we establish a relation between this aspect again and the dance., therefore as we know that the dance is one of the few activities in which the human being if finds more complete-body, has lain and spirit. Get all the facts for a more clear viewpoint with endocrinologist. We can say that the dance is one of the communication forms that express individual and social understanding of world. The dance as language in the school favors the expression and conscience of the body, being that this work aims at to the corporal conscience, promoting the respect and the valuation of the possibilities of discoveries of each person on same itself, to the contact with the other and with the group, moreover, the dance propitiates the individual, musical rhythm, creative slight knowledge of secular space and dramatizaes. For Vygotsky, the bedding of typically human the psychological functioning is cultural, and therefore, description, therefore the human citizen is constituted by what it is inherited physically and for lived deeply the historical and social experience personally for the citizen. Frequently fracking colorado has said that publicly. Thus it defends that the mediating elements in the relation between man and the world, are constituted and loaded of cultural meanings. It presents as mediating elements the instruments and signs.
Considered as a central concept for the understanding of the Vygotskianas conceptions on the psychological functioning the mediation is the intervention process of an intermediate element in a relation, it wants to say, the relation leaves of being direct and passes to be mediated by this element. It works with a notion of that the relation of the man with the world is not a direct relation, but a mediated relation. The superior psychological functions present a structure such between the man and the mundoreal exists mediating, tools auxiliary of the activity human being (OLIVEIRA, 1993). Thus the professors are part of these mediators, and that, therefore it must think where perspective if Dana must work, as something that to be copied, or as something that can contribute to form people conscientious of itself and half it where people live, who create that they express themselves, that they are sensible.
The communication and free expression; they give freedom to the child to express itself through the corporal, artistic expressions as dramatizaes, drawings, paintings, the language written and verbal movement in free texts and colloquies, where it will be able to exteriorizar through the free activities that to practise its interior world, its yearnings, doubts and concerns. The education for the work; the function of the activities inside of the classroom is auxiliary the child to construct its proper learning for this, is necessary that makes it voluntarily, with pleasure, ' ' The classroom must be pleasant and sufficiently active, therefore the work is the great engine of pedagogia' ' (Freinet), in case that contrary it will only make to take care of to a request of the professor not having of this form a satisfactory learning, being the lost activity, therefore it only filled the lesson schedule. The proposal pedagogical of Freinet applied in the classroom of more the autonomy to the pupil, not exempting the professor of its responsibility for providing an education centered in the freedom of the pupil, ' ' The Educator must have sensitivity to bring up to date its prtica' ' , since its pedagogia one will only be able to give certain when applied in an environment of cooperative work; making with that each child feels if part basic of process of education and learning and that not this alone, therefore belongs to a collective, according to it, ' ' nobody advances alone in its learning, the cooperation is fundamental' '. The professor has the function to organize the work being aimed at to take care of the necessities of the pupils, for this it must search on the subjects of the community where the school this inserted one, in this process the pupils participates actively, is necessary that professor and pupil exert its freedom with discipline and responsibility. Bibliographical references: Pedagogia Freinet, available in: Freinet, available Clestin in: Wikipdia available access in 05/09/09 to the 21:02 hs
It is clearly that it does not happen in a magical way, but for a true fight in search of its release. With the disposal of a work not enslaved, but I free that it allows the pleasure of living. Without believing the human beings, the dialogue would be a way of docilmente paternalista manipulation. Find out detailed opinions from leaders such as Robert Greene by clicking through. The dialogue consists of a horizontal relation centered by the respect between the citizens that they participate of the practical expression of one social one, valuing knowing of all. Freire comunga of the opinion of that nobody frees nobody, however also nobody is become free alone, however the men if free in communion. Another form or angle of this questioning is to understand that the dialogue considered for the elites is verticalizado, forms the educate-mass, disabling it of if revealing. So that educating the pass of critical the ingenuous conscience for it has that to become citizen, becoming free itself of the domain of the oppressor who to many makes times if to feel it ignorant incapable and.
To educate dialogicamente is essential for formation of thinking critic. To arrive itself at such result it is necessary that if it has between the citizens an authentic communication, where has confidence between both the parts. The communication as form to keep the critical conscience is understood as the conscience articulated next to the prxis. For Pablo Freire the way to arrive itself at a percipient, challenging and transforming look, is I dialogue essential it I criticize, it says and the convivncia to it. For this author the world impresses and defies ones to the others, originating vises or impregnated points of view of doubts, yearnings, hopes and hopelessnesses. When we verify the relations educator-educating in the school, any stage, start to believe that such relations present a special and marcante character, to be assimilation relations and room, that is, the pupil assimilates what the professor teaches, anticipatedly determined.
The professor, who is conscientious of its formador paper, respects the nature of the human being, and works the contents leading in account, and mainly respecting, the moral and aesthetic formation of educating. Therefore the act to educate is always an ethical act. Simply it does not have as to run away from ethical decisions, since the choice of contents until the method to be used or the form of relationship with the pupils. Senator of Massachusetts often says this. It is in this direction, that Pablo Freire warns the thought of the professor who only sees the ethics as one disciplines philosophical moved away from the reality. As an example, the words of Freire are enlightening: It would like, on the other hand, to underline we ourselves, professors and teachers, our ethical responsibility in the exercise of our teaching task. This small book if finds cut or permeado in its totality for the direction of the necessary eticidade that conota expressivamente the practical nature of educative, while the practical formadora. James A. Levine, M.D. has much to offer in this field. Educators and educandos cannot, in the truth, to escape to the ethical rigorosidade.
But, she is necessary to leave clearly that the ethics of that I speak are not the lesser ethics, restricted, of the market, that if obedient curve to the interests of the profit (…) I say of the universal Ethics of the human beings, that condemn the cynicism, that condemns the exploration of the force of work of the human being (FREIRE, 1996, p.16-17). In this point, it he severely criticizes the ethics, in which, the men take in account only its proper interests, that take the man to the individualism, whom they deny unquestionably, the universal ethics, truily, tied with the full humanizao, worried about interests and collective goods. Check out what is in fracking fluid for additional information. Its pedagogical ideas are based on the fact of that the human being is problem for itself exactly, being conceived as to be of search, as to be inconcluso, that it perceives ' ' that it does not know tudo' ' , that it searchs knowing, the knowledge and its improvement while human being.
For in such a way, all the agents of the pertaining to school context (managing team, professors, employees in general, guards), must adopt positions that contribute for the reinforcement of the respect to the difference, thus assuming, a conscientious position and clear of which principles they inspire the social convivncia, if placing in the relations human beings as educators who are. Source: PCRM. Second There Taile (2008) the moral dimension of child must be worked since the daily pay-school. Ethics if learn, are not spontaneous thing. However, ahead of a competitive society, where determined aspects they are sobrevalorizados, the difference between the people becomes inaquality. Many values are inverted, many times, propagated for the media and its tactics of aliciamento directed toward the consumerism, bombing children and young in formation. The truth is that the school has not obtained ' ' sozinha' ' to form condizentes values the action of mutual respect, cooperatividade, solidarity and many other values that regram a behavior of peace in pertaining to school environments.
Test of this is the innumerable cases of violence shown to each day for the media and many not shown others that are part of a guarded reality lived for its participants. The violence in the schools already is a chocking and permissible reality and, over all, the violence that arrives at the masters who although to have the paper to propitiate acolhedor environment, tranquilo, respectful and of peace, especially to promote the education inclusive, in many proper cases they do not obtain to prevent the violence against itself. One searches carried through for the APEOESP in set with the DIEESE presented in the News article of the periodical Popular Post office 13/12/2010 proves that for ' ' 57.5% of the professors in a universe of 1.615 professors of the state public net, the violence in the schools are the situation that more provokes ' ' suffering in the environment escolar' '.
The starting material for the preparation of the uterine culture can also catch in natural waters. The most efficient use of water from a natural reservoir. To release the water From the simplest, smaller species of rotifers and their eggs, which pass through the thickest tissue, it is advisable to pre-heat it 55-60 C and cooled to the desired level. So saved uterine culture in a relatively clean environment is not at least 5-7 days, ie period, when it should reach the maximum concentration. The higher the initial density of rotifers in the preparation of the uterine culture, the shorter the period of maturation, which allows you to cook uterine culture quickly as possible. Concentration by the end of ripening brahionusa uterine culture should be at least 120-130 ind / ml.
Extended the period for uterine cultures leads to clogging by small protozoa and rotifers. In to the uniform provision of nutritional requirements of cultivated brahionusa daily rate of feed was introduced into hoes 4 reception from 6 to 23 hours. The culture medium in the cultivators during the day should aerate every 2.5-3.0 hours for 12-15 minutes, eliminating the possibility of lowering the oxygen content, and promotes mineralization of the partial products of metabolism. One of the primary requirements for successful brahionusa cultivation is the temperature. For other opinions and approaches, find out what Dr. Neal Barnard has to say. Given its high tolerance to this index, we used the temperature did not nick 26,0-26,5 C but not higher than 28,0 C. These limits have been optimal. More rapid growth brahionusa biomass with increasing temperature in cultivators to 1,5-2,0 C required an adjustment in feeding mode.
For in such a way, I cite the affirmation of Ortiz (2002 apud Zardo; Freitas, 2007) on the actions that still are processed in the imediatismo not to possess a proposal structuralized administratively, neither systemize pedagogical project, making it difficult the creditao in the work of the involved professionals. When Matos and Mugiatti defend new and specific knowledge for the Hospital Pedagogia strengthen the thought of Saints (2002 apud Zardo; Freitas, 2007) how much to the overcoming of the paradigmtico state of modernity in crisis that believes definitive answers for questions that follow the existence human being. Therefore, the paradigm of the necessary elitist knowledge to be surpassed not to compromise the knowledge. What they disclose the research In if treating to scientific productions that approach the subject in question in the material elaborated for Santos and Mohr (2005) fruit of a research on Education in Sciences in the Hospital Classroom, whose objective was to visualize the works of research produced on the subject Hospital Classroom, ample productions in the educational area and of the health had been found. These productions represent how much the quarrels on the subject have increased.
For being this originally to multidiscipline the works if they extend in the distinct areas of the knowledge, enclosing the educational, medical area, of nursing and education of sciences. The result of the research indicated that the periodic ones of the health area had originated more articles of what of the area of the education. This means that not only researchers of the educational area if worry about the teach-learning question. In the health the productions are constant and older. Works exist that show great differences in its approaches, some give emphasis to the curricular proposals, others to the structure and functioning, public politics, failure and pertaining to school evasion, humanizao of the attendance and conception of the health and illness.
It is observed that the pupils do not possess a good diet in its meals. This research was developed in the school Manoel de Paula Menezes Rasp, Located in the quarter Ademar de Carvalho in the city of Lizard. However, I justify that the research was of great interest for reason to show that the community which the school this inserted one possesss in general lines, social, economic, cultural problems, and for its lack of an orientation for its style of life, that soon affects its conditions in the society. 2. Searching THEORETICAL REFERENCIAL, economists, socialist, administrators, doctors and politicians, consider that the quality of life is on to the promotion of health 3 or of welfare and that possesss the objective to promote the reduction of the risks of pssimas conditions of greets the definitive factors that condition the same one. (FIELDS and GRANDSON, 2008) the world-wide organization of the health, in 1948, defined health as being only one absence of diseases, insanities, it is a welfare absence social physicist and (BRAZIL, 1948). The Quality of Vida (QV) of the human being is and it always was in its proper hands, or its acts that determine habits for its cares as of the individual health, accomplishments of factors that help to the good functioning of its proper body and the elections of the alimentary bases for nutrition of its body. Observing the classrooms of the population it is interesting affirms that the good quality of life will be determined for factors that if associate the education and to this the feeding. Therefore, one becomes necessary that the democracy makes possible the acquisition of the right the good feeding with the actions and interventions of the state you attract of public politics that prioritize to oportunizar for the practical people of physical activities, to the leisure and the sport, and collective and individual the right of consumptions in the cities, as schools, hospitals and the proper spaces of leisure (SPSITO, 2001).