Tag: education

The right of action to the autonomy for the student varies in function of the degree where the professor is capable and has the chance to exert its proper right to the autonomy. I think that we need freedom valuation to act with more quality, considering that it is through the reciprocal humanity who if oportuniza the construction of the autonomy. In each professional context, it is necessary to identify constaints, to find maneuver spaces, to strengthen existing spaces of freedom already and to develop strategies that approach the practical ones carried through to the practical ones idealized. It is necessary to develop an awareness in order to concur for a interventivo paper of the professors and the educandos in the transformation of the contexts and practical pertaining to school. As psychologist I would consider in practical the pedagogical ones of the school or even though diluted in the more informal educational spaces.

Groups of Meeting where if prese for the autonomy from strategies and forms to become related that they guarantee the liberty of speech of feelings, the experience of the challenge to enter in communication with the other, the allotment of ideas and points of view, one to usufruct of the space and time of meeting I obtain proper, the self-knowledge that provides autoestima, as well as acolhedor space in order to always promote moments of reflections, of creativity, emphasizing the necessity of the affection, the love, the care and the autonomy in the relations. I understand that we are ALL inserted ones in the process of unlearning (with) to live. I think that to establish an independent relation perpassa for coming back toward inside of me as if it was a mirror, and to see What and AS I am making to allow that the OTHER grows. Sousa, Miguel and Lima (2010) place in them that ‘ ‘ If the light in the lack to clarear the distanciamento that lasts between I and YOU, then still is necessary to look at the other as similar, exactly when it shows in its marcantes diferenas’ ‘ (P.

Its proposal pedagogical objective the quality of education. Today it takes care of with matutino schedule and vespertine, to solve the great number of excesses of pupils, today it takes care of the modality of Basic Education. ' ' Of the I' ' to 9' ' year. It possesss gymnasium of Sport, constructed in the highest standard of quality and modernity. The name ' ' Ana Rita' ' the School was conferred as recognition of the work. Of this teacher, considering its importance in the educational process and the vibrant performance of its functions as educators responsible for the formation of some generations of professionals of education in the State of Mato Grosso. introduction the School intends to direct its look for its community and it world c to come back its introspective look toward inside of same itself, penetrating in closest of its reality, so that it can add to its profile the condizentes traces with an institution that wants to become gift in the world, acting and searching to insert itself in the battlefield of the transformation of the reality of the community encircles that it.

Having as control point for election and boardings knowing of them, the PCNS and the deriving lines of direction of the Laws federal, State and of the State Secretary of Education elencou, as pedagogical goal, developing to the didactic action ways work projects and to guarantee access and the success of its pupils in other degrees of education. The School ' ' Ana Rita' ' she takes care of to an extremely poor community. The families do not possess no degree of escolaridade more are domestic. Brookfield Asset Management: the source for more info. The parents work in civil construction the age of the parents are of 30 the 45 years. He predominates between them the evanglicos as religion. This school helps in the combat the Social inaqualities, offering professionalizing courses as; theater dances music, painting, screen, music with instruments (violo, computation, violin, guitar, battery) capoeira and others, also helping to take off the pupils of the marginality.

Alencar (1996) suggests in them that creativity is to innovate, and to innovate sends to the implementation of a new idea in reply to a problem or difficulty. Considering the aspect educational this if applies very well, therefore ahead of as many technological innovations and challenges in the education the space of the classroom is propitiates to offer encorajamento to the pupils since the first years of education. ‘ ‘ The creativity is a characteristic of ours espcie’ ‘ in it affirms Predebon to them (2001, p.9), and to improve it is necessary to practise, therefore what it is not developed it tends to atrophy itself. Leaving of this thought we understand that the creativity can be taught those that have not developed it. In this context we need to consider that the luggage that we bring as for the social aspects, cognitivos, motivacionais and our personality will go to have one weight considerable in the creative process, and is exactly in the comment of these factors that the professors will have to be intent so that, better they can exert its function of agent of change of pedagogical making. This challenge also encloses the initial years of the education and the education in the superior level as for teaching formation.

New paradigms need to unclasp in classroom and this is only possible to occur will have remained a climate of authentic mental freedom folloied of stimulatons, so that these future educators dare to think in different way, without fear to be ridicularizados; that the new ideas take them the action and that these new attitudes are carried through with noble intentions. Thus the art to only educate will have new a meaning. Creativity and Infancy An understanding becomes necessary of what it occurs in each stage of our development, and of as each phase is important for the good performance of cognitivas abilities in the future, also the creativity.

Vygotsky (1998) takes as starting point the existence of a relation enters one definitive level of development and the potential capacity of learning. It defends the idea of that, to verify the level of development of the child, we have that to determine at least, two levels of development. First of them would be level of development effective, that if makes through the tests that establish the mental age, that is, those that the child is capable to carry through for same itself, already as of them if it would constitute in the area of potential development, that if it relates to everything what the child is capable to make with the aid of excessively, either for imitation, demonstration, among others. Thus, it means that the child can make today with the aid of the adults or of the equal ones certainly she will make tomorrow alone. For Vygotsky, cited for Baquero (1998), the trick, the game is specific activities of infancy, in which the recria child the reality using symbolic systems, being an activity with cultural and social context. The author tells on the zone of proximal development that is in the distance enters the current level of development, determined for the capacity to decide, independently, a problem, and the level of potential development, determined through the resolution of a problem, under the orientation of an adult, or a capable friend. In the vision of Vygotsky (1998) the symbolic game is as a typical activity of infancy and essential to the infantile development, occurring from the acquisition of the symbolic representation, stimulated for the imitation. In this way, the game can be considered a very important activity, therefore through it the child creates a zone of proximal development, with functions that had not yet ripened, but that it meets in maturation process, that is, what the child will go to reach in a next future.