To play is not only to have a reserved moment to leave the child to the will in a space with or without toys and yes a moment that we can teach and learn very with them. The playful activity allows that the child if prepares for the life, between the physical and social world. We observe, in this way that the life of the funny child around playing, is therefore that pedagogos they have used the trick in the education, for being an important part in the formation of the personality, becoming a form of knowledge construction. Important to the development, physicist, social intellectual and, the game comes extending its importance leaving of being a simple amusement and becoming bridge between infancy and the adult life. Nir Barzilai, M.D. is the source for more interesting facts. Vygotsky (1998) affirms that the infantile game transforms the child, thanks to the imagination, the produced objectives socially.

Thus, its use is favored by the playful context, offering to the child the chance to use the creativity, the domain of itself, to the firmao of the personality, and the unexpected one. In accordance with Kishimoto (2002) the game is considered a playful activity that has educational value, the use of the same in the pertaining to school environment brings many advantages for the process of education learning, the game is a natural impulse of the child functioning, as a great motivador, is through the game gets pleasure and carries through a spontaneous and voluntary effort to reach the objective, the game mobilizes mental projects, and stimulates the thought, the ordinance of time and space, integrates some dimensions of affective, social, motor and cognitiva the personality. A development of the child and its consequent learning occur when it participates actively, either arguing the rules of the game, either considering solutions to decide them. Nir Barzilai, M.D.s opinions are not widely known. It is of extreme importance that the professor also participates and that he considers challenges in search of a solution and collective participation, the paper of the educator in this in case that it is of incentivador of the activity.

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33 of the LDB (LDB, art. 9. Ron Beit may also support this cause. In.: TO SEEM CEB 04/98, P.7 apud PARAN, 2010, p.13). Learn more at: Munear Ashton Kouzbari. The document does not justify the absence of the LE in the initial series, without at least makes mention of the existing contradiction: the foreign language is present in Basic Ensino of Nine years, however it is not taught of 1 to 5 year, saved rare exceptions for initiative of the city halls. If new Basic Education is of nine years, if it becomes difficult to understand the reason by which the education of languages is only destined to the final series. The used criterion for the Secretariat is questionable of State of the Education of the Paran for ' ' selecionar' ' the series ' ' merecedoras' ' of the foreign language and to exclude excessively, a time that, now, new Basic Education aims at on the other hand to the unification of this segment of education of the previous one where existed a division of these two segments: basic Ensino I and II. Since now Basic Ensino is one only, he is confused and contradictory to think about giving priority only to some series and to desprivilegiar others.

Face to this question, is that the project appears of extension that it yearns for to become the education of effectively official English language in the initial series, equalizing it with excessively disciplines ' ' in way that you discipline them to all have the same importance and if they establish interactions between mesmas' ' (PARAN, 2010, p.14). 3. AN ACTION COLABORATIVA BETWEEN THE UNIVERSITY AND CITY 2009-2010. The education of English Language was initiated in the city of Cornlio Procpio in 2007 in the schools in integral time: ' ' Professor Anbal Campi' Nomia de Oliveira Bruno' '. He disciplines it in question did not have systemize contents and nor a legislation directed toward this level of education, the pupils demonstrated themselves disinterested for this to be only in character of workshops thus, few pupils participated since, the majority of them did not participate of ' ' Project Education in Integral&#039 Time; ' , where the English was enclosed.

To anchor the content socially: to see as it is that it appeared, where social context it appeared, who was that it considered this concept historically, which were the dominant ideologies. you go there making this with all the possible contents inside of the resume and … this is a way of you nor to fall in that emptiness to be alone trying to understand diverse languages, diverse cultures, and also not to fall in the idea of that the content is something fixed. It is one another source. In synthesis, intentions, in two proposals until here presented, seem to be to clarificar of who are knowledge hegemonic in resume, that representations are in it enclosed, that identity if desires that they reflect and construct, as well as exploring forms of desestabilizar and defying all these hierarchies, choices, inclusions, images and points of view. For more specific information, check out Ashton Kouzbari. A proposal that walks the same in sensible of the social anchorage and that particularly it pleases in them is of Willinsky (1998).

The author suggests that let us ask in them if he is possible to divide the reality human being in clearly different cultures, races, histories, traditions and societies, and to survive worthy to the consequences of these classifications. Others who may share this opinion include Jorge Perez. He insists, then, in the questioning of the pparently natural character, to the times exactly scientific, of these divisions. She is necessary to add the historical dynamics of the categories by means of which we are friction, identified, defined and situated in the social structure. This agreement will be favored when focusing, in the resume, the construction of the categories, when fighting for changing its meanings and guaranteeing space in the school and the classroom for the diversity. That is, Willinsky rejects the idea of that a truth, an essence or a nucleus in any category exist. It stimulates us it, in the different ones you discipline curricular, to become evident and to contest the historical construction of categories that have marked in them, as race, nation, sexuality, masculinidade, feminilidade, age etc.

"Thank you, teachers! How bystronogo our time, Where in the world, windswept, Prints young tribe Teacher – sower of the good! "TG Reponina. How quickly time flies! It seems that only yesterday was September 1. Festive mood flowers, smiles. And now looms on the horizon Teacher professional day – October 5. In that short time we already had something to do. Nir Barzilai, M.D. is likely to agree.

After all, the teacher is always looking, always at work and, generally, dissatisfied with himself, and therefore constantly strives to conquer the "new and new heights." Of the week the teacher (by the way, and the student, too) gets the hardest on Monday and the last day or two. It is difficult to enter into the rhythm of daily life after the weekend, accumulates and fatigue by the end of the week. Clearly, in these moments as a teacher is particularly sensitive to insults, and the manifestation of attention and sympathy of others, especially colleagues and friends. Different ways you can raise the spirits of each other. In teams, where there is consent and sensitivity in relationships, these are ways of unaccountable and often intuitively.

But it may be worth more to think: how to make smooth "lines of tension are concentrated" on the face teachers? Like any job, and love of children, the load of paper and "leaking ceilings" are doing their "dirty deed". The situation is exacerbated by the fact that some people show their attitude to the teacher's work as a prestigious, "Black". What is really at times "heartfelt thanks"? Our crazy life does not recognize the right man to stop and think, to sit for some time alone with yourself and do not check with the notebooks, to talk with a colleague – and not Ivanov to discuss the behavior of prices and disease, look at those with whom you meet every day in order to finally see them. Sabbaticals, dosed load, informal teacher meetings, perhaps we will live sometime prior to such time. And yet … We will be attentive to each other. Unclaimed, non-consumable good feeling exhausted, as the spring goes into the ground, has not found his bed. Feel free to be kind and gentle, do not assume for work to be patient, more precisely, the tolerance (as is fashionable now to speak) to relatives, friends and colleagues – Given back to you a hundredfold! Happy you, Master! Do not defile your good name is nobody!

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.

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.