Walter's Cars

Second To sound (2000b: 47), this person is illiterate, but she is, of certain form, scholar, or has a certain level of letramento. The same it happens with alfabetizadas children not yet. For the author (they ibidem), a child who lives in a letramento context, that coexists books, that hear histories chores for adults, that sees adults reading and writing, cultivate and exert practical of reading and writing: he takes a book and he dissimulates that he is reading (…), takes paper and pencil and ' ' escreve' ' a letter, a history. Not yet it learned to read and to write, but it is, of certain form, scholar, has already a certain level of letramento. In the same way that it is possible to have a certain level of letramento and not to be alfabetizado, an individual can be alfabetizado but not to have a good level of letramento. It is capable to read and to write, however, does not possess abilities for practical that they involve the reading and the writing: it does not read reviewed, periodicals, prescriptions of doctor, papal briefs of remedy etc., that is, it presents great difficulty to interpret read texts, as well as, can not be capable to write a letter or ticket.

To be alfabetizado is not condition essential to be scholar. She is necessary that the alfabetizao process is significant. To sound (2000b: 47) affirm then, that in this in case that, a person is possible to be alfabetizada, but not scholar. In this point, we divergimos of the author because we believe that a person cannot possess letramento degree zero, in view of whom lives in a grafocntrica society. Ahead of this, which the paper of the professor in the formation of not only alfabetizados, as well as of scholars? How to alfabetizar letrando? If the education is a continuous process, that only finishes with the death it individual, as then to make with that this individual always if interest for the practical ones of reading and writing? How to help to live it in a grafocntrica society? The PAPER OF the EDUCATOR IN the FORMAODE INDIVIDUALS ALFABETIZADOS and LETRADOSNuma society scholar, the objective of education must be to improve the ability and to improve the linguistic performance of the student, in view of the social integration and the mobility of the individuals, beyond placing education in a productive perspective.

Evaluation, practical and learning Many are the practical avaliativas gifts in our educational system and these are conceived of different theories and pedagogical conceptions. Inside of this perspective, the practical avaliativas tend to come from diverse experiences and ways of beliefs and principles. The all moment, us educators we are front to the many changes, however defending a theory, however excluding others. What it allows in them to say that, the way to evaluate lives under constant transformations and throughout the times, it comes if adjusting to the pedagogical conceptions and current theoreticians who more agree to the socioeconmico moment, cultural and politician where if she not only finds the education as the country. When arguing on the forms to evaluate, we are placing in reflection the validity of the process education learning, therefore from a good evaluation, we can consider if it was or not excellent the learning and if this he is or not transitory. It has many forms to elaborate instruments and here it is important to stand out that its results cannot be definitive. After all, each pupil has its form to learn and to be evaluated. Related Group contains valuable tech resources. We have many types of evaluation, are they, written and verbal work, tests and tests, questionnaires, memorial, portflio, reports, projects, interpretations, at last, varied forms that can and must be used with frequency.

The research form also is another good referencial for a practical one of learning and consequentemente, a satisfactory evaluation. It is of utmost importance to consider that the differentiation of the types of evaluation, therefore this can provoke in educating a possible change, and believes that for better. It is known that the traditionalism had its contributions there, that small exactly more significant. However, we must lead in account that is necessary to revigorate the form to evaluate. However, as well as in the learning, the way to evaluate needs to reach concrete and excellent objectives, or will be to the edge of the evaluation without success. When planned well, constructed and worked, the types of evaluation alone tend to help in the development of educating, therefore, practical varied of exercises the alone one contributes for the growth of educating. If we think about a good construction of the evaluations, think about its application of clear, enlightening, contextualizada and objective form. The parameters go since the necessary language to a significant, coherent content, with intentions and aiming at the good reasoning.

You are welcome it advances to evaluate for evaluating, is essential to reach horizontes (when it is said in horizontes, they are not only numbers, but, a significant and duradora learning). Although, our history tends to transpose other attitudes, passes the life all developing classificatrias evaluations, selective and many times, exculpatory. This, leaving of the principle that in we only give account to them of the necessity of the formative evaluation. What it is intended here is to search alternative of change, but a satisfactory and compensating change; to search one practical one to evaluate better, not only for the good of educating, but also of the educator, therefore this last one, with certainty, will earn very with a firmer and significant learning of its pupils.