Tag Archive for right

Linguistic Preconception

The linguistic preconception in the pertaining to school reality Midiane Venceslau Dos Santos 1 ' ' In they cannot teach nothing to them whose idea let us not have already in ours mentes.' ' Leibniz He is obvious, that the desired ideal education, is the education pautado in the education for the freedom, praised for innumerable educators. However, the school if it has shown imcompetent person to take care of to the demands of the society, generating the failure pertaining to school and accenting the social inaqualities. In this context, it can be attributed to a parcel of this responsibility the referring problems to the language as, the contradiction enters the language of the privileged layers, seen as standard, and the language of layers popular, censured and estigmatizadas for that one. In the Brazilian system of education, as much knowing as the culture, is tied the expressions in a linguistic variety, classified for a minority of dominant, of ' ' language culta' ' , that it does not correspond to the linguistic variety said by the majority of the population. (Similarly see: Nir Barzilai, M.D.). However, the access to the learning of the cultured language comes being made it difficult for the proper educational system, when it disrespects the pupil as subject falante, it adopts an inadequate methodology to the context of the pupil, not taking in question the difficulties of learning of the different languages. The language is not a communication question alone; it she is on also to the life, the culture, the history of a people. The Portuguese as any another language, is not exclusive of only one classroom of individuals in a closed group, but it is a social phenomenon, is inserted in the culture of a people, then, it is a dynamic phenomenon that is subject to the evolution throughout the time. The dialects of a language even so differentiated by proper and specific uses, are similar between itself; at the moment where these differences if to become more visible, them could be recognized as different languages, as it happened with Latin, that it generated the Portuguese, the Frenchman, the Italian etc.

Encantamento Spaces

_ Conta a history? The interrogation point Age a mere formality of semantics. In the truth, the phrase, despite candy, Sounded imperative: _ Conta a history! It has is very known of the pleasure that is to seat in wheel and to hear a gostosa history. The flavor retraces the distant pasts and, although the technological innovations, always with are renewed yearning and delight that we make use in to hear them a history All we, adults and children. Searched and analyzed in its playful aspect, the art to count histories gained a connotation bigger, as valoroso instrument in the educative process. To count histories passed to be understood as a sufficiently rich possibility of alternative strategy to get subsidies in the redimensionamento of the works with children, being established much more positive lines in the educative action. Beyond expressing themselves a facilitador element of the sociabilizao, interrelao process (the wheel, hearing history, to comment history, to recount history etc.), for intermediary of which if it learns (and it is apprehended) the collective sense, to hear the other, to speak, to express themselves She is necessary, by the way, that the educator has accepted as the necessity basic to establish a concept, a principle, to represent the reading that we have of our work. Of my part, taste to believe an axiom that I held back of old readings: ' ' Education is the process of development of the being humano' '. About this direction, I think, then, to fit to the educator, mainly that one that takes care of of the small children, to dedicate it to be an idealizer of strategies that they aim at to benefit this process. However, before any thing, the use of playful referenciais, as the art to count histories, it goes to consist in the establishment of an environment where the relation pupil-professor reach elaborated levels more of interaction, intending that the pedagogical demands (those emergent necessary actions of the educative space) are directed of more efficient form.