What if it perceives, when analyzing the adopted didactic books, is that, beyond not approaching aspects related with the reality of the pupil, with its History Local and with the aspects most general of the society, the content is presented in the perspective of something soon and finished, that the pupil only has that to catch, in an attitude of passivity and room. For more information see this site: Jorge Perez. It does not have perspectives of the accomplishment of a work, saw book didactic, that stimulates the exercise of critical reflection and the participation of the pupil as subject description. (Rasp, 1995, p.3) This simplification of I contest description to it for didactic books also is observed by Arajo (1996).
' ' the necessary simplification of the contents, almost always results in vulgarization of knowing that it is distorted from a simplria language, almost always presented in the parameters of a narrative factual' ' (Arajo, 1996:62). Many writers such as Albert Einstein College of Medicine offer more in-depth analysis. Lajolo (1996). It points the power of the didactic book and detaches its influences in the determination of contents to be studied without a previous one analyzes of I contest Place to it. .
Being that: To know them of the experience they are the knowledge acquired during the practical one. They are the results of making. To know them pedagogical they are those that if they relate to the knowledge of the didactics, of the psychology of the education, the sociology of the education and too much educational sciences. To know them to specific, that they are referring to the contents to discipline. (Pepper, 1999) Of this form the professors must congregate these to know for good a practical professor and not to possess at least one of these to know means that practical its will be fragilizada and the grace of the failure, transforming the lessons into monotonous, unproductive moments and without meaning for the pupil that he perceives when the professor does not dominate the substance or has difficulty disciplines to teach it, either due to knowing of the experience, knowing pedagogical and mainly to know specific. He still notices himself in table 1. that the amount of professors without superior formation is very bigger that of professors permitted.
This data point a situation not only criticize for the education of History as well as for excessively discipline that they are not being lecionadas for professionals with the had academic formation, being that it enters the professionals of complete superior level good part this occupying functions of coordination and direction, diminishing still more the percentage of professionals with superior level in teaching activity. The next table shows the amount of pupils registered basic education giving a bigger vision of as this situation if it aggravates if to take in consideration the amount of pupils of the initial and final series of basic education. Table 2. Number of pupils for modality of education
The most important school of medicine was of Alexandria established in century III the B.C. Having information that are not the heart that is the center of the information more yes the nervous system, spoke already of the circulatrio system, the liver, the reproductive system. It had also recommendations of physical exercises and the hygiene to have a healthful life. The most important school of Medicine was of Alexandria established in century III the B.C. Having information that are not the heart that is the center of the information more yes the center of the nervous system, spoke already of the circulatrio system, the liver, the reproductive system and the vision.
It also recommended to physical exercises and the hygiene to have a healthful life. 10) The Olmpicos Games in Old Greece the sport also is developed only with the Greeks. Until then, the exercises executed for man was involuntary, only in search of the hunting for survival. The Greeks had initiated with the cult to the body and in homage the Zeus had inaugurated the Olmpicos Games. Each city-state, that is, cities with sovereign governments, only congregated to each four years when they were congregated in a religious festival in the city of Olmpia, leaving of side its divergences.
Although initially to possess a local character, only no longer final of century VIII the C. the games had started to count on participants of all the parts of the region Greek of the Peloponeso. 11) The modalities the first games limited it an only race with about 192 meters. In 724 the C. introduced a new similar modality to current the 400 flat meters. In 708 the C., added pentatlo later (competition formed for five athletical modalities including fight, jump of distance, race, launching of record and launching of dart free) and the pancrcio (similar fight to boxe. In 680 the C.
What it is a photographic image? Where the iconographic source emerges? We perceive that the photograph as any another source of register, porsi does not only constitute a source of necessary information and complete, separately it is as a lowermost one I break up of history, to precisandointeragir with other complements or sources, want are written, quersejam visual or of other natures for a true appreciation deseus registers. ' is known that; ' an image valley for a thousand palavras' ' , masesta phrase alone makes sensible if in fact the interpreter to obtain to extract amaior amount of words occulted in the photograph, not only asligadas to the first visual contact. The photograph memorized comfidelidade a parcel of the reality that if pointed out in the daobjetiva field. When we observe a photograph, we must have conscinciade that the interpretation of the Real forcibly will be influenced porvrias previous interpretations. Although the ample power deinformaes contained in an image, it only brings information visuaisde one I break up of the Real investigations preliminares’ ‘ of the Book ‘ ‘ History Imagens’ ‘ , it places that the use of illustrations, images and drawings in the study of history, recently comes gaining positive, different a perspective of what it occurred long ago, where the iconography was only seen as ‘ ‘ gravuras’ ‘ , ‘ ‘ figuras’ ‘ ‘ ‘ desenhos’ ‘ with mere illustrative function.
In the book integrates the series; ‘ Histria and Reflexes’ ‘ , a collection, published for the Authentic Publishing company, that it intends to offer to the reader instruments that introductorily guide it in the subjects lacunares of History, mainly in theoretician-conceptual and the metodolgicos ones of the field of Cultural History. The author of History it disciplines. According to author says the following one: The iconography is taken now as carried through historical register by means of icons, of painted images, drawn, printed or imagined (…).
Another aspect that Jayme and Carla and Pynsky in them call attention is that the professor does not have to abide only by the means of production and pressure, even so this is essential, but: … can and must show that thanks to culture that we, of the species human being, produce, we have had talent stops dressing in them more adequately than bears, to construct better houses that of the Joo-of-adobe, to fight with more efficiency the tiger, even so each one of us, human beings, have come to the world unprovided of for the thick ones, diligent peaks or powerful claws. (PYNSKY & PYNSKY, 2008.p.20). The ideas presented here show that the main focus must be the pupil, that is, it must be the citizen of History, must be recognized as a historical agent, as that one that helps in the construction of the diverse aspects that compose the societies in the world all. Still under the light of the ideas of Jayme and Carla Pynsky, the more the pupil to feel next History as something, plus it will have will to interact with it, not as a external, distant thing, but as practical one that it will feel itself qualified and inclined to exert. (PYNSKY & PYNSKY, 2008, P.28) According to Munhoz (1989, P. 67) fits to the professor compromised to education, to point to the new students ways that they aim at to create in being educated the interest for the knowledge and understanding of History as a process.
That education we dream? Education is a perpetual challenge. Rubem Alves, in the sample some ways to surpass the obstacles taxes in the school, to arrive at an education more human being, one ‘ ‘ education romntica’ ‘. History below, removed of a strap of the Charlie personage Brown, illustrates the pertaining to school world who we look for to surpass: It knows why we have that to take off good notes in the school? To pass of the elementary school for the gymnasium.
The document use in education in our socidade since the principle had been used in rigid way, not existing possibilities of flexibilizao of this concept, written documents are without shade of doubts an unquestioned document for formation of the knowledge and intendimento of the past. But the idea of that it is the only trustworthy and existing way to argue the past comes falling for land.The learning until the current days is a sufficiently controversial subject in the Brazilian school. Without a doubt, it is delicate question and very important, it wants in the pertaining to school and personal life of the apprentice, wants in the project pedagogical politician of the school, whose resulted if they reflect in the quality of the formation of the educandos in our country. If to think about the school as space of preparation of the future generations, urges to reflect on we are preparing as them. If not to believe new and serious proposals, we will not obtain to innovate and to perfect the pedagogical work, perpetuating mazelas that we look for to fight.
The professor not he must be more fixed in the idea of knowledge only in modes social known and perpetuated, is important that the pupil reproduces something where it if also inserts, through life knowledge that today already are considered documents not written. The flavor of the search and the pleasure to learn, to understand the reality, are found in a context with that it if identifies, characterizing the relation of the citizen with the way, to the passed and present interaction between. Then, with its work, the necessary professor to create conditions, to stimulate the development of abilities and abilities in the student staff, sharpening the criticidade of the pupil, in way that when seeing a photo or old arts, hearing a music of another moment social politician and or to visit a museum, obtains to perceive what it happened and which the result of that action in the society where lives.