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Brazilian Education

Much if has argued in recent years the changes in the LDB (Law of Lines of direction and Bases), that for many it would cause significant changes the quality of education in our country. But the question that hangs in air is if the bureaucratic changes in the laws that they conduct the education would be the definitive or at least pacifying solution in the real situation that if finds the institutions of education of Brazil. When attending the set of documents Pro Day To be born Happy, of Joo Garden, the reply appears well clearly: not. A change in the laws you are welcome will advance if it will not have a transformation in the behavior of that they form the axle of these schemes, pupils and educators. When if it speaks in changes is citing psychological transformations not only, because this occurs of course when a socioeconmico exchange exists, that is the emergencial transformation. One sees clearly in the film the diverse aspects of an only problem, the socioeconmico unevenness that in them takes the extremities.

In Manari, the young Would be valid all with its to talent it sees it suffocated by the chance lack that is caused by the investment lack the education a city that destines imposes a fine on 1, 200 Reals for its only public school. However it has many years that precariousness of installations left of being problematic a provincial one. Schools of great centers. as of Duke of Caxias- the RIO DE JANEIRO, also they coexist the governmental esquecimento, that is only one part in the breaking heads that still include the problems that are reflected of a society that lives in the marginality and if it shows without hope for having of esbarrar with the difficulties of a forgotten community. In the School Park Piratininga II, in the periphery of So Paulo, the problem it is not structural, nor much less motivacional on the part of the pupils, meets one of the multiple faces of an only problem there: the lack of psychological support to the educator. .

The technology supplies an excellent platform, a conceptual environment, in which the children can collect information in some formats and, then to organize, to visualize, to bind and to discover relations between facts and events. The pupils can use the same technologies to communicate its ideas to other people, to argue and to criticize its perspectives, to persuade and to teach other people and to add bigger levels of understanding its knowledge in expansion. Thus, the learning passes to be seen as something that the pupil makes and not something that is made for it. For this, the professors must constantly take decisions on that aspects to teach, to relate, to question, to retake, to stimulate, to manipulate, to argue, to memorize and to correct, before passing to the other contents and mainly to recognize its limitations. The professors already cannot more choose between using or not using, to like or not to like computers. The market of work, the universities and the parents of the pupils demand a pertaining to school formation that becomes the young capable to interpret an amount more than each time information.

Computer science as it disciplines deals with the process of information, we can affirm that the proper technology if transformed into a learning object. It fits to the professors and the school to find an interaction between education, the social necessity of the pupils, experiences and the use of the computer. The pupils need to be involved with the teach-learning process, with used software, the scenes and the proposals, need to be coherent with its day-by-day. In accordance with Pipe (1998), ‘ ‘ Educative software is a set of projected informticos resources with the intention to be used in context of education of aprendizagem’ ‘ . (p.169).

It is important and necessary to analyze, of multicriteria form, softwares launched as pedagogical programs in the market of computer science, before applying them as a didactic instrument that in the aid to reach the educational objectives in ampler way and that the borders of the classroom and the school. The Internet means many nets of communication different, that are directed and operated for a great amount of organizations, that are on, interconnected collectively and can be used as instrument of communication, research and production of knowledge. For the education, the Internet can be considered the most complete, including and complex tool of learning. The knowledge acquired for the Internet establishes a different dynamics of that finding in books, the use pedagogical of the nets offers to the pupils and professors the possibility of being able to clarify its long-distance doubts, the professor must be a facilitador of the knowledge, capable to guide the pupils, guiding them to select and to contextualizar what it is excellent in the sea of available information. The main tools of the Internet, possess pedagogical applications and assist in the changes of the classrooms and can be: educational resource, instrument of communication, accomplishment of projects, conveyance of contents, aid to the research and the professional development of the professors. The good professional in the current days defines itself for capacity to find and to associate information, to work in group and of if communicating with nimbleness. The pupil whom to know to deal with unexpected and if adapting quickly to the changes, making research and to interpret the data, will have a good future.