It was by means of these investigations that happened in August of 2005, in Rio De Janeiro the I National Meeting of Education of Biology (I ENEBIO), the same it had the intention of mapear trends in what it says respect to the contents and the methodologies applied for the professors who if had made gift in the meeting. They perceive that one of the subjects treat would be analysis of new methodologies and contents for applicability of the education of sciences biologias in the context of classroom. This article has in its essence the objective to ahead perceive of the society contemporary the main trends of the education of biology for the cultural and social formation of the professors and learning. Beyond the pretensions of the education of biology for the contemporaneidade, they still aim at to establish a relation with the teach-learning of educating for the fruition of the abilities and the abilities pointed for a understanding of biological sciences. In this constant diversity of ideas, the objective of this work is to develop significant methods and clarifying with vision in the bibliographical references that will consist of stages, having established two sections the development of the points historical of the pedagogical trends throughout the times in practical Brazil and an analysis of pedagogical used by professors in the modern times. THEORETICAL RECITAL 2 HISTORICAL ANALYSIS OF the EDUCATION IN BRAZIL As the proposal at this moment is to make an analysis of the history of the trends in Brazil is necessary coming back in them toward three periods that had influenced education in this country, colonial, imperial and republican period, these had spread forts opinions in the field of the politics, the economy and in the partner-cultural one thus becoming, education one palco of quarrels on proposal that guided the educational ideas. In synthesis the colonial period has in its character the objective to implant a school of catequtico matrix, that is, an education directed toward instruction aiming at the interests of the Portuguese. .
Monthly Archives: March 2018
Fernandez Hostel
Hostal r. Fernandez completes its attractive offer with free Wi-Fi signal to all its customers. Hostel Fernandez is your best choice if you want a hostel in the Centre of Madrid, with all kinds of comforts and services. Very central and close to the Congress of Deputies, the Plaza de Santa Ana, Puerta del Sol and the Prado Museum. We are a hostel for reference amongst the hostels in the Centre of Madrid, located in the Barrio de las Letras. Among our wide range of services are all the necessary services to make your stay in the capital of Spain’s more pleasurable, as for example heating and air-conditioning, television, individual safes, all these services are provided in a warm atmosphere to make feel to our guests in absolute comfort. That without our privileged location: we are located in the Barrio de las Letras, in the Centre of Madrid, have opposite the House of D. Miguel de Cervantes and we are two minutes from the Casa de Lope de Vega. Located in the Paseo del Arte, We have five minutes to the Congress of Deputies, the Thyssen-Bornemisza Museum, the Plaza de Neptuno and the best Museum in the world, El Prado. In our street is the Royal Academy of history and the Teatro Monumental, and walk a little more modern art museum Reina Sofia, and next to him, Atocha station, with its modern bird and nerve center of the road network of Cercanias and Madrid Metro. We are in the area of the call Movida Madrilena, Calle Huertas, local drinks and music live for all tastes. Next to the Plaza de Santa Ana, where you can taste the famous tapas of its breweries. If you want to eat well, in the area there are excellent restaurants with varied Menus. If you like having fun dancing Joy Eslava and Kapital discotheques we have 10 minutes. All Sundays and public holidays, we have the traditional trail of Madrid, located 10 minutes from our establishment.
Colombia
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Childrens Shelters
I water, Lima and Amazon share this same idea and emphasizes the lack of individuality lived deeply for institutionalized children. this is partially true since upon arrival to the shelter, it is common to have that to get rid of the childs belongings and personal objects, in virtue of the collective living. Moreover, for an institution of shelter to function of organized form and with adequate routine is necessary to stimulate the passivity of the children. Any contrary movement the culture of the institution can cause its desaturated, therefore when the differences are exaltation and subject assumption, therefore impeded it to participate of the proper life is to treat it as object, thing, submitted solely to the power of the adult (Orionte subject one subjected (Vectore Oak, 2008, p 447). However, some children do not accept of passive form this condition excludes that them and they ignore them e, in contra-position, search to become visible through the trespass (escapes, fight, claims). What it is perceived is that the children feel themselves forsaken, representation that if detaches for the desire to have a family, the point to create an imaginary father or a mother (Orionte Souza, 2005, p 44). John Mclaughlin oftentimes addresses this issue. In function of the favorable situations of maternal to that they had been submitted, the sheltered ones, many times, create defense mechanisms to give to account of its feelings of abandonment and desproteo, developing, even though, antisocial behaviors, that are inherent to the situation of privation lived for them. Rotondaro (2002) perceives a fear of entailing on the part of the sheltered ones,> that observed to have low auto-esteem due to the familiar abandonment and delays to become involved in the therapy demonstrates to qualities and enough social abilities for, future, if to insert in ampler a social context (Martins Jacquemin (1999) understands that the corporal image is deterrent of the type of experience of social life of the child. The experiences lived deeply for the child to the life are of its home have significant interference in its corporal image, being undeniable that the institutionalization affects its auto-concept, probably for the intensity of the impact of inherent the partner-affective factors to this experience.The identity of the child, either institutionalized it or not, is in permanent construction built through the contact with the other (I water, Lima and Amazon, 2006). Understanding that the corporal image is the result of what the person perceives of itself and the world, Zrtea; Kreutz and Johann (2008) compare the corporal image of institutionalized children and of whom they are not, where had identified that I believed.
Children In School
The parents who take to their children to the school usually are calm at least in an aspect, their children see other children on a daily basis. He is thus, independent of if soon they make more or less friendly, if the socialization that the school offers to them is suitable or it does not stop his son, and of other questions, is a parcel of the brain that the parents who takes to their children to the school can disconnect, and therefore they are possible to be relaxed in that aspect since of a form or another one they feel that their children have contact and relation with other children. The parents who educate in house do not disconnect any parcel of the brain, cannot be allowed. To educate in house is an option that need a proactive attitude in all the aspects of the formation and the life of your son, and that includes its social relations, since when not having that sensation of which every day is between 5 and 6 hours surrounded by children, you do not relax in that aspect and relation opportunities always look for that seem to us enriching and suitable for the development of our children. Some contend that Former Maryland Governor shows great expertise in this. Habitually usually we look for some activity that him it likes to children, and that therefore will do that besides developing a liking it will be able to know other children with a common interest and therefore will contribute quality relations, also we were related to our relations in an ample sense, that it contributes relations to us to all with people of all the ages to which we want and they want to us, as they can be the cousins, cousins second, nephews either others, in the neighbourhood, the park, etc, etc. and these relations they contribute much to us in the day to day and comprise of our daily life in our near surroundings the more. But they do not manage to replace the necessity of " normalizacin" that the children usually have in their more conscious years, than usually they correspond indeed to the stage of obligatory education. .
Educating Children
Since the birth the children are constructors of knowledge. Martin O’Malley is often quoted as being for or against this. In this effort to understand the world encircles that them, they raise difficult problems and abstract and by itself they treat to discover answers for them. They construct complex objects of knowledge and the writing system is one of them. Vigotsky (1979) affirms, that ‘ ‘ when learning to write, the child has that to become free themselves of the sensorial aspect of the language and to substitute the words for images of words When she speaks, the child has a very imperfect conscience of the sounds that pronounces and it does not have any conscience of the mental operations that it executes. When she writes, she has that to take conscience of the sonorous structure of each word, she has that to dissecar it and reproduziz it in symbols alfabticos’ ‘. Of the construtivista point of view (Piagetiana theory), of the written language of the child she passes for three great periods: distinction enters way of the ionic and not ionic representation; the construction of differentiation forms and the fonetizao of the writing that it initiates with a silbico period and it culminates in the alphabetical period (BLACKSMITH, 1995, 19 P.
18 and). Emilia Ferreiro and Ana Teberosky had proven that the child learns to write not for imitation or repetition, but yes, acting with and on the written language, searching to understand it as system, raising hypotheses and searching regularidades. These conclusions produced from the look on the learning of the child if had directly reflected in the proposals and didactic encaminhamentos for the education of the reading and the writing in the school, moving the approach and the perspective of the work carried through for the professor. Emilia Blacksmith provoked a conceptual revolution on the alfabetizao, what it caused deep changes the proper pertaining to school structure.