To have a definition, it was from the decade of 50 that the one concept was structuralized ' ' syndrome hipercintica' ' , that is, the hiperatividade together with inatenao, impulsiveneness and other symptoms start to constitute, in the interior of the medicine, a passvel clinical entity of a medicamentoso treatment. The use is spread out of drugs in the treatment of the TDA/H, with base only in the empirical construction of that some children improved with the use of calmantes and others presented, paradoxicalally, improvements with drugs stimulants. Although innumerable studies on the hiperatividade and of all technological advance of the medicine, if did not obtain to detect no organic alteration, either in the electro encefalograma, the rays-x of skulls, the ultrassonografia, or same in the computerized cat scan. This fact took the change of the concept of injury for disfuno, that is, is not plus an anatomical alteration, but without minimum alterations in the cerebral function, with repercussions specifies on the behavior of the child. One notices that the Minimum Cerebral Disfuno is the concept that has more acceptance before the society. From these information, they had started to appear publications that contradict accepted affirmations already.
It had some questionings on the use of drugs in the treatment of these children. As BRAZILIAN TREE (1985) children with hiperatividade is that one that presents an inadequate behavior, as fidgets, difficulties of concentration, does not stop the same seated for much time in place, aggressiveness and bad income in pertaining to school tasks, anxiety, low tolerance, etc. These developments neuropsicomotores would compose the DCM and its some synonymous ones. These children, according to model I medicate, will have trends to present social problems, having possibility more accented to start to use drugs as alcohol, for example. With a didactics and a pedagogical action the professor can integrate the necessities specifies of the hiperativo, brightening up aggressive behaviors by means of other pedagogical actions.
Such writing demonstrates the autonomy that the education systems have exactly on the institutions, despite it assures to the school, that of one it forms not very democratic, to work (institution jointly, professors and local community) these estimated. But in an educational context where, although the conditions favorable to the freedom in the found pertaining to school actions in the Law, the State, of hierarchic form, still disable the action of the School of ‘ to walk with its proper ps’ , it fits, prevailed for the democracy where she operates, to search the accomplishment accomplishes of its institucional autonomy. RASP says that ‘ ‘ … for the construction of the democracy in the school, through the democratic management, whose beddings are the autonomy, the participation and the emancipation, is necessary a change of paradigma.’ ‘. Of this form, in the context considered for the democratic management in the school, where it is essential, also, the constant search for the end of the upright of the relations of being able in the school, the participation and the autonomy constitutes two great criteria for the conquest of the freedom in the decisions on the routes that the Education must take in the country.
Dynamics of presentation of guideline of N meeting of participants: 10 the 30 the ministrante will have to pass a box with some incomplete phrases (it can be a music, verse, parlenda, dictated popular or a subject that will be placed in guideline after the dynamics as form to leave the intent participant to the subject that will be boarded, a form of contextualizar the dynamics to the meeting). After all to have I catch its slip of paper, will have to complete the phrase written in it being given its to seem. Who will not be able to complete or for not knowing or not wanting, it will have to pay one arrests. To the end, the ministrante will have to give its to seem to the boarded subject. OBS.: The dynamics will serve to integrate the participants to the guideline that to desire to treat in the meeting. It will be interesting that the content of the box corresponds, that is, is contextualizado to the subject of the meeting..
But the effort valley to the penalty, therefore these authors can provide adventures that they remain in the memory for all the life. It is essential to perseverar. The majority of the good writing is multifaceted and complex. It is necessarily this diversity and complexity that makes of literature a recompensatria activity and stimulant. Many times a book has that to be more than read a time and with different boardings. These boardings can include: a first superficial and relaxed reading to be with the main ideas and narratives; a slower and detailed reading, focando nuances of the texts, concentrating us in what in them it seems to be the tickets key; to read the text of random form, walking stops backwards and for front through the text examining characteristics particular such as subjects, narrative, and characterization of the personages. According to Blacksmith the necessity to read, of if informing, being intent to the great and small subjects, to abandon the passivity and to think above all that in the fence.
The reading in the ones of a security in construction of the clear language saying what we want to say. The information in guarantees a satisfactory level to them of arguments. The reader has its individual boarding, but optimum method, without a doubt, to extract the maximum of a book and to read it some times. The reading is important in all the educational levels. Therefore, it must be initiated in the period of alfabetizao and to continue in the different degrees of education. It consists in a form of interaction of the people of any area of the knowledge. The reading is an essential activity to any area of the knowledge. She is closely on to the success of the being that learns. It allows the man to place itself with the others.