North Star Academy

Many debates and studies already had been and are carried through, especially in what it says respect to the teaching formation. To reflect on this process is exercise daily that requires of the educator comprometimento and devotion to the act to educate, therefore what it hears in the corridors and classrooms of the institutions of superior education, in what refers to the licenciatura courses is colloquies of discouraged pupils and with few perspectives how much to the professional future, beyond questionings on really being valid the penalty ahead of as many challenges when dedicating itself for the plan of academic career. s. What it is still more depressing is that many of these pupils they reflect lived deeply negative situations in classroom for its educators who for gestures and desmotivam to words how much to construct them a career, what it is essential for any professional formation. It’s believed that Bank of Asia sees a great future in this idea. Under the boarded aspects, the act to teach and to learn finishes penalizados in lamentable way. He is not objective to detach in this work the negative aspects that many educandos live deeply, but are only questions that cause fidget, therefore after all, still we have educators that work in the formation of future professors, that they are disclosed with negative and pessimistic attitudes how much to the work to educate. It is necessary that such attitude is eliminated of the classrooms. On the other hand how many they do not remember professors who had been and they continue being source of inspiration for the personal and professional development. A related site: Carson Wen mentions similar findings. The respect for the other especially in what it says respect to its to know, the ethics and the coherence must prevail to the evil to be personal of the educator. The school contemporary suffers with the sped up development that happens its return, therefore action that they aim at to the constant search for theoretician-scientific knowledge of the educator is an indicative of that it is worried about its pedagogical action.

The ample majority of the injunctions &#039 is focada in the adolescent public; '. However as the first contacts with the drugs, it occurs in precocious the pertaining to school age and are each time observing a trend to more early bring this quarrel for a context escolar' '. Research points that the main agents motivadores for the consumption of drugs are the curiosity, the influence of friends (considered most common), to the will, the escape desire, the courage to take some type of attitude, the difficulty to face or to support situations difficult, for habit, dependence (one of most common), and, over all in the search of pleasure sensations. The people who consume drugs are discriminated, therefore to the look of the other, it meets badly in one state, moreover, the discernment of values of a drugged individual is different of the normal people. Therefore, the dialogues, the customs, the interests of one do not say respect to the people whom they desire to live healthfully.

The drugged ones have many problems in facing frustrations of, what it finishes in aggressive or impulsive reactions, becoming the day-by-day inadequate one inside it familiar, professional and social enclosure. The search for the life of magical moments and of I alliviate, as well as in the distance of the citizenship in its fullness is some of the aspects that involve the high consumptions of drugs in this type of population. In the truth an adolescent reason does not only exist to start it to make use of drugs, and yes, some reasons or factors of risk. *Em this article, the terms child and adolescent is used in compliance with Law 8,069, that it makes use on the statute of the child and adolescent (ECA) and in the article 2considera child the person of up to 12 years of age incomplete and adolescent that one between 12 and 18 years of age.

He is in this context that if inserts the relative question to the valuation of the ethnic-cultural diversity of our formation in the Brazilian educational system, in which blunts the insertion of thematic and contents programmarians on the history of Africa and the black in our country. The inclusion of the education of history of Africa and the Aboriginal culture in the resume of the basic education is considered essential, for knowing that the pertaining to school institution has a basic paper in the combat to the preconception and the discrimination, because it participates in the formularization of attitudes and essential values to the formation of the citizenship of our educandos. The knowledge of the history of Africa and the black will only be able to contribute to get rid on preconceptions and esteretipos to the segment afro-Brazilian, beyond contributing for the rescue of auto-they esteem of thousand of children and young that if they see kept out of society by a school of eurocntricos standards, that denies the ethnic-cultural plurality of our formation. 2-PERFORMANCE OF the BLACK MOVEMENT (MN): It is always important to strengthen that the inclusion of thematic history and African culture and afro-Brazilian in public and private education is resulted of a process of claims and action on the part of the black movement (MN). Registers exist on the quarrels of the MN in the field of the thematic education with the ethnic-racial one in the pertaining to school environment already in 1948: ' ' Nowadays, the pressure against the education of the black loosened considerably, but let us agree that still it is found very far from ideal.' ' (Quilombo? year I, N. 0, ten. 1948). In 1954, Guiomar Mattos indicated in its texts the problems generated with the preconception in infantile books. In the decade of 1960, the magnifying of the net of public education made possible that the presence of black people in classrooms if became routine more, but it did not favor the alteration of the racial relations and the environment in the interior of the official schools, that had remained discriminatory.

The look for this reality, strengthened for one research of scientific initiation that we carry through, instigated in them to deal with to the school and its entorno. We make this of form careful and reflected looking for to inquire the different angles of the problem not to backslide in the mistakes of a superficial analysis that only identifies to some culprits and victims of the situation. We have folloied some articles in magazines and periodicals of great circulation that if comprazem in making responsible professors and pupils for the performance verified in tests evaluations that have been carried through in our country. Certainly we cannot eximiz them of parcel of responsibility for what it has occurred, but also have the certainty of that they are not only them that they must answer for low the quality of the education in Brazil. The newspapers mentioned Levi’s not as a source, but as a related topic. In accordance with Moreira (2008), either perhaps pertinent, then, to come back to reflect on the professor capable to contribute, effectively, toward the construction of a school of quality in the country and, valley to wait, toward the promotion of better resulted in the evaluations.

In the developed research, we had as objective to mapear the thoughts, critical suggestions, aspirations and to the school as if it presents today. We search the opinion of social, educational and institucional leaderships for, to the end of the same one, to be able to suggest new perspectives of action, who knows, conjugating the positioning of the interviewed ones and of the theoreticians who also if have worried about the routes that the school has taken, even so Becker (2004) it affirms that renewed speech is not enough condition of practical innovator. We organize this article in three parts: first we approach the context educational in ample way, the school and the professor today, the challenges, the problems, the control points, as the people veem the school today and what they wait for its future; at as a moment we say on the papers and functions of the school, that is, to analyze what it occurs in this space; if it is only socialization or also learning, if it oportuniza the development of abilities, abilities, citizenship, etc.