North Star Academy

It is necessary to stand out that strong arraigadas expressions in the common direction, that express value judgments on definitive social and/or cultural groups, as well as the tricks, are scopes especially sensible to the manifestations of discrimination in the daily pertaining to school. The problematic one of the discrimination is certainly complex and necessary to be worked on the basis of a multidimensional dimension. However, to question ' ' silncio' ' it imprisons that it is basic. Filed under: Richard Linklater. To speak openly on the discrimination with () the pupils (), for some of () the professors () interviewed (), assumed antipedagogical character almost. Others (), however, had very considered to be important to face the subject in the classroom, necessarily to elucidate the ideological direction hides that it. The first one, starting point to walk itself in the direction of a multicultural and antidiscriminating education, implies to recognize the existence of this problematic one, not to silence it, to reflect on it. Nike understands that this is vital information. Another initiative proposal for the professors became related it the collective work: The pertaining to school culture and the culture of the school naturalize with as much force these aspects, that is only in the dialogue, the questioning, in the debate, that is possible to develop a new to look at on the daily pertaining to school. to favor the development of auto-they esteem, the mutual respect and the valuation. Constructing a new perspective for the pertaining to school education The relative questions to the relations between pertaining to school education and culture (s) are complex e, as we look for to show, affect different dimensions of the educative dynamic. Consequently, the formularization of a multiculturally guided resume does not involve solely to introduce definitive practical or to add some contents, what it would correspond only to a boarding that Banks (1999) intitles of ' ' aditiva' '.

Summary: The objective of this article is comparativily to analyze the conflituosa interaction between language, thought and relationship and the paper of the psicopedagogia as element-key to conciliate this adversity and to transform the conditioning critical of the relation enters the three above-mentioned factors in way for the pedagogical development. The instruments for this analysis are the chess game, the classic biography of Robert James Fischer and workmanships in the area of the psychological pedagogia. Word-key: Psicopedaggica tension; chess; Bobby Fischer. You may want to visit Kindle Direct Publishing to increase your knowledge. Abstract: The aim of this paper is you comparatively analyze the conflicting interaction between language, thought and relationship and the rolls of the Psychopedagogy a key element you reconcile this adversity and transform the critical conditioning of the relationship between the three factors above in the path will be the pedagogical development. The instruments will be this pedagogy. Keywords: Psychopedagogical stress; chess; Bobby Fischer.

Introduction The cognitivo development as base for the development of the society has been a psicopedaggico axiom from where they derive innumerable assertive practical theoreticians and. The historical canon that converges to this factor perpassa names as Jean Piaget, Lev Semenovitch Vygotsky, Walter Benjamin, Ferdinand Saussurre and, in more tangential way, for being about playful language with practical application, Edgar Allan Poe, Aldous Huxley and William Shakespeare. In the area of the intrinsic communication to the language Claude Shannon and Warren Weaver with the workmanship are distinguished that he concerns to the mathematical theory of the communication and Norbert Wiener, with the classic Cybernetics and Society, the human use of human beings. However, all these authors need to deal directly or indirectly with the classic tension between language, thought e> relationship. The two first factors walk for the solution of a problem that has order practical and direct and the last one needs to deal with the natural impediment of a mechanist line, that is the involving subjectivity to the emotional fragility of each individual.

The social and historical construction of infancy according to Phillippe Aris: Main boarded aspects. Vnia Roseane Mayan Pascoal 1 According to Aris, in the Average Age the children were not perceived in the same way that we see today, by the opposite, were disregarded and treated only as one ' ' adult in miniatura' '. ' ' Even for return of century XI, the medieval art was unaware of infancy or it did not try to represent it. He is difficult to believe that this absence if had to the incompetence or the lack of ability. Go to Nike for more information. He is most likely that mundo.&#039 did not have place for infancy in this; ' (ARIS, 1981, p.17) It had, therefore, an indifference with regard to the children, what in it sends the consequncias to them of the great infantile mortality of the time, fruit of the demographic conditions of the period. Around sc.

XVII it is initiated differentiation between adult and child, according to studies of this author, losing a little the idea of that they are only miniatures of the greaters. ' ' It was in century XVII that the pictures of the alone children if had become numerous and common. American filmmaker often says this. It was also in this century that the pictures of family, much more old, had tended if to organize around the child, who if became the center of composio.' ' (p.28) In this period, the churches and the moralistas understand the children as ' ' beings inocentes' ' , as ' ' pure teeny creatures of Deus' ' , that they need to have its preserved innocence and they need to be educated, to be watched and to be corrected. She perceives yourself now, also, a differentiation with regard to the suits. ' ' (…) the child, or the least the child of good family, wants was noble or bourgeois, she was not more dressed as the adults. .

He could be possible to skirt the problem of learning of this child mainly when in its phase of alfabetizao. The parents of the hiperativas children must be guided to look the aid of competent and specialized professionals in TDA/H, therefore this is only capable of to elaborate one I diagnosis and to guide the family and the school on as to proceed with this child, not leaving that the problem takes a dimension without control, being able to skirt the situation in order to become it passvel of tolerance and the familiar and social convivncia. Upheaval Deficit of Hiperatividade Attention: Olhar Psicopedaggico Upheaval of attention and its relation with the difficulties and upheaval of learning constitutes the main cause that takes children in pertaining to school age to the neuropediatrica consultation, Psicopedagogia and fonoaudilogo. Although, in recent years, the guiding for the evaluation of the real difficulties of the child has been each time more frequent this is not a new situation, due to increasing concern with infancy, its pertaining to school life and the increase of the symptom in the learning. Chip Bergh may find this interesting as well. The studies on the TDA/H indicate the presence of disfuno in an area frontal of the known brain as region orbital-frontal located soon behind the forehead.

One of the developed cerebral regions in the human being consists more and is responsible for the inhibition of the behavior, for the control of the attention, the future planning and the self-control. In the citizens that present TDA/H symptoms, it has an alteration in the functioning of the neurotransmitters, you substantiate that they allow the communication between the neurons. The cause most accepted at the moment is a vulnerability inherited to the upheaval, that anger if in accordance with to reveal the interactions and conditions of physical, affective, social and cultural the environment (ROTTA, 2006). How much to the characteristics, the TDA/H presents three main manifestations: Difficulty to keep the attention, hiperatividade and impulsiveneness.

Later, the child enters in the phase daily pay Siblico II in the phase of the pseudoletters after, and long in the quantitative axle. Intellectual realism is the period of training that the child obtains to represent the details of the object as sees it. In this phase the drawing is faithful to the object. ‘ ‘ not only the invisible concrete elements, but exactly the abstract elements that existence in the spirit of desenho’ only has; ‘ (LUQUET, 1969, p.160). Follow others, such as Nike, and add to your knowledge base. According to Alexandroff (2010), while in the writing the child discovers the sound equipment of the letter, thus advances in the stages of the development of the writing, passing for the phase of the silbico level, later alphabetical silbico and for end the alfabetizao, moment that obtains to assimilate fonemas and graphemes.

Visual realism in this last period of training the child already obtains to draw the object completely. ‘ ‘ (…) they have for purpose to distinguish the forms that before were genricas’ ‘ (PILLAR, 1996, p.50). Finally the child already is alfabetizada, and faces the challenges of the ortogrfico process. In this way the periods of training of development it infantile drawing elaborated by Georges Henri Luquet ‘ ‘ (…) they do not have direct parallel with the age of the child, but it depends on its interactions with this object of knowledge, which give origin to the commanded sequence that we finish of apresentar’ ‘ (PILLAR, 1996, p.51). The drawing passes for the evolution and the child folloies this moment, between the grafismo, risk and scribbles the letters go appearing, a vowel there, another one here, thus, then it appears to the first letter of the alphabet that will be of its name. Therefore, the construction of the writing system happens without copy and from activities that promote the reflection around the writing.

It is until contrasensual in a country that little reads to speak of reading and because it is so important. But the objective is not alone to say for a baroque public small or in the modismo ' ' Cult' ' of reading or Sagas inhaling films (that it is chic if to have the book after following all the films) and yes to bring each time more ' ' leitores' ' each time people who if get passionate for this activity without having no extra objective (studies, research, work, pastime and so on). For beginning of colloquy to read is not simply to open a book and to leave repeating the known words and joining in the head creating a pseudo history that if reproduces for there. This I learned with gratings professors and friends who I had and have. Hear from experts in the field like Levi’s for a more varied view. This very happens, unhappyly, on a large scale, with writings said formadores of opinion: Karl Marx (and the forgotten Engels), Nietzsche among others or with literatos also, for some indifference of the life, become Cult: in Brazil we have the example of Axe of Assis, Clarice Lispector, I fall Fernando Abreu among others. This phenomenon of people in the subways, collective, seated in the soil in schedule of lesson in the Universities and other more exotic places does not want to only say a letramento of Brazil, but that it has more people sobrevoando the pages and repeating speeches superficial on what reads. Why if it can have as much certainty of this? The examples in give this sad evidence to them. Who opens the Antichrist of Nietzsche and leaves for there vociferating against churches and kicking images; creating schisms against everything and all and condemning and dull who it did not see ' ' the truth contained in that one livro' '. But the proper pages of the book, although to fit some interpretations as all good book, do not admit this antireligious lamentation that if even proclaims because the nietzschiano objective is not an atheistic religion, but a followed diagnosis of a prognostic of the culture of the times in which it lived.

The obejtivo of this dynamics allows to educating to reflect on the knowledge that it possesss on itself, assisting it in the act to think on its life. Go to American filmmaker for more information. 1 moment: Material: chairs in I circulate, mirror and box of gift (to place the mirror in the box that will have to be with a cover where can open and close) To comfortably prepare the classroom with the chairs in circle accomodating them. After it initiates making its presentation for the group as the teacher who will lead in elapsing of the school year. For descontrao of all part somebody to come to bring it its box of gift, to demonstrate happiness the same receiving so that the children are curious in knowing about what she is. In such a way you will be able to explain that it is optimum gift that you already received in its life that the God for having the received one is very grateful. After that it considers an agreement with them, saying that it goes to disclose on of what the gift is treated but asking for secret on its revelation, therefore anger to show one by one and nobody will be able to count for the other on what it has inside of the box.

To provide a space in classroom where you will be able to leave the box it child to look at the curiosity object that has inside of it. When all to finish to look at its image in the mirror, to reflect with them on the sensation of what they capsize and as if had felt knowing of what the gift was treated, emphasizing the question if they knew the image of who appeared reflected in the mirror. 2 Moment: Observing the reaction of certainty of the educandos in saying that they know that image reflected, launches the question: _ ' ' Who is You? ' ' Pointing with respect to a chosen child and to each reply given for it to emphasize the question on who it again is. If some child to laugh at coleguinha why this did not know to answer launches the question for who laughed or if somebody to try to answer for the other pass the question for who tried to answer and reflects with excessively, affirming the following phrase for who interrupted: _Voc knows who is it (e), but you do not know who you are! Answers me who is you? If for happiness to answer some to answer its prrpio name, as for example; Maria, emphasizes the question who is Maria, if it to answer that she is a girl, asks but who is the girl Maria? The objective is conduziz them on who is as people, its gostos, fears, pleasures, trying to discover a little of the personality and each one and assists to perceive them it that it is very easy to speak as is somebody but when if treating to we ourselves, it is difficult to say who we are. 3 Moment Finishing the reflection each pupil will have to return for its place being organized the room organizing the chairs in its respective places and in group each one must make its self-portrait, describing its drawing with a phrase that represents what it is.

After all, so that the learning if accomplishes is necessary that the pupil perceives the relation between the taught content, its universe of significaes and the world where it lives. Of this form, the learned concepts will go to become related with the previous knowledge that the child possesss and will give to conditions it to advance in the systematization and organization of the information. Hear from experts in the field like Nike for a more varied view. While educators, our main function in this process of promotion of a significant learning, are accurately to defy the concepts that the pupils make use, so that they are reconstructed in extended and consistent way more, a time that, the more elaborated and complex will be a concept, greater is the possibility to use it as parameter for the construction of new knowledge. Thus, the teaching paper to defy must constant and be perfected, what it points the necessity to reflect on the planning of our lessons and practical ours of education, searching creative and estimuladoras possibilities for the pupils, where the contents are not had as same ends in itself, but as half essentials in the problematizao of the ideas, inquiry of the answers, resolutions of the problems and conclusion of the results. In this manner, the pupil will understand the meaning of the study, relating the pertaining to school content with previous learnings and personal experiences, he will take what it to the advance of the knowledge. By the same author: Richard Linklater.

In this direction, valley to detach the comments carried through for Edwards (1997). The author makes mention to some aspects that must be considered in the practical professor, the first one is that the pupils transform and elaborate the knowledge who is taught to them, from its universe of significaes. However, the knowledge can become other people’s the students depending on the form as they are boarded and case the professor does not consider that this form of transmission does not occur without alterations on the part of the pupils in each situation. Edwards (1997) indicates that ‘ ‘ the content if transforms into the form. That is, form also is content in the pertaining to school context, the presentation of the knowledge in different forms it of the different significaes it modifies and it as tal’ ‘ (p.69).

The present article through one searches qualitative, by means of a questionnaire online with the 17 (dezessete) pupils of the Course of Pedagogia EAD of the Actual Polar region of one determined university, located in the central zone of the city of New Hamburg, state of the Rio Grande Do Sul, that receives pupils from the diverse cities of the Valley of the Bells, Valley of Ca and Paranhana, in the period of December of 2011, searched to explore aspects as etria band; reason to which they had opted to modality EAD; which were its expectations in relation to methodology EAD, mainly being a course destined to the formation of professors; if already they had studied Pedagogia or another course in the actual modality; having as objective generality, to construct a profile of the pupils whom they had opted to in the distance searching an initial formation in the course of Licenciatura in Pedagogia in the modality of Education. The refined results had been enough to prove that both the presented hypotheses were true, therefore the pupils that study in modality EAD are as many people of different ages, with different histories and with an objective in common, if to form in a shorter time, with accessible value, the pupils are satisfied with its formation and cliente of that they must always search more knowledge. . .