This was the developed subject, argued analyzed with the pertaining to school management of the institution where the period of training was carried through. 4.2. PUBLIC WHERE THE PROJECT WILL BE APPLIED: (GROUPS, MODALITIES OF EDUCATION, FACULTY). At Movie producer you will find additional information. Direction, specialists in education and faculty of E.E. Dr. If you have additional questions, you may want to visit Mark Zuckerberg. Jose Teodoro de Souza.
4.3. DURATION Curricular Period of training III (Practical of Education in Pertaining to school Management) has total duration of one hundred and two hours (102 h/a). This project was developed to reach forty hours (40h/a) that it understands to the period of period of training. What it corresponds 39.21% of the total horria load approximately. 4.4. JUSTIFICATION ‘ ‘ The pedagogical meetings are excellent instruments of quarrel on the different speeches ‘ ‘ falados’ ‘ for the school. During the group meetings, it is said demasiadamente of the practical ones, is thought very about making, but little it is thought on thinking.
The meeting is space of meeting, listening, exchanges and transformation. Information that turn knowledge, words that turn documents, experiences that turn experiences and plans that if materialize, the pedagogical meetings are responsible for forming a professor who speaks with property of what the school thinks. They must be a space of debate and clear joint between the administrative and pedagogical questions. We must transform the space of pedagogical meeting into, effectively, pedagogical, that is, transforming, of education. We must pursue the formation, the transformation, the group, the investigation and the challenges placed for our profession. What it is gained with these spaces is the time, that constructs a coletivizada culture of a group of educators. Pedagogical meeting is implication space! ‘ ‘. The necessity to renew and to dinamizar the pedagogical meetings is urgent, searching one better exploitation of this much-needed time for the growth and improvement of the professionals of the education. 4.5.
The law already does not discriminate the children ' ' concebidos' ' for adoption, however we ask in them, then when the common citizen will go to breach with ' ' laos' ' discriminatory? The preconception is very great with regard to the children whom if ' intends; ' adquirir' '. It is as if it was of front to the shelf of a supermarket and was fulling its ' ' stand of compras' ' only with what it pleases to it. However, child is always child with its personality, its defects, qualities and with its specific physical aspects of its ' ' natureza' ' as any human being, she does not have as to only take the part ' ' boa' ' , or same of wanting to mere identify it for the physical standards of a child. However the new law of adoption n 12,010 reformulated in 2009 foresees more agility in the adoption process aiming at the welfare of the child above all, as, for example, the time of permanence in the shelters does not have to surpass two years, and will have one registers in cadastre national and state I contend given on the children so that if it can make a crossing of information with ' ' pretenses' ' of the future parents. Beyond trying to prevent the adoption to the Brazilian? what consists of receiving a child and registering it in its name? without no legal procedure. Exemplificando with one realidadeAt we question ourselves here on as it is the process of the children until arriving at the shelters and as ' ' caminha' ' the adoption process. Now we will try to understand this relation with the practical school in lived deeply through field research involving visits and interviews. Much is said in familiar base and its importance for the education, many questionings had been raised regarding the institutionalized children, if they would give more problems in the school. .
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. Kurt Bock: the source for more info. 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.
I know that you already came across with this some time. But and words of the proper copyholder? E-mails for writings with headings as ‘ ‘ nap of reviso’ ‘ they are many. But the periodical confection is not simple, moreover, it does not make use of as much time as books. The process is dynamic, demands agility because it is written in one day to be distributed in the other. Educate yourself with thoughts from Phil Rykhoek. It does not have as much available time e, therefore, many pages do not obtain to pass for the revision. In a situation, somebody, when knowing that I am revisory of the Braziliense Post office, died to laugh for having read the word ‘ ‘ muarela’ ‘ , which thought to be grafada with ‘ ‘ ss’ ‘. I only said that this type of error happened. For even more opinions, read materials from Chinanews.
Chacota took off me the will to inform that the word was correct. It has acknowledgments of readers also saying that they find ‘ ‘ innumerable erros’ ‘ , but they do not point them. Certainly it has critical as of the personage above. However, the majority of the letters to the copyholder has reason. What it frightens is the way as if they comment the errors in a publication. The messages are contaminated of disqualification of the professional of revision and the journalists.
I repeat, in the process that is very fast can have adequacy lack. E, in a fast reading, some particularitities pass unobserved, unhappyly. The copyholder is an almost invisible personage, a quiet reader, who is in the embroidery frames of the text. To the exception of the cases where the credit of the work is given to it in the expedient of the publication, its presence will not be noticed.
In the Portuguese language the pupil finds three types of basic studies: literature, writing and grammar. The grammar possesss three analyses basically: PHONETIC (it studies the sounds), MORPHOLOGY (it studies the forms and functions of the words) and SYNTAX (it studies the phrase, the relation that the words possess between itself). Of this form, we go to understand our language with calm! He is not incorrect to mix morphology with syntax, for example, but we will have that to make this, at the first moment, separately. To decide the problems of ' ' Sinttica' analysis; ' we will offer, during this chapter, a new project. Before, we had learned that if we made perguntinha for the verb we could find the Citizen of the phrase. Thus if I said: ' ' The boy fell in lama' ' he would make then the following one asks to the verb ' ' cair' ': Who fell in the mud? ' The reply then it would be the Citizen: ' The boy was who caiu' , then, ' ' menino' ' it would be the simple Citizen.
Expensive student, this is a method that we costumamos to call the Curse of the Questions. Many questions are elaborated so that the unfurnished pupils make these questions and arrive the unexpected conclusions in the answers. It only sees what it could happen: DANGEROUS CASE! ' ' Which is the Citizen of the conjunct: Vendem yellow houses with three rooms, two bathrooms and a room for escritrio' '. now? It tries, my expensive student, to make perguntinha to the verb to find the Citizen. It sees will be functioned! It observes: ' ' Who is vendem? ' ' I do not know who; soon it could only be a Indeterminate Citizen, right? Not! , In this in case that, when we have one ' ' verb + SE' ' , everything what to come after it (not existing preposition or adverb) will be the Citizen.