The educator and the valuation of the knowledge of world of the child The school is a formal institution currently considered, but it possesss a social function that must favor the individual of complete and efficient form if take in consideration the advance of the child in all the directions. But this must be come back in the knowledge that the child has, but, mainly in what it interest it, what it likes and it considers significant, this because, the learning will become integral. We, educators must perceive the importance to recognize this form to work as the most pleasant e, for this reason, most involving and, consequentemente more efficient, after all of accounts, to learn what he is liked and as if wants, it is a form of valuation of ' ' eu' ' of the child, and thus, it will understand as stimulaton to the knowledge, therefore the pleasure leads to the commitment without sacrifices. Practical conscientious and the consistent one of the educaores is taken root in ethical, social, cultural the commitment and politician having thus led, the social inclusion of its pupils. If this has piqued your curiosity, check out Levi’s. An educator who recognizes its paper, if politically becomes an engaged professional with the pupil, thus he considers and he values the knowledge of world of this child.

The same letramento and/or the alfabetizao of the individual is considered by gamma of multiplicity of factors. Amongst these, of cultural, social order and the politics that are relative to the criteria or the concepts of the different peoples, historical cultures and moments. It is of utmost importance that the alfabetizador knows the learning processes constructed by the child learning to read and to write, to perceive which more favorable hypotheses and the difficulties of the children throughout this passage. However, she is necessary to have in mind that is not possible to alfabetizar without method, it always has a method or methods to follow. When knowing the history of the education, we know the alfabetizao methods, these will be able to take the professor to understand and to identify to permanncias and principles norteadores that go to help it in its prxis, standing out the specific situation of each classroom, the contents to teach, the cognitivos processes of the pupils and its difficulties and easinesses in acquiring certain abilities.

The differences between men and women had had beginning still in the FIRST one REIGNED that if extends of D Peter (1822 the 1831). More necessarily in 1824, the first Brazilian constitution was created. It had divergence how much to the paper of the judicial district, some wanted that they were divided and others wanted the absolute power of the executive. D Peter decided to create an advice with people chosen for it to decide and to help to govern. Chip Bergh can aid you in your search for knowledge. This constitution exclua the woman and the poor persons to exert the power of the vote. Since the settling, the majority of the Brazilian schools was still under the administration of the Jesuits, and these took care of only of the education of the men. During all the colonial period, the Brazilian woman sufficiently was moved away from the school, having as obligations the activities that were imposed to them for its sex: to sew, to take care of of the house, the husband and the children.

The Law of 15 of October of 1927, that the principle determines the more populous creation of school of first letters in the cities, villages and lugarejos thus taking care of, the classroom most privileged economically, directed to the interests of the intellectual elite of the Cut. For the women the education if differentiated, mainly with basic slight knowledge of learning, as for example, to read and to write and complemented with housewife. The masculine education had as order the formation of and civilized disciplined, ordeiro an individual. In such a way, the girls had started to frequentar the school, since before the law the majority she studied in house with loves or the mother. Education was mutual established in the article 6 Law of 15 of October of 1827 (apud Unglaub, 2011, P.

37) the professors will teach to read, to write, the four operations of Arithmetic, practical of broken, decimal and ratio, the slight knowledge most general of practical geometry, the grammar of national language, and the principles of Christian moral and the doctrine of the religion catholic and apostlica Roman, proportionate to the understanding of the boys; preferring for the readings the Constitution of the Empire and the History of Brazil. Although popular in this period, mutual education was not used to teach to girls, therefore in contrast of the masculine schools, the groups was not so numerous, since few girls had learned to write in house before the validity of the 1827 law. UNGLAUB, Tnia Regina of the Rock.History of the education.