Ambient Education

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.

Average Education

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.

Ambient 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.

Mathematical Education

Dr. Jose Robert Linhares de Mattos Institute of Mathematics – Of the state of Rio de Janeiro Federal University and PPGEA-UFRRJ M.Sc. Learn more about this with David G. DeWalt. Lucianne Oliveira Andrade Hunter Federal Institute Goiano-Campus Ceres and PPGEA-UFRRJ Scientific Communication SUMMARY the objective of this work is to contribute for the quarrel on the process of education and learning of the mathematics in Brazilian schools that offer to the Program of Integration of the Professional Education and Technique of Average Level in Adult the Young Modality of – PROEJA. The research was carried through with the pupils of the PROEJA of the Federal Institute Goiano? Ceres campus. The quarrels had been directed by the line of research in EJA and Mathematical Education. Assuming that the people taken care of for the PROEJA are formed by pupil-workers, in many cases, are of the pertaining to school environment have much time, questions appear that they need to be answered.

We will see the way as we lead the lessons and we will present examples of small projects where we apply the interdisciplinaridade, the transdisciplinaridade and analysis of the real experiences of the students in others you discipline and its daily one. Word-key: PROEJA; Pupil-Worker; Mathematical education; Projects. INTRODUCTION ‘ ‘ People want whole number and not for metade’ ‘. (Food, Tits) the education of the Mathematics to the public of the PROEJA brings as challenge the change of ours practical in the daily pertaining to school, being necessary to use metodolgicas tools that value the knowledge of not fragmented form, privileging the active participation of these pupils and its contributions through the experiences that they bring of its work, its purchases, of its expenditures, at last, of its daily one. Thus, she is necessary to think about answers for some questions, such as: It is possible to guarantee an education of quality for people who are moved away from the school have some years? The PROEJA will be plus a precarious inclusion? It will have time to work all the necessary contents so that this formation is of quality? Which experiences these pupils bring? That metodolgicas experiences to use to facilitate the learning?

The Ambient Education

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. . .

Basic Education

Therefore the mathematics works involving aspects of the daily one of the pupil and using to advantage its knowledge of world and space. Allowing the pupil to participate of the process of construction of its knowledge, approaching the essential character of the geometry, that is to present to the pupil mechanisms stops to develop a special type of thought, as cites the PCN? s (BRAZIL, 1997), and allows the citizen to understand, to describe and to represent, of organized form, the world where it lives. REFERENCES ARAJO, Maria. Because to teach to geometry in the initial series of 1 degree. The mathematical education in magazine, N. 3, P. 12-16, 1994. BECKER, Fernando.

The origin of the knowledge and pertaining to school learning. Porto Alegre: Artmed, 2003. BIEMBENGUT was not cited, M.S. Mathematical Modeling in Ensino. So Paulo: Context, 2002. BOYER, Carl Benjamin. History of the Mathematics. 2 ed.

So Paulo: Edgard Blucher, 2000. BRAZIL. National Curricular parameters: Mathematics/Ministry of the Education. Secretary of the Basic Education. 3 ed. Brasilia: The secretary, 1997. OAK, M.C.M. Constructing knowing. Techniques of Scientific methodology. Campinas; Papirus, 1998. D&#039 was not cited; AMBROSIO, U. Etnomatemtica: Art or technique to explain and to know. So Paulo: Publishing company Stokes, 1998. LORENZATO, S. Because not to teach geometry. The mathematical education in magazine, N. 4, P. 3-12, 1995. PIETROPAOLO, Ruy. Curricular parameters of mathematics for basic education. The mathematical education in magazine, N. 13, P. 34-85, 2003. MOREIRA, Landmark; MASINI, Elcie. F. s.a. significant Learning: The theory of David Ausubel. So Paulo: Moraes, 1982. SANTOMAURO, Beatriz. The geometry that makes the difference. New School, So Paulo, volume, N. 219, P. 60-63, 2009. Pg. 63 Page of the cited text.