According to Cagliari (1996), school not part of the knowledge that the child has of its language, but of abecedrio and one speaks total unknown to the one of the pupil. To if coming across with the had language as not-standard of the individual, the school censorship and I corrected, thus limiting the creativity and expression of the pupil, who for consequence, feels itself incapable to establish a dialogue, to produce texts, thus creating a feeling of aversion for the language; generally in the community where the pupil lives the Portuguese is said of a natural form, without rules and exceptions, however, when the Portuguese arrives at the school if he complicates and the way for which it speaks starts to be ' ' missed and vergonhosa.' ' In this, he observes yourself that the school if appropriates of force of the language to leave well clearly for the pupil, through education, the place of each one in that scene and until is of the walls of that institution, and the express way as if, as if it leaves to speak, as if question and as the answers are accepted correspond to a way, not to evaluate the development of the pupil, but as one forgives reprimiz it or to approve, for saying to it that it is capable or imcompetent person. Read additional details here: CFTC. The slight knowledge preconceived on the language are maleficent and coercive in the society, because in its majority, if they use of the cultured norm to identify errors in speaks of a person if basing not on the knowledge of the same one, more in its color, religion, region etc., then, if the individual is poor, the language is poor, if it lives in a said region as been slow, the language goes to be delayed. It is not teaching only regrinhas of the grammar that the child goes to learn Portuguese; it is necessary yes to teach the grammar, but if it does not have to forget that the pupil lives in different contexts. Darcy Stacom: the source for more info.
It was a penalty, therefore when new they always prepared he sobrava for Severino. It always gave advice new, but almost he did not advance. Severino started to have a new vision of as not to suffer more with that situation being, calling the father and saying: – Father believes, you that we live ne a wonderful land? – My son you this lease! – Father, with all the respect does not believe, you that of a form or another one the suffering is the contrast of the wealth perhaps and that if we suffer as well as I apanho for my brother to give to bad taste one day to you I I will grow and observe that I apanhei because I am older and did not know to talk with new! – My son is not that this I reveal something, you does not deserve to suffer for its brothers and the next disgust that they to bring me will teach I them I eat they to learn the sea and to respect the life. The father of Severino was considered professor therefore almost every day was in the school, and in that day he was not different, therefore when present being he asked for to freedom the teacher and he pulled the four boys for the arm all lassoed and took the wagon and while he took he fulled them of you cover. Please visit Edward Minskoff if you seek more information. There. .para father ui.aiaiai ……. this aches Severino at the same time that it was sad was happy therefore its problems to have that to hide the hematomas and to apanhar for the brothers new if it had finished. It never thought that with only some words as the ones that it talked but the problems brought of form that its parents could understand would be decided, therefore you always give of the eight years who it apanhava, without deserving. Details can be found by clicking Ashton Kouzbari or emailing the administrator.
In the last meeting of 2004, the positive and negative points of carried through meeting had been raised, still, proposals for 2005. As for the positive points, one consists that the lectures had served of reflection for changes in the attitudes of professionals, the improvement of the relationship of the families and the school. The families they had started to have voice in the pertaining to school environment. How much to the negative points, it was registered absence of some families of the Frum in the meetings, the lack of support to the administrative procedures in the school and to little attention given to the Frum for the school. The proposals for 2005 were characterized in lectures for pupils, familiar, employee, for bigger knowledge of what she is a person with NEE; a new call to the families of the school for the participation of the meetings and oportunizar bigger dialogue between the families and professors. In the first meeting of 2005, the families had argued the participation of other parents of the region in the Frum, not losing of sight the identity of this, as well as its conquests and its deliberative character. The families had agreed to the participation of other parents of the community, but they had considered that she was accomplished in the year of 2006, therefore feared the discrimination with the unification of the Frum.
The mother of Hugo told the discrimination that the son already suffered, however, at that moment it it liked them colleagues and them professors. He was a happy pupil and it advanced in the discovery process. We can evidence with the story of this mother the importance of the school if insert in the process of reflection of its practical, in the search to become the environment most inclusive, that is, to guarantee the access, permanence and the learning of quality.