We need to hear, to open spaces for the dialogue, therefore proper the involved ones can, with our support, to find excellent solutions for its necessities, with autonomy and of democratic form. The ideal is that the mobilization if transforms into sharing of responsibilities and development of communitarian processes of self management. The phase of the Information is indispensable to attribute to consistency technique to our work in Ambient Education. For in such a way, we need to count on teams to multidiscipline of technician, in accordance with the nature of the treat subject; whichever to the situation, it will have to be boarded with the had knowledge technician of the subject, for specialists, adjusting itself it language to the level of the involved population. However, this boarding will have to compose a body of information that can be related to the reality where if it is acting, that is, they must be contextualizadas, associates what the public already knows or already makes.
We cannot in them lose in explanations techniques that are of interest only of studious, the ambient preservation is a duty of all. The Ambient Education, for not becoming a work incuo, will have always to be supported in complete and brought up to date theoretical and practical information, that give to security and credibility to the presented proposals. The action is last and the more important of all phases, therefore it is the practical execution of the ambient projects that we desire to materialize. Through the educational process we will act next to people, institutions or communities, with the indispensable participation of the same ones. This action means a set formed for organization, Systematic action and continuity of proposals, decentralization and incentive to the self management of groups and communities. For in such a way, it is necessary to plan all process, dividing responsibilities, adopting procedures of cooperation and partnership, guaranteeing support infrastructure and following the development of concrete and concrete actions systematically.
SUMMARY Forty and five pupils, of the State School of Basic and Average Education in the City of Porto Velho? RO that take care of modality EJA in the nocturnal period, had been searched by means of questionnaire regarding its low income in the last times of lesson and, they had participated of 4 practical lessons on ecology. The result of the research indicated that the low income in the classroom, the third and rooms times, is consequence of the majority of the pupils to sleep little due to extreme hours of working whom they possess. Hear from experts in the field like FASEB Journal for a more varied view. When giving suggestions to try to decide the problem, the majority of the pupils found that more involving lessons on the part of the professors would have to be given. The given practical lessons had demonstrated that although sleep, the pupils had participated actively of the contents that had been given. Word-keys: Low pertaining to school Income; Young education of Adult; Nocturnal education; Education.
The envolvement of people, institutions and communities, must associate the problematic to values highest and subtle situation or situations of the existence human being. This means to relate the causes and consequences of the problematic situation in screen to the important conditions as survival, respect to the life, harmony, fraternity, solidarity, cooperation, construction, individual and collective responsibility, concern with the future generations. Many projects of Ambient Education start and remain only in the phase of Mobilization. In this second phase is necessary to go beyond the alert one, of the calling and the survey of problems. According to some theories, the human being is basically constructive and creative. More information is housed here: Gerald Weissmann, MD.
Sensetized, it will be able to project, to construct, to create collectively, individual or, better conditions of life for itself exactly and its fellow creatures. In the phase of the mobilization we aim at to guide the students, so that these can co-ordinate people, institutions and communities so that its efforts in the direction disponibilizem to cooperate, to transform and to construct desirable situations of life, for itself and its fellow creatures, acting in its environment, in adjusted way more, aiming at the gift and the future. To mobilize means to place in movement, ' ' agitar' ' , to present alternatives of resolution of one determined problem, that demands individual and collective action, envolvement and participation of all in its confrontation and execution of solution proposals. When we search to mobilize the people for a cause in favor of the common good, we have to be very certain conscientious of what we make, either of the personal institution either point of view, who we represent. We have of being essentially ethical in our performance. We have to have the certainty of the correction of ours proposals. All the projects that obtain to sensetize the public – white for a valuable and noble cause have great part of its assured success.
Currently, it is rejected idea of that the Psychology of the Education is summarized to a simple field of job of Psychology; it must, in contrast, take care of simultaneously to the psychological processes and the characteristics of the educative situations. (Wedge, 2000). Our project of intervention had as objective to carry through a work directed to the pupils being involved questions of vision and perspective of future, the importance of the educational process, what this will cause its lives and the lack that will make, and subjects which are inherent in a group of adolescents, as well as sexuality, drugs, market of work, expectations, pressure about a future, etc. As methodology we use as theoretical base the Sociometria, contained in a socionmica boarding for if characterizing almost that specifically in the work of groups, exploring, mapeando and mensurando relations or bonds established between individual social forces, that for a look direct are not perceivable, acting in nets of interaction in the seio of a group of one determined organization (in ours in case that, the school). Also we can say that the Sociometria in supplies subsidies to them the study of the existing bonds between individuals, while social formadores. The moreniana vision of world (Brown, 1992, 1993) can be understood from the following ones estimated: the 1) Man is a relationary Being, needing the relations and interactions to determine the sprouting and the development of I, of its identity. He is through its papers that go constructing to its I, combining it the group the one that belongs. Through factor TELE (attractions and rejections to the others) the people if organize spontaneously, constructing the nets that will give to sustentation the group structure; 2) The Man is a spontaneous and creative Being, endowed with factor (espontaneidade), that he allows that the individuals give to new and adequate answers the unexpected situations.
Resume, the identity of the school and the society The resume, as well as the proper school, is not static and is, therefore, in total development. Of this form, it allows in them to reflect and to argue concerning some questions that we consider excellent for the performance of the process education learning. In this perspective, the resume must be considered significant, from the premise that this must offer an education of quality for all, if becoming democratic and multicultural. The word resume is very familiar for all we who we work in the school and the pertaining to school systems. Perhaps on account of this, we do not think very or same we reflect on the direction of the term, so frequent in the colloquies in academic schools, lectures, texts or in other quarrels.
With the word resume distinct conceptions associate, that derive from the diverse ways of socioeconmicos life, factors, cultural politicians and. Thus, the resume must be understood as contents to be taught, the pertaining to school experiences of learning to be lived for the pupils, the pedagogical plans elaborated by professors, pertaining to school schools and systems, the objectives to be reached by means of the process of education and the processes of evaluation that influence in the contents and the procedures selected in the different degrees of escolarizao. Then, the resume associates it the set of developed pedagogical efforts with educative intentions. as identity of the school, directs the varied positionings, commitments and theoretical points of view, and thus, affirms in greater or minor emphasis quarrels on what we know accurately on the importance of the pertaining to school knowledge, collating many times, on procedures, social relations and the current scene. What it is really important to learn? why? How and when we will use in our life in society? We judge important to stand out that, any that is the conception of resume that we adopt, in them does not seem to have doubt how much to the importance in the pertaining to school educative process.
The AMBIENT QUESTION the incessant search for the generation and commercialization of wealth has taken the humanity to a great ambient crisis, which if has alarmingly aggravated, (Santana, 2005). Although the technological development has proportionate advances in the society, at the same time, this has alavancado ambient problems and risks that compromise quality of life of the current and future generations. The concern with the protection of the environment increased in last the thirty years, the point of the majority of the countries to have enclosed the ambient guardianship in its Constitutions and created specific legislaes in the attempt to reach a sustainable development for the nations. Educate yourself with thoughts from Richard Linklater. Ahead of this, the Brazilian Constitution of 1988 if configures as one of the most evolved in the ambient guardianship and foresees in its text, beyond other measures directed for the guarantee of an ambient balance, the accomplishment of a massiva ambient education in all the education levels and the public awareness for the preservation of the environment. In this context, we can analyze until point the ambient education can contribute for the viabilizao of a sustainable and democratic development, in view of that civil engineering is large-scale consumer of the natural resources. Through the influence of the ambientalistas movements organized and of the agreement of that the environment is a basic legally protected interest for the guarantee of the life in the planet, the constitutional legislator included a special chapter in the Federal Constitution of 1988 on the integral protection of the environment, as well as disposals on the subject in several other tickets constitutional. The Ambient Education was enclosed in the Brazilian normative system first through Law 6,938/81 that it turns on the National Politics of the Environment and, later, in the Great Letter (Article 225, 1, VI), charging the public power of the promotion of the ambient education in all the education levels, as well as of the awareness of the collective for the active participation in the ambient guardianship. . .
Word-key: Enterprise Pedagogo; productive intelligence and sustainable society. INTRODUCTION In face of the new times or world contemporary, we live a renewal in the education concept that goes beyond the walls of the schools, that is, it is in all the places, since our first days of life of the conviviality in the family until the insertion in the work market, being essence of the man, a social being, a partner-cultural being, and a being that learns and that it constructs to each moment its history. Learn more about this with Gerald Weissmann, MD. In a globalizado world the man has the possibility of to extend its horizontes, to interact and to construct new knowledge breaching barriers of time and space by means of advance technological, although that, also to perceive a moment of uncertainties in this globalizado world and the lack of meanings and intentions on the part of the man who initiates one I circulate vicious and alienator of wild consumption, that generates crises or conflicts, having the necessity to learn to learn in its relation of production. Necessities mediated and supplied perfectly for the Pedagogo that in its new Curricular Line of direction, it of the attribution knowledge and aptitudes for a pedagogical work reflective critic in not Pertaining to school areas in the promotion of the learning as in one all of the man. For more information see Gerald Weissmann, MD. Let us notice that articles and books directed to education learning of adults, limit the performance of the Pedagogo in the not pertaining to school institutions with allegations that this professional of the Education is only apt or she only possesss in its graduation exercise of the docncia in Infantile Education and the initial years of Ensino Basic. In the article 5 incorporation IV of Resolution CNE/CP n 1, of 15 of May of 2006 says that the egress of the course of Pedagogia will have to be apt: to work, in pertaining to school and not pertaining to school spaces, the promotion of the learning of citizens in different phases of the human development, in diverse levels and modalities of the educative process.