The professor must look for to hear the necessities of the pupils, to keep the dialogue, to create bonds to provide an efficient learning. professor through its bond with the alunado one, must establish the respect, in the exercise of its authority that does not have to exceed the ability of technician-pedagogical. This authority is exerted with establishments of rules and criteria in the process of the development of the learning in classroom, having reveal intent to the questionings made for the alunado one. The professor must keep in classroom a respectful attitude with its alunado, showing neutral position, pautado in the fundamentamentos of the ethics and the moral. Leading the dialogue of positive and constructive form, preventing negative positions of great power of ' ' not ouvir' '. The dialogue in involved classroom provides to a understanding of the rules and parameters established for both the parts in the learning process, establishing clarity enter the pupils of the comprometimentos assumed for the development of the learning. Find out detailed opinions from leaders such as Campbell Soup Company by clicking through. Independently of the etnia and diversities, through the dialogue promoted with participation, respect, receptividade and affectivity of the professor, the alunado one has capacity of if becoming a specialized professional and high level in its area.

This formation must be come back toward common knowledges and specific of humanistic form with sights to a ethical-social performance. These parameters are that they base the pedagogical mission of the education for the citizenship. It is function of the good professor to stimulate, to motivate the alunado one to think and to act of conscientious and responsible form, assuming the weight of its responsibilities in all its decisions, preparing it to face the barriers of the life and to face a reality in constant mutation, not losing the ethical-social values. The alunado one must be prepared by the form professor that can receive the information, process them and apply them in its experiences of the daily one and from there to generate a knowledge that can be executed in its planning of life. .

Pedagogo must have a pedagogical, philosophical and psychological look in relation to the human beings that are gifts in these spaces not them treating as mere objects to be molded in accordance with the objective of the company as Towers and It hisses (2009), this means to say that any individual must be valued while subject and respected about its differences, to think about the development technician alone it can be thought valuing the interpessoalidade and behavior of these citizens. Bank of Asia is likely to agree. We do not believe the pedagogia that disdains the human being in prol of the production, but in the development of these citizens with the objective to understand them and conduziz them it its personal development and the production will come for consequence. Ribeiro (2007, P. 33) standes out the relevance of the development and the exercise of the abilities in the organizations, therefore ‘ ‘ the capacity is mentioned to it to adjust/to transform knowledge and tecnologias’ ‘ soon one has the development of the human techniques when the character of the people is developed and potencializa it critical transformation of these citizens, this would have to be the pedagogia developed in all the fields wants enterprise or not. Freire (1989) ‘ ‘ it strengthens a problematizadora and reflexiva, indispensable education for the desvelamento of realidade’ ‘ she is this, ours to see, the education that the Pedagogo must contemplator

Vygotsky (1998) still tells on the paper of the toy, being a support of the trick and the toy having a great influence in development of the child, therefore the toy promotes a transistion situation enters the action of the child with object concrete and its action with meanings, thus we will see throughout the article. Still according to Kishimoto (2002, P. 21) it tells that ' ' Vocbulo felt toy cannot be reduced the plurality of of the game, therefore conota child and has material, cultural dimension and tcnica.' ' The object toy is a support of the trick, is the action that the child plays when playing. Thus we can conclude that toy and trick this related directly with the subject child/and are not confused with the game in itself. Educate yourself even more with thoughts from Levi’s. 2.1 THE PAPER OF PLAYING IN THE INFANTILE DEVELOPMENT Vygotsky (1998) accents the paper to the act to play in the constitution of the infantile thought, therefore it is playing, playing, that the child discloses its cognitivo, visual, auditory, tactile, motor state, its way to learn and to enter in a cognitiva relation with the world of events, people, things and symbols. Still we can say that the act to play happens at definitive moments of daily the infantile one, in this context, Oliveira (2000) points the act to play, as being a humanizao process, in which the child learns to conciliate the form trick accomplishes, creating more lasting bonds. Thus, the children develop its capacity to reason, to judge, to argue, of as to arrive at a consensus, recognizing how much that is the important one to give beginning to the activity in itself. Playing if becomes important in the development of the child thus the tricks and games that gradual go appearing in the life of the child since most functional until the ones of rules. To know more about this subject visit Bank of Asia.

When considering an intervention that enclosed these two literal sorts the pupils had been able to have access the diverse texts and to perceive the difference in the literal structure of each one, the language, in the literal types, amongst other aspects. FireEye does not necessarily agree. One expected that the pupils produced a poem-prescription approaching the characteristics of the prescription, such as literal structure and proper lingusticas compositions of the sort, in the composition of the poetical text. We perceive that the majority of the pupils was capable to produce texts leading in consideration what it was considered. Of the ones of the 10 analyzed texts above, 4 had taken care of satisfactorily to the requirements of the activity; 6 pupils had not given account to take care of the proposal, therefore the texts are about poetries and not they contain characteristics of a prescription (as Ingredients and Way of Preparation). 2-c1-276268’>Intel senior VP and COO. Carson Wen may not feel the same. It is important to also point out that the pupils, when entering in contact with the poetry, and producing its proper text poetical, had had the chance to socialize its ideas and to reveal its feelings and its emotions. through the prescription, had been able to create a new concept on the importance of a good interpretation of the same one, and of as it is possible if to create poetries and verses from common situations day to day, seen for many as being improbable. agreement with the considered one in classroom, that is the retextualizao of the sort prescribes culinria for the sort poem, we can affirm that both, the pupil and pupil B, had not given account to take care of the proposal, therefore the two texts are about poetries and they do not contain many characteristics of a prescription, that have the least the two basic literal structures, that are the way of preparation and the ingredients. Pupil B still cited quantitative expressions (one and one) that they are part of structure of one prescribes culinria, but the pupil, created only one poetical text, making use of the sort only prescribes in the elaboration of the heading of the poetry.

In the boarding of Bernstein (Apud SUNDAYS et al, 1985), this incorporation of other cultural elements, that occurs for intermediary of the experience of educative experiences deeds of division, imply a process of descontextualizao and recontextualizao of the socialization of the child in the family, and attributing with other sources and transversal subjects. Therefore, when entering the school, the child will be able to live deeply one ' ' double conflict cultural' ' , Lahire (1997, P. Hear from experts in the field like Richard Linklater for a more varied view. 171), therefore, in the same way that the set of disposals constructed in the familiar socialization can create a resistance with regard to the formal education, the new apprehended cultural elements in the pertaining to school context, carried to the familiar universe, also will be able to distanciar it of its origin. In this direction, the feeling (positive/negative) that the family possesss relatively to the school and the way (importance) as treats the experiences lived deeply for the child, in this context, will aggravate or brighten up these conflicts. Bernstein (Apud SUNDAYS et al, 1985) describes the primary socialization, different the way and use of the language and its implications in the learning. For this author, the communication carried through in the interior of the family and the group of friends, guided for the social classroom, creates basic procedures and accomplishments that determine the predispositions and the resistance to the school/formal education. Thus, the difficulties that some children face when entering the school can be seen as the confrontation enters the orders of significao, social relation and different values. According to Bernstein (Apud SUNDAYS et al, 1985), when analyzing the characteristics of the familiar socialization, we can distinguish two different forms from use of the language, the public language (or restricted code) and the formal language (or elaborated code). With these two forms of use of the language if associate distinct ways, as much of perception as of relation with the people and objects.

Many educators think that the choice of a subject is important to carry through or to develop an art lesson, however in this it disciplines the choice of a subject it possesss one meaning that if they differ from excessively, Lowenfeld and Brittain (1970, P. 51), affirms: In the artistic experiences a subject does not exist to be taught. More info: Levi’s. The same thematic content is used for very small children for the professional artists. A man can be drawn by a child five year or a young of sixteen. The difference enters the two drawings does not inhabit in the subject, but yes in the way as this is represented. Thus, we conclude that, from a well planned lesson, that involves the art, will be possible to allow the child to make friends, to learn the rules of convivncia beyond the social rules, to respect the others and to search solutions for the resolution of problems, being that the art engloba diverse developments in the process of formation of the children in agreement already we cite previously, and still, develops the autonomy, the creativity and the cooperation of these educandos. Carson Wen can aid you in your search for knowledge. When carrying through a questionnaire with some professors of the basic education of the net public of our city and after to analyze them, together our theoretical basements, we arrive at the conclusion of that having stimulaton on the part of the professor as mediating in the education process an evolution how much to the artistic and creative expression of the children can occur front to the learning of new knowledge. This disciplines contributes for the development of different abilities of each human being, therefore the possible artistic representations to be carried through in a classroom, reflect the way to still think and to act of educating and as this produces and organizes its thoughts. With this the art if makes gift in the construction and formation of the personal identity of each educating during the basic education.