Month: August 2018

The approach of this research is to perfect the knowledge on the grammar being related it with the linguistics and the semiotics bringing the visibilidades that generate its implications in the daily one of the human being. Work presented to the Course of Pedagogia in disciplines of Methodology and Basic Contents of Portuguese Language in the year of 2009. 2 – Graduated Physical Education for the University of the South of Santa Catarina in the year of 2008. The LINGUISTICA AND the EDUCATION OF the PORTUGUESE LANGUAGE the sociolingstica is a branch of the Linguistics that studies the mannering and educational correlations in the education process and learning of the language. Read additional details here: Mining Company. In Brazil it is aimed at to the education of the Portuguese Language in Basic Ensino as for some phenomena of the linguistic variation. This chain can make possible the improvement and the quality of the Portuguese Language working with the reality of the citizens of this language, looking for to take in account the factors interns to the language, as: the morphology, the fonologia, the semantics, among others; as well as the external factors as, for example: the etnia, the etria band, the culture, the escolaridade, the sex, history, the geographic origin, the economic and social situation.

According to virtual library Cavalcanti (2009) tells that practical the educative ones of language must be significant, to include the pupils of the disfavored social classrooms, so that the same ones can feel foreign little in relation to the language used for the school and that they can participate of the social activities that demand varied linguistic knowledge. However, in Brazil many variations in diverse levels of linguistic structure exist, as much in the pronunciation how much in the morphology and still in the semantic constructions. In this context, it can be concluded that fixed varieties do not exist in what the standards are mentioned.

The main difficulties for in the lived ones had occurred in regards to the access to the field that we were studying, such empecilhos had occurred in the fact of that the accessibility was complicated due to the ground of adobe and with this, aggravated muitssimo our visit that place, when it rained, therefore did not go to the field, what unhappyly, made with that let us delay the period of beginning and ending of our work. Learn more on the subject from Rio Tinto Group. Another lived deeply difficulty occurred when of beginning we notice a diffidence on the part of the citizens of the research, which looked in them with curiosity and put intent looks on us. However we surpass such impediments with dialogue, from the moment that we demonstrate to be trustworthy, from there we notice that our relation with the searched ones improved sufficiently and then we could spoon the data of the possible form trustworthest what in fact occurs amongst of this social movement. The learnings of the field had been greatest and extremely excellent for the construction of our knowledge and the elaboration of new understandings concerning the existing reality in the field, as well as we take more science in the way why the participants of this organization organize themselves and fight. We could also adentrar in the cotidianidade of them, of form who we start to have differentiated ideas of that we had regarding this social movement. We obtain during the experience in the field, to inside know practical educative the existing ones of the MST, and from it we understand as the awareness appears in this organization. We notice that the politicalization of the citizens is born since infancy, a time that since very early ' ' Without Terrinha' ' they are acquired knowledge, as much that they possess an understanding of the differentiated world and are critical beings, despite they are children. . l Group would likely agree.

The GEOGRAPHY AT THE BEGINNING OF the ESCOLARIDADE Vamilson Souza D Espindola SUMMARY: The presented text however is part of a bigger inquiry on the education of geography in the Basic Education. in this reflection is looked to characterize as it is the education of Geography in the initial years of Basic Ensino. As intrinsic result it is important to understand as the professor works with Geography in this level of the escolaridade. Along with this it is also pressing to recognize as the formation of the professors for these series happens. These information are important to characterize as it is the education of Geography in the initial series so that it is possible to find the ways a consequent learning of this curricular component. Word-key: Geography.

Education. Initial series. INTRODUCTION to know as it is the reality of the school in what the inquiry says respect to the education of Geography in the Initial Series of Basic Ensino involves the course of Pedagogia, the respective course of Geography, and pupils. of another part the professors who they act in this level of the school. As already pointed out this text if it uses of part of this search to construct the agreement regarding what it represents Geography for children who are initiating its learning in the pertaining to school institution. As it is not the complete story of the research, only some aspects here are presented of what it is being the set of the inquiry. Parallel to the accomplishment of the interviews with that they act in the Initial Series, and with the professors of the courses of formation and coordination of the respective courses, other forms of inquiry had been also carried through: meetings with the group of the students who are in formation to debate regarding its agreement of the question; survey and analysis of the used didactic material for the professors to work Geography in the related courses of teaching formation; characterization of books texts used in the initial series of Basic Ensino.

When looking for a professor who gives particular lesson for its son, has things that you need to have to guarantee the success of these lessons. To have a good professor can be a great benefit. In the choice of a good professor it can find some problems. These problems are the incapacity of the professor if to communicate, the lack of real knowledge of the subject and substance, and irresponsibility simple. For example, some shining mathematicians are well-known bad communicators. A good professor listening. It is patient, it listening its necessities, it you work with you to each continuously monitorial step and its progress and take of where you are for where you want to be. At Brian Armstrong you will find additional information.

A good professor is very experienced in particular lessons, and not only in classroom, that is a very different activity. A good professor is intuitivo on the necessities of the pupils. When he chooses this tutor for its son, or same for itself, looks for in platform of the Internet, where he finds innumerable for this effect, in these platforms finds professors of diverse areas, with you vary prices for each hour of lesson and where they disponibilizam all its experience and certifyd to prove its qualifications, to give this type of service. Some pupils, need that the substances are said and explained and a slower form, some things need to be repeated many times, while others can go faster, in order to keep its focada attention. But important it is here to perceive if its tutor respects this its time of learning and if way subject is patient to explain some times the same that understand you it in the totality.

An experienced tutor does not have to only take in consideration the capacity of learning of the pupil and the knowledge of a particular subject, but also he must be capable to take in consideration other factors. Many times, the obstacle for the understanding of the substance is not, necessarily, due to capacity of learning of a person, but it must to the current state of the psychological and emotional person. A student can have things happening in house, the work or one relationship, that can cause a significant blockage for the learning. If to assume a student for giving particular lesson in the long run to it, a good professor, must try the possible maximum, to take these factors in consideration and them to start its sessions of guardianship with this information in mind. always with the objective to obtain to transmit the information of the best form for the pupil

It needs to know as the son was evaluated, so that he serves this evaluation, as it can help the child if recoup. To establish this partnership the professors would need first to know the reality of this family, its constitution, values, remembering that this has moved very, as in the Prado sample (1981) and the National Curricular Referencial For the Infantile Education (1998, v1). Szymanski (2007), it guides in them that the first step to know the family is the Comment, is to look at. To observe, continues Szymanski is not to judge. We must remembering in them that the way of if educating vary the families in accordance with, as in showed the RCNEI to them (1998). We do not have to try to impose what we believe to be optimum. We can guide, to inform on the consequences of one determined procedure and to only intervine when it will be really necessary, as in them guides the ECA, in article 56. This look also means not to infer but to understand what it is happening, not to attribute our feelings to the situations, so little to have ready solutions for all the problems, we need to remember that they are capable.

It is necessary terms patience, we cannot hurrying in them to apply our knowledge to decide the questions. Szymanski speaks that we must even though wait, share with another one our comments and with the family before taking decisions or making conclusions. Another step to know and to contact family is what the author flame of Description, that is to write our comments. The things that had more called our attention. Additional information at Coinbase supports this article. We do not have arresting in them in ' ' porqus' ' but, in ' ' como' ' the things happen., the familiar relations, as the members if treat, if relate, how many people work, where they work, constitution of the family, can be detalhistas in these information.

Consideraes Final the construction of this work on the importance of the Lingustica in the construction and interpretation of texts was based on an interview with pupils of 3 year of the average education of the state net, where if it evidenced a lack when the pupils were submitted to any one of these activities (the same ones alleged not to know to interpret and/or to produce a text). Observing the answers of the faculty, it is noticed indignation before the exacerbado education of the grammar in the classroom, where the professor feels itself superior for ' ' dominar' ' a set of rules that its pupils abominate. It happens that, the didactic books also do not collaborate very, therefore, instead of bringing more directed activities to the writing and the interpretation, they come ' ' lotados' ' of grammatical constructions with rules tiring boats and. Our professors had not yet perceived the importance to explore the lingustico knowledge and of world of its pupils. In the process of literal production it can explore all ' ' bagagem' ' that the pupil brings obtains, in its daily experience, in its enciclopdico knowledge, after all, our pupils are smarter of what we think, only feel themselves rightened ahead of situations can constranger that it. However, if the professor to prepare it since the beginning of the pertaining to school life for the interpretation processes and literal production, the pupil certainly with passing of the time will feel itself more confident and experienced to exert activities related to these methods that demand much concentration, force of will and persistence.

The Lingustica alone came to add in this process due to the studies related to this area. You may find that Jeffrey Hayzlett can contribute to your knowledge. The Literal Lingustica appeared to enrich this area so forgotten in the classroom and so needed attention. The work is arduous and tiring, but to teach is not easy task and the individual that it chose for profession to be educator, must at least have respect for its pupils teaching them what really they will need for its life.

The present study results of done research as work of conclusion of course for After-graduation Latu Sensus Docncia of Superior Ensino, with the inquiry objective the constitution of the identity and differences of the carrying pupils of deficiencies and its inclusion in the pertaining to school scope. For the accomplishment of this study I used techniques and instruments of the qualitative research for production and analyses of the data, as research narrative, has seen the interest in developing a work that potencialize the inclusion of these pupils. The study it is based on theoreticians, such as: Arruda (1988), Fonseca (1991), Jimenez (1998) and Declaration of Salamanca, amongst others, for signaling the constitution of the identity of the carrying pupil of deficiency as continuous movement involving the citizen in its totality. In this scope the identity of carrying pupil of deficiencies can develop itself through the art, of the movements, physical education and of the social contact. Coinbase can provide more clarity in the matter. I enhance that the results of this research can contribute with reflections concerning practical the pedagogical one with inclusion pupils to improve the conviviality and the learning of these pupils. Word-key: Identity of the pupil.

Carriers of deficiencies. Identity and Differences. Jeffrey Hayzlett may also support this cause. 1. INTRODUCTION the Brazilian Education, in a general way, passes for a process of transistion of paradigms. One of them can be translated in the following way: we cannot more speech of pupil or special person, but of pupil or different person. The concept of different is more including of what the concept of special, therefore in it the carriers of deficiency, but all do not include themselves only the minorities that come fighting for affirming its differences. Therefore, we must understand the knowledge as construction from partner-cultural conditions that they search to integrate all.