Pedagogo must have a pedagogical, philosophical and psychological look in relation to the human beings that are gifts in these spaces not them treating as mere objects to be molded in accordance with the objective of the company as Towers and It hisses (2009), this means to say that any individual must be valued while subject and respected about its differences, to think about the development technician alone it can be thought valuing the interpessoalidade and behavior of these citizens. We do not believe the pedagogia that disdains the human being in prol of the production, but in the development of these citizens with the objective to understand them and conduziz them it its personal development and the production will come for consequence. Ribeiro (2007, P. 33) standes out the relevance of the development and the exercise of the abilities in the organizations, therefore ‘ ‘ the capacity is mentioned to it to adjust/to transform knowledge and tecnologias’ ‘ soon one has the development of the human techniques when the character of the people is developed and potencializa it critical transformation of these citizens, this would have to be the pedagogia developed in all the fields wants enterprise or not. Freire (1989) ‘ ‘ it strengthens a problematizadora and reflexiva, indispensable education for the desvelamento of realidade’ ‘ she is this, ours to see, the education that the Pedagogo must contemplar.
He has much permissividade and little responsibility on the part of the parents, as much the rich ones as the poor persons. Therefore, in the school the pupil does not respect more the professor. The indifference of the authorities is great. It only exists much propaganda and little action, little enterprise. The wage is irrisrio, what it more still contributes with the depreciation of the education. Stansberry is likely to increase your knowledge. Many professors work three turns. This is desgastante and unhealthy. The professor does not relieve the sufficient in the classroom.
I still wait to reach the education as priority in our country. (teacher C). Exactly with all these difficulties found in the ways of the docncia, the professors invest in its formation, are always searching to bring up to date its knowledge although sufficiently to have time in classroom. I am Pedagoga and Ps-graduada in infantile education. Leciono has 18 years.
(Teacher). I have the Teaching and currently I am attending a course Pedagogia. Leciono more than the five years. (teacher B). I am Postgraduate. Leciono has 30 years. (teacher C). Although the formation is an important factor in the professional development of the professor (a), it he is not the only one, Imbernn (2000, P.44) points other factors considered for it important: The improvement of the formation will help this development, but the improvement of the other factors (wage, structures, levels of decision, levels of participation, career, climate of work, labor law etc.) has decisive paper in this development. Something that in them called the attention sufficiently is the fact of that the majority of the interviewed professors, they had said with certainty who love the profession that they had chosen and if they feel carried through although the faced impasses every day. I can say that I feel myself carried through. I make what taste and I specialized myself in this area.
The human movement is more than what simple displacement of the body, constitutes in a language that allows the children to act on the environment where they live, dealing with situations that they can create to invent, to discover new movements, beyond allowing that they discover its proper limits. The corporal education is what it constitutes the base of our human behavior, therefore through the movement can express our attitudes and ideas. According to Piaget (1987), one of the studious greaters on the cognitivo development, describes the importance of the period sensrio-engine and the motricidade for the development of intelligence. Intelligence, therefore, becomes related with the mental psicomotricidade that agrees to relate playing as physical activity and that causes interest and satisfaction to the child, developing its physical, intellectual, moral and emotional qualities of pleasant and satisfactory form. Friedmann (1996) to stand out that the game is of extreme importance for the child because is by means of it that the child learns to express itself of spontaneous form and exempts, unloading its energies, learning to interact with the other. For more specific information, check out Yael Aflalo. Thus it will go to develop itself more of integrated form and getting bigger success in the learning and in personal accomplishment.
The game is of what a simple act not to play, through it is possible to develop the mental development of the language, processes and social habits. For Huizinga (1995) the game can be as a free activity, conscientiously taken as ' ' not seria' ' exterior the habitual life, but at the same time capable to absorb the player in intense and total way. It is an activity that cannot be on to any material interest, which if cannot get profit. It must be practised inside of space and secular limits, according to some orders and rules. It is basic to take conscience of that the infantile playful activity supplies elementary information regarding the child: its emotions, the form as it interacts with its colleagues, its performance physicist-engine, its period of training of development, its linguistic level, its moral formation. .
Under this fact Canarian (2006, P. 16) it standes out that … throughout the last centuries, this form of organization that is historical and contingent, suffered a process from naturalization, passing to be faced as something unavoidable, that is, as ' ' natural' '. This naturalization disarms the educators for a perspective of critical understanding in the way as they exert its profession. On the other hand it is this naturalization that explains the permanence of this organizacional model, although the change winds that they sweep the pertaining to school systems after the years of 1960. She is necessary to recognize that, instead of the reform to change the schools, they had been the schools that had changed the reforms.
But, the school that we have today is not the same one that it marked the first half of sc. XX, therefore, it passed of a context of certezas for one of promises, inserting itself, currently, in a scene of uncertainties. The school of the certainty was of the first half of century XX, that is, the one that from a set of intrinsic and steady values, formed citizens, supplying the bases an insertion in the social division of the work. It was the central pillar of the State-Nation only allowing to some the social ascension, therefore she functioned as an elitist register. Speaking candidly Yael Aflalo told us the story. After World War II the school starts to be of mass since, with the quantitative expansion of the pertaining to school systems, more people had started to frequent it with the intention to insert itself more easily in the cultural standards and the partner-economic model. The people associated the biggest amount of schools the three promises: development, social mobility and equality. Not the concretion of these expectations its current platform took the school, that is, school of the uncertainties, therefore the fact of the individual to be in the school is not synonymous of efetivao of such promises.
Practical while subordinated an institution (school), that it has proper culture, with definite purposes. Being a curricular component with a reflexiva action, that involves practical and theory as aspects indissociveis, being able to be articulador of the knowledge constructed during the course. ' ' In this vision, pedagogical making, that is, ' ' what to teach and as ensinar' ' , it must be entailed to ' ' for who and so that ' ' , thus declaring a reciprocity between the developed contents and the instruments of currculo.' ' (PEPPER, 2006 P. 67). Under this aspect, the supervised period of training becomes excellent for being the chance of the learning, to adentrar in the pertaining to school field, to collate themselves with the concrete, perceiving it as practical theoretical basement/, at the same time to reflect concerning the reality. It is a component for which the citizens must be capable to contextualizar, to plan and to manage its pedagogical action. In Pedagogia of the Autonomy, express Freire its thought on the question of the searching professor, in its to understand, what it has of researcher in the professor is not a quality or a form of being or acting that if it adds to the one to teach. It is part of the nature of the practical professor the investigation, the search, the research.
Study in felt to inquire and to search to evidence itself, therefore, evidencing, if it intervines intervined if it educates. It is necessary to search to know what not yet it is known and of this form to communicate the newness. ' ' It does not have research without education, nor education without pesquisa.' ' (FREIRE 2002 P. 14) the elaboration of disciplines was mediated by the necessity of the contact of the practical pupil with the pedagogical one, aiming at to the formation of professors dynamic, critical, searching, independent, creative, with proper initiative, capable to question the situations and to find ways to surpass the challenges and with promising actions and performances in the society.
Parecer number 21, of 2001, of the National Advice of Education, it defines the Curricular Period of training as one ' ' learning time that, through a period of permanence, somebody delay in some place or craft to learn the practical one of the same and later being able to exert a profession or ofcio' '. Thus, the period of training assumes a pedagogical relation between that already she is a recognized professional and a trainee. The period of training must offer theoretical subsidies so that the professor knows the universe pertaining to school as institution that produces knowledge scientific. Fitting to the people who orientates, together with the pupils, to know the daily one of the school, being made use itself to study it critically it, with theoretical basement. Pepper believes that, the period of training, in contrast of what it was advocated, is not practical activity, but theoretician, an activity of transformation of the reality. However, the period of training is the space in the resume of formation destined to the activities that must be carried through by the learning in the future fields of professional performance, where the pupils will make the reading of the reality, what it demands abilities for ' ' to know to observe, to describe, to register, to interpret and to problematizar e, consequentemente, to consider alternatives of interveno' '.
(Pepper, 2001, P. 76). Therefore, such practical, is understood as an inquiry process, in which the pupil locates itself, through an attitude of analysis, production and creation, regarding its action in the proper interior of the practical one, making possible to the learning the interaction with the concrete situations of education. The Supervised Period of training offers to the pupil the chance to unite practical and theory, being, in this manner, important element in this joint. In this direction, it is a way to offer to the pupils an effective learning, uniting theoretical knowledge, for being an activity that it searchs to know, to base, to dialogue and to intervine in the reality.
Exactly with the presence of the adverb there, that it appears in the second phrase, the verb to construct does not suffer no modification in its classifications. One more time, it is possible to identify the inadequate job of the word to modify in the grammatical conceptualizations. This mistake is recurrent also in the concepts of adverbial aid. 5.3Conceitos of adnominal aid According to Grammatical Reflexiva, of Cereja and Magalhes (1999, P. 257, grifo ours): ‘ ‘ Adnominal aid is the term of the conjunct that modifies the substantive, any that is its syntactic function, characterizing it, specifying it, determining it or indeterminando-o.’ ‘ Let us see an example to illustrate what it says the concept above: Former: I caught a book.
I caught an interesting book. (Grifo ours). In the first phrase, book is a common substantive, simple, primitive, masculine and singular concrete; it remains after presenting these same classifications the presence of interesting the adnominal aid. 5.4Conceitos of adverbial aid In accordance with the Reflexiva Grammar, of Cereja and Magalhes (1999, P. 225, grifo ours): ‘ ‘ Adverbial aid is the term that, essentially, modifies the verb, indicating the circumstances where if of action verbal.’ ‘ In the Grammar of Faraco and Moura (1988, P. 329, grifo ours): ‘ ‘ Adverbial aid is term of the conjunct that indicates a circumstance of the express fact for the verb or intensifies the direction of the verb, the adjective and the adverb. The adverbial aid exerts, therefore, the function of modifier and intensificador.’ ‘ To follow we will give an example thinking on the concepts of adverbial aid. Former: They will travel.
They will travel tomorrow. (Grifo ours). In the first phrase, to travel is classified as a verb in the infinitive, thus co it to me in the second phrase, exactly after the job of the adverbial aid tomorrow.
Thereupon, as Russian food market was crowded proposal fastfudnoy food, the population appears interested in health foods. People tend to compensate for all the shortcomings of life in metropolitan areas by supplying the body with necessary vitamins. It is known that the largest number of those contained in the plant, natural foods. Therefore, abandoning the “American” cuisine, people will find out in Oriental recipes. Are a great company offering a huge variety of authentic cuisine from the east. Sushi delivery to the office, on nature, the house is now one of the most popular services of Japanese restaurants.
When ordering food from moeproduktov, people can be convinced of the usefulness and dietichnosti food containing a minimum Disk Amount of calories and rich in beneficial ingredients. Orders of dishes such as sushi rolls, miso became still in demand and due to the very approach of cooking. Japan holds its traditional way and in the tradition of cooking. Most of the recipes of contemporary Japanese cuisine came from the ancient ancestors, and the ingredients have remained unchanged. According to tradition, in Japan, decided to use food to three times a day. Breakfast, lunch and dinner can not be represented without any Jap “handful” of rice. Food is used slowly, in small portions to the plate portion was always hot. In the morning, in the normal range to eat some rice, diversifying its various sauces.
Some Japanese do not deny yourself to breakfast in the reception portion of miso soup. In Japanese view, dinner is not such a “tight” as the Europeans (first, second, third), – often costing the same again a handful of rice. At dinner, the Japanese can not afford more: rice with meat, fish dishes, various soups (misosiru). Typically, the dish is cooked in vegetable oil. Consumable products contain a minimum of animal fat and starch. Greens are not subjected to any heat treatment. Soup in the representation of the Japanese – a bowl of broth without all “thick” konsenstsentsii. Each man must take care of your health and make the right choice in favor of proper nutrition.
I'm amazed at how often I get e-mail from a disgruntled home cook, lamenting the fact that, once again, a dish of pasta has turned into a culinary disaster. I have heard stories of annealing, the pasta cooked, tasteless, which can also be glued, or inedible. In fact, I recently had the experience where I was shopping with a friend and I suggested she buy some pasta. His answer was that it was too unpredictable to cook. It need not be. First, 90% of cooking is being there.
That is, let the phone ring through voice mail, perhaps leaving guests in the living room taking their Chardonnay and simply keeping your focus on the task at hand. And for being there, that is, tends the pasta: you do the test is only available to judge its doneness: to taste. The two points only improve your skills in cooking pasta, but I offer here, ten little steps that, taken together, guarantee a perfect dish of pasta in all moment. Follow these steps and pasta constantly prepare you to impress your family, your friends, and your harshest critic; you. 1. All pastas are not equal. Choose a brand with a solid reputation in the market.
De Cecco and Barilla are two fine brands available in supermarkets. 2. Use a pot that is large enough to accommodate the pasta without crowding. For a pound of pasta, eight pot is good, ten is better pitcher. Pasta needs room to move freely while cooking.