Education And Thought

The importance of if teaching to think it are recognized for professors and writers of the education. It is pointed in the theory and practical a desire to make with that the students conquer one to think by themselves, of form who obtain to autocorrigir themselves in critical and creative way. We understand that thinking it is a way to learn, to investigate the world and the things, better to interpret them e, thus, better to know the world that we inhabit. It is for the activity criticizes and creative of the thought that in them we free of the submission of systems and people with manipulating and desumanizadoras ideologies. Film director has similar goals. Not to consider the importance of an educational activity directed to the development of thinking is to subestimar the capacity reasoning human being. The thought is a productive activity and the proper product of the capacity to think, therefore it human being, by itself it is the primary condition of its freedom. In this direction, we support our ideas on the importance of an education directed when thinking about the book ‘ ‘ As To teach the Pensar’ ‘ , of Louis E. Raths, Selma Wasserman and others.

In this workmanship, the authors look for to relate the task of the education with the development of the processes of the thought from the definition of the functions, operations and categories of thinking, as well as look for to verify the practical applications in the educational field. In this direction, the authors present the education to think it, in view of the following reflection: The importance of thinking and the thought is verbally recognized theoretician and. We yearn for that our children are capable to think for itself same, to autodirigir itself, to meditar and to reflect; we do not want that they are precipitated in its judgments.

History Education

A study of case in the State School of Basic Education and Average Lordo Professor? Picu PB. The teaching of history in critical perspective; it marries study in State school middle and high school Teacher Lordo? Picu PB. *Rosinalva Appeared Martins de Oliveira SUMMARY the education of History during much time had a character determined for the traditionalism that took the pupil to limit its knowledge to the great events of histories politics and to the heroic facts. This type of education implies in the concern not to create questionings and nor to debate the contents studied in classroom, preventing of this form, a critical positioning and the formularization of a history? problem. The starting point of this work is, in first place, to identify the different methodologies used for the professors, in the education of History.

For this, we look for to make a study of case in the State School of Average Education Lordo Professor, located in the city of Picu PB for the same one to be reference in average education and to be the only public school of the region to gain a prize international. See more detailed opinions by reading what Richard Linklater offers on the topic.. The complexity of the study in them leads to an analysis exercise using different metodolgicos procedures, such as: bibliographical revision of specialized literature, also considering the reflexivas literature of the area of History, interviews, comments, and sessions, making possible to clarificar the construction and reconstruction of the thought during the process education learning. We wait with the results, to point a theoretical deepening with more intensity, that is, a proposal to improve the practical pertaining to school in the education of History, as much in the school as in a generalized manner. Although a speech exists that the majority of the professors in its practical professor has as base the critical reflection, we know that limitations as for the practical one in classroom exist.

Patrimonial Education

The question to interdisciplinar is present in the form as the professional leads its work, had been some of the questions that I looked for to observe in the visit to the Archive, when arriving at the place the oficineiras, she showed an area of medicinal plants detaching the importance of the grass, of the academic point of view, consists of the education and research method. The public Archive makes possible a work to interdisciplinar sufficiently articulated, where such joint is come back toward the historical research, the interdisciplinaridade develops the identity disciplines of them fortifying them and changing practical the pedagogical ones, inside of the Archive it can to work with geography, being used the mapoteca, chemistry, using the process of I restore, biology in the formation of the fungos and you trace, occurrence due I accumulate to it of material, the letters, in paleography with the grammar, grafia, this becomes the Archive a place to interdisciplinar. (Similarly see: film director). The question of as to work with knowing so next is the valuation of the educational process, is that one that teaches to think and not to repeat exists diverse forms of performance in the Patrimonial Education, therefore contributes for the knowledge of the cultural Patrimony, built and incorporeal, in the scope of the Archive, I had the chance to live deeply, some forms of patrimony, where, the proposal of a methodology, come of educational action directed toward the preservation use, where they compose our cultural patrimony, a.H.P.A made possible a development for the Patrimonial Education involving its primary diversities as knowledge source, in the incorporeal education, a time that the beginning of the Patrimonial Education it is the direct experience. In relation to the project of Patrimonial Education, I can detach the document use in the classrooms, with this to help the pupils to understand the past better and to show despite it can be interpreted in diverse ways: When one learns history by means of texts that little clarify on the origin of the information and conclusions that contain, runs a risk in believing that this disciplines offers complete and definitive knowledge of the past, where would not have place for the doubt and the unfamiliarity.

Aboriginal Education

Gone of 1500 – and aboriginal education in lands of Una – typically informal one and marked for the rites of ticket made by the youngest the older adult indians to ace children. Swarmed by offers, Richard Linklater is currently assessing future choices. It does not have register of separations between adults and children, inexisting ‘ ‘ feeling of infncia’ ‘ , in the direction of that they must be given well-taken care of special. They insert in practical the collective ones as passive spectators, receiving from the oldest cult to the ancestral ones, deuses, beyond the rites, language and too much elements of the culture of assistemtica form. Such registers are of relative references to these cultures throughout the aboriginal peoples of the coast of the Bahia, made for historians as Sebastio of the Rock, Pero de Magalhes Gandavo? The History of the education of the town of Una, current Valena it starts with the jesutica presence for return of the government of Luis of the SUPREME (provincial of Brazil) in the 1560 (Oliveira, 1985. p 8)? Strengthening such affirmative quotation still Oliveiras, 1985.

P. 08) (in the lands that today we know as Tapero, the Jesuits had initiated the organization of aldeamentos, aiming at catequese (Oliveira, 1985. P. 08) the pertaining lands the city of Tapero up to 30 of September of 1819 were of the Village of New Valena of the Santissimo Heart of Jesus, desmembrando and being part of the Village of Boipeba in this date. (Oliveira, 2006, P. 62)) In lands of Valena the chapel of S. GENS (in the place where if it finds the church of the Support) for Sebastio of bridge is raised, first colonizador between 1573 -1577. Having the presence of a chapel, they estimate it presence of the Jesuit priests (Oliveira 1985, P.

Adult Education

To understand as the development of the Education of Young and Adults in Brazil happened, we will need to explore history Brazilian, therefore this question is arraigada since the principle when supposedly we were discovered by the Portuguese. Its trajectory, the profile in relation to the adult in the pertaining to school environment, the teaching position, the laws that support the education as a right of all are questions that this text will present soon below. As we know well for much time the Brazilian education was lead under Christian conceptions. Of – to the fact, the relation of that after ‘ ‘ supostamente’ ‘ terms been discovered, the Jesuit priests who together had come had been appointed to the task of ‘ ‘ educar’ ‘ the slaves/indians who were here, or arrived in the bilges of the boats. Clearly that this education praised much more religious principles that educational. The first registers were structuralized there of alfabetizao of adults in our country.

In this format the education follows until 1889 middle, when Brazil leaves of being explored by the Portuguese Crown and adopts the imperialista politics; period where if it thinks the education as new a proposal pedagogical. This historical moment can be considered as a landmark in the history of the EJA, therefore it is in it that they appear the first attempts of an efficient education. Educational still, reforms occur, are perceived the necessity of nocturnal education and in this context valley to detach Jose of the Figueiredo Wedge, minister and editor of the report that pointed the existence of two hundred a thousand pupils frequenting the nocturnal lessons. No longer young century XX alfabetizar adult a necessity became, therefore with the ascension of the period of industrialization the work market started to also require the instruction.

State School

Until the eighth series, the traditional values were gifts, the professors had an authoritarian position, the lessons were not practically differentiated how much to the structure of presentation of content and application of exercises, the concepts and formulas would have to be repeated and to be memorized, the intense control to discipline constant age in such a way inside how much it are of the classrooms. Brazil was living a process of transistion of dictatorship for a democracy, a slow, however acclaimed and argued process in the corridors and the groups of friends who if agglomerated in the small bars after the lesson. It was in this scene that despertei for a conscience critical politics, to the step that it looked to read politics books, that they approached the Real national situation. I cite: Baptism of Blood, Frei Betto; Brazil Never More, Olga, among others. Finished Ensino Ginasial, I started to study the Scientific one (today Average education) in the State School of Cuit. Already we lived the expectation of a democratic country, exempts of the tyranny of the dictatorship, we dreamed of a president-elect for the direct vote.

In this context, we create the free bosom of the related school, and to strong militate I passed it in the estudantil politics, atrelada to the partisan politics. Together with some friends we establish the PT (Left of the workers) in the cities of Picu, Cuit, New Forest and Bar of Santa Rosa. We embark in the dream of better Brazil with the campaign Squid president, in 1989, dream this, that if became in frustration when seeing Collor to go up to the power. However, I did not give up, I continued in the militancy, fighting for what I believed! ' ' I make universidade' ': The dream of being sociologist the sociology course was a dream that started to take form of the fights inside politics, of quarrels with engaged professors who fought for its and our rights, fought for a public education of quality, and for a society joust and igualitria.

REGIONAL HISTORY TEACHING EXPERIENCE

Wilian Jnior Bonete (Mestrando in Social History – UEL) Paula Maria Coast (Doctor in History – UNESP) SUMMARY: Regional History together with the knowledge of local history can consist in an education that extends the conscience on the importance of cultural the historic site. When duly worked, Regional History in classroom it would angaria ample possibilities of study for the historians/professors beyond supplying necessary elements that they assist in the identity construction. However, it must be attempted against to the fact of that it second requires (Pollak) a type of different knowledge of that one focused in the high national level. For in such a way, the objective of the present text is to present the results gotten to the end of the project of Supervised Period of training developed for academics of 4 year of the course of Licenciatura in History of the State University of Center-West – UNICENTRO in Guarapuava, PR, which had as focus Ensino de Histria of the Paran, had to the fact of that continuously the people place in itself questions related to the place where they live and on as its ancestor and for the little space had also lived that he all possesss in the curricular gratings in the State, a time that the law determines that its education is obligator. The intention also is to briefly reflect on concept of estimated the Regional and Local History and the theoretician-metodolgicos that had guided the project all. PALAVRAS-CHAVE: Regional history, Education of History, Practical and Methodologies. The present text is resulted final of a project of Supervised Period of training carried through for the academics of 4 year of History of the State University of Center-West (UNICENTRO), with groups of Basic and Average Ensino of a State School in Guarapuava, PR, which had as focus the education of History of the Paran. The objective of this work is to present the stories of this experience and to raise some reflections on estimated the theoretician-metodolgicos that had guided the project, as well as the concept of Local and Regional History. .

Opened

This is the time that does not have time. ' ' He is wonderful to observe crianinha if to raise on the entire past of the humanity and to walk onward. With imprisoned eyes in its gift. Trpega at the beginning, with the opened bracinhos, a sustentation that does not find in air to its redor. Exactly thus it advances, equilibrista, drunk of life. Plus another step. the parents, tense, fear the tumble. They twist.

They laugh. They stimulate. But it only goes to walk as we, adults, when to obtain same to establish the balance between its internal references and the world to its redor ' '. To speak in way is to speak of the proper life, therefore, it is always if asking which it will be the goal, the route, this is in emotional, professional area or spiritual always is looking a way. Rogers speaks of the difficulty of human being. During all the trajectory of the life becomes choices, many of made right them, others nor in such a way e, is these choices that in will disclose ways to them. In the emotional area, in special, for times, it is chosen as the great love accurately that one or that one that does not go to be able to be to the side and, for times, until if it tries to keep a relationship what in many cases both leave hurt or, exactly young that start to namorar and after definitive time they believe to have joined twin soul e, for a reason or another one gets rid namoro and is completely shaken passing, to the times, even for existenciais crises.

It is thought about the death. The way is lost. The young enters in a mental confusion. Then, when this happens is tried to prevent one to the other. The city for greater that is will become small e, finally in many cases that love that said to feel one for the other become wounded chronic.