Monthly Archives: November 2018

Maranho Government

In 1939, thousand of sertanejos rebelled with the Portuguese who only explored the place and infuriated traders with the policy that if atrelava to these for the power, had taken Caxias, one of the main cities of the Maranho and had instituted its provisory government there. However three years later the government it sent to the city its forces to fight this movement, resulting in death arrest of many of these. In century XIX, the main wealth of the country started to be the coffee and, the farmers cafeicultores southwestern of the country were the ones that they ordered in everything. These supported the authority of the emperor, that is, the central government was supported for the men richest of Brazil. Being already Dom crowned Peter II, he almost remained per fifty years thanks to this ' ' aliana' ' in the reign. In exchange guarantee the repression against any revolt that came to harm this group.

However, at least a revolt it occurs in this period, happens in Pernambuco, known as the Praieira, influenced for the agitations politics of the Europe if characterizes against the extreme one to be able of central government e, searched the magnifying of the rights of the citizens, including in its claims the universal suffrage; the end of the slavery and the distribution of lands to the poor families. Soon the government intervined, ending the movement. Brazil that already had started to receive immigrants European, attracted for the country for promises of lands, they had started to occupy not yet busy areas, concentrating itself in its great majority in the regions south and Southeastern. Many however, had been taken by farmers to work in its farms, therefore who possua the land and to did not occupy, exploring its resources for the government, could loses them. Of this form, that many large estate owners had been losing its lands to the point of the captainships to be extinct.

New Experience

When entering in contact with this way to look at the world, I remembered an episode in my professional experience where one of the children, a boy around the nine years of age, danced very in a party promoted for the institution. The teacher of it, probationary at the time recriminated, it because it rebolava &#039 very; ' as one menina' ' (sic). I argued at that moment that it was part of lessons of dance in its school and that he was considered one of the best ones. The teacher if constrangeu with the commentary that made, however, to its it made me espontaneidade to work some questions in the pedagogical meeting that would happen with the team. Well, she was one of the many experiences where I lived, and that today, passed the experience and added the new reflections, it makes possible me new arguments and questions to be gone deep. es the significance of this.

What it was clearly for me in this experience was that this also is a violence form, a time that our opinions ' ' pesam' ' in the other people’s life, potencializando relationary preconceptions and social inaqualities/. O/a outro/a, its body and its expressividade are, therefore, manufactured in situated experiences in a time and space: the culture. The culture becomes what here we call looking at, therefore, is in the body in the same ratio where the body is in the culture. Here it is the catastrophe! There, under the aiming of the cultural look, the body also starts and if finda as place of quandaries and paradoxes. Made irregular surface of life and death. Beautiful contradiction. Parrot (2004) suggests that the bodies are what they are in the culture. Thus, a body that it looks at, it is looked at and is looked at; one becomes for what it looks at; it is organized in the contact with other bodies; it is materialized for the desire of if becoming a body with all differences (im) possible perfeies.

Jose Carlos Rodrigues

Through this analysis, we can observe that a series of acts is repassed to the person for the education, the society and the paper that it occupies in it. The body and its symbology, as defend Mauss, are the first instrument and the most natural object technician of the human being where the traditions of all system of the society are enrolled. (MAUSS, 1974, P. 211) In such a way, a small action or gesture can inside translate with clarity certain cultural elements learned by the individual of its community. The corporal techniques, insert thus -, in a system of symbolic assemblies that are apprehended by the individuals that compose definitive social group. ' ' The body politic a cultural subsystem, by means of which the individual creates values, cohesion and interacts with the world and outro' '. (VILLAA, 2007, P. 56) Thus, being, it is pertinent to consider that a process occurs of socialization where the culture, while instrument of control, said norms in relation to the body; norms these the one that the individual will tend to adapt it certain standards of behavior that they will become natural and common, that will be transmitted by certain factors to be considered decisive in this process, that is, for the education, when the individual insists itself that the individual learns something or for the imitation, when imitates what it considers legitimate acts. Therefore, we can consider that the factors that determine the corporal techniques as the education, the society of which we are part and the place that we occupy in the society, they are determinative with respect to the construction of the social dynamic and the local identities that if they shock, if unite, and for times, if they cross. In the analysis of the author Jose Carlos Rodrigues, the body if becomes a restricted and controlled expression for the society.

Andres Sanchezflatland

For example a bluejean offers greater protection that a sweatshirt, is advisable to also carry Shin, elbow pads, knee pads and helmet to offer greater protection. A pair of shoes with strong zuela and enpeine abollonado protect feet and give more security to the practitioner. The mental attitude: the most relevant aspect for success with this sport art is the mental attitude and without a proper mental attitude can not arise in practice of the flatland since as mentioned above falls are the bread of every day and can range from very mild falls that will leave only slight scrapes up much more severe falls where there may be serious fractures. In practice I have noticed that the severity of the fall is going according to the degree of fear may you have at the time of the action by which a very positive mental attitude is necessary. Must also be very persistent to get to learn the tricks that are increasingly more difficult. Spaces: one of grades them advantages of this sport is that it is not too demanding in terms of spaces since all that is required is a flat and wide, enough land preferably not infer to a few square 10mtrs. How to learn the flatland: being a sport that now in many places only has the support that parents can give their children the flatland, has no record of many schools where you can go and learn from an intructor, reason by which the flatland learning takes place in the way more informali.e. watching videos and exchanging ideas with colleagues who practice it.

Portuguese Professors

It compelled in them to use closed shoes, exactly in days of heat and low speech in the corridors, different good of the other teachers who had left the pupils to use what they wanted and to leave in front crying out the other rooms. It insisted on knowing why we delayed to come back of the recreation and she ordered in them to place the chairs in sequence. While the other professors accepted copied works of the Internet it made in them to comment each citation and still corrected the errors of Portuguese. It was almost an arrest. Our teacher had that to know who they were our parents and friends and what we made after the lesson. It insisted exactly that we said to it if we fossemos to lack, that was alone one day. if we lost the test, we had that to register to make another one.

The test, then, was so long that it seemed a periodical. We had shame to admit, but it violated the laws of the work. We had that to learn to make craft to obtain the things, to give reinforcement to the pupils with difficulties, of favour and, if we played garbage in the soil we had that to catch and to play in the hamper. It was a torture. It implied with all the smokers of the school. I find that it nor slept the night, thinking about things to order people to make in the following day: a work, one search, a summary, a summary, a visit. Any thing stops in ‘ ‘ esticar’ ‘ the brain and this meant: To read, to read, to read, to read, to read another time. It was capable to bring gifts for who read four literary books more than for month.

It is not a nonsense? It made each question, that who only read the book would know to answer. It always insisted with us for saying the truth to them, and only the truth. She said that more valley one 7,0 knowing the substance that one 10,0 glue. We never take off a zero with it, therefore she explained as many times that it was a canseira. But to have one 10,0 was not for any one. In day of test, it looked at the chairs and the palms of our hands to see if we had not placed some reminder. To gain a point we had that almost to load rocks. Our life in the school was exactly boat. While as much other groups played during the lessons, us we had that to be seated for at least two hours. They believe that in the hour of the interval we seated in them again to talk? Because of our bad professors, us we lose immense experiences of infancy and adolescence. None of we abandoned the school, nor we were involved in robberies, acts of vandalism, breaking of property, glues, repetncias, use of drugs, we were not imprisoned for no crime and in we form with honor and louvor, leaving our proud parents and mothers of us. It was everything because of our professors. Now that already we form in them and professional famous, we are respected, prosperous, honest and educated we make ours better to be ‘ ‘ professionals maus’ ‘ , as our professors had been. I find that this is one of males of the world of today: ‘ does not have sufficients professors; ‘ maus’ ‘.

Supplementary Course

After these initiatives, the Law of Lines of direction and Bases of Education LDB 5692 (1971, Article 24), it enters in vigor for, one more time, the public power to try to decide or to brighten up the lack of Brazilian adult young study of the that until then, for some reasons, met outside of classroom, when it determines the purpose of the Supplementary Course: ‘ ‘ to supply, the regular escolarizao for the adolescents and adults who have not followed or concluded it in the age prpria’ ‘. After 25 years, the Law of Lines of direction and Bases of Education LDB 9394 (1996, Section V, Article 37, Paragraphs 1 and 2), call of ‘ ‘ nova’ ‘ or ‘ ‘ atual’ ‘ since it does not have guarantees that it is not substituted or modified opens exclusive section to Adult the Young Education of when substantive of different form these bands of ages for explicit not saying more in adolescents nor in supplementary course. Moreover, alert on the necessary attention to the reality of life of these pupils it are of the school, as well as on the guarantee of study to the worker: The education of Young Adults will be destined to those that had not had access or continuity of studies in Basic and Average Ensino in the proper age. The education systems will gratuitously assure to the young and the adults, who had not been able to effect the studies in the regular age, appropriate educational chances, considered the characteristics of the alunado one, its interests, conditions of life and work, by means of courses and examinations. The Public Power will make possible and stimulate the access and the permanence of the worker in the school, by means of actions integrated and complementary between itself.

Municipal School

if that the necessity of this study mainly in you analyze systemize of behavior, to make possible a pedagogical intervention, in the pertaining to school environment, searching to intervene of satisfactory form with the improvement of the condition of our pupil while citizen. One understands that the school is the only institution capable to constitute from the education proposal a qualification and valuation of the human being so that the same it is capable to be, to know, to make and to coexist in society. In such a way the emancipatria conception of the school is to lead the pupil if to develop fully, establishing themselves in the context and if transforming. For this decision to search it will be analyzed excellent aspects of each year since year 1999, when the pertaining to school unit was reactivated with basic education II ties the year of 2011 with basic education I and II. JUSTIFICATION the people coexist in society, but many do not know the laws Brazilian that are inserted in the federal constitution, few know beyond that the statute of the child and the adolescent exists, of this, the families do not obtain to educate its children constituting the same social values or begin of citizenship, therefore the education that could give to its children if breaks up for interferences as the media specifically the television. To rescue lives from the construction of values is a conception that emanates great reflections inquiries and analyzes. The convivncia human being, as conception of emancipatria education oportuniza the learning of conceptual, procedural and atitudinais procedures. In such a way the education institution Municipal School Dr. Aparcio of the Couto Moreira aiming at to manage a valuation conscience human being based on the learning of ethical, moral, human, religious, aesthetic values, vital politicians and prioritized a sequential work from pedagogical actions with intention to provide to the pupil reflections of being, knowing, to make, and to live in society.