To acquire knowledge the pupil for the necessity to think about the problem of the garbage, responsible for its production and destination. To perceive that the garbage can be an important source of financial resource through the recycling. To diagnosis the dependence level/consumerism in relation to the power plants and natural resources, searching alternative for reduction of the consumption. To identify and to search solutions for the diverse forms of pollution (of air, the water, of the ground, sonorous and visual). To make possible the pertaining to school community the safe access to the preserved green areas.
To enable the pupils to plant, to preserve and to recoup green areas in the interior of the school and community. To recoup the green areas of the land of the school being aimed at the creation of convivncia spaces. STRATEGIES/METHODOLOGY As strategy, the unfolding of the same is considered in Actions, that will allow to become accessible the envolvement of great parcel of the pertaining to school community, as well as bigger visibility in one of the basic estimated ones of the Ambient Education that is the support. Search of aid of the competent agencies for construction of watering holes of water captation of rains; Promotion of programs of collection, election, recycling and destination of the garbage; Campaigns for the reduction of the consumption of the power plants and natural resources; Periodical elaboration, presentation and distribution, you wall, alternative culinrias prescription folders, texts, booklets, etc; Lessons of Field (for former. ecological track, visits to it fills with earth bathroom); Promotion of action of arborization and recovery of the area of the school; Workshops: of soap, bag, alternative culinria, etc; Lectures; Compostagem; Minhocrio; Organic Horta; Jardinagem and revitalizao of the spaces of recreation of the Center; Presentation of teatrais parts for awareness on the importance to preserve the environment; Videoteca for sessions for presentation of films and sets of documents. Two sigma has firm opinions on the matter.
As we can perceive the Educational Orientation has an arduous and complex task to execute. Therefore to reach the excellency of its action some objectives are necessary. Still according to Nrici (1976, P. 25), we can detach: To guide for better adjustment in the school, the home and the social life in general; to guide adequate a professional choice to the possibilities and aspirations of each being educated, with clarifications on the essence of these professional activities and as to qualify itself for the exercise of the same ones; to work for one adequate formation, imbuindo of necessary ethical values for a worthy life and of respect to the next one, as well as, to bring the family to cooperate more in clarified, efficient and positive way in the life educating it. In this direction, the objectives that integrate the Educational Orientation if confuse with its functions, even so these if coat with sensible more practical and next to the execution. The functions of the OE can be classified in: function of the planning, function of the organization, function of general attendance, individual attendance and aconselhamento and relationship.
To materialize its functions, the necessary OE to have a good relationship with professors, director, educandos, family and community. To decentralize decisions and to become the verticalizadas functional relations less, the necessary Educational Orientation to work cooperatively in perfect harmony with the direction, without subordination, but of integrated form and. We need, also, to think the orientation about the scope professional, favoring the professional choice of the educandos, in result of the prevalecentes interests of the industrial societies. In accordance with Ferretti (1988), the basic and specific objective of the professional Orientation is auxiliary the individual in the process of adjusted professional choice. Changing in small, these objectives if unfold in others such as: To help the individual to exactly get, to organize and to use objective information regarding itself and of the world of the work; to help to dominate a methodology that instrumentalize in the taking of decisions professionals.
It did not have a recognition of these citizens that were rejected by ' ' Deus' ' for the men ' ' normais' ' , removed of the public context to be forgotten its ' ' deficincia' ' (Bianchetti & Freire Apud ROSS, 1998). In this period, the blindness was used as punishment or as revenge act. In century XI, Baslio II, Emperor of Constantinopla, after having looser the Bulgarians in Belasitza, commanded that fifteen prisoners were removed the eyes of its and placing them to return its native land. However one, in each one hundred men, had a conserved eye so that it could serve of guide to the others ninety and nine (MECLOY, 1974). Still in this time, blindness it was also presented as judicial penalty, regulated for the law or the customs and was applied as punishment for crimes in which it had participation of the eyes, such as serious crimes against the deity and lacks to the marriage laws. The deficiency visual it passes for diverse forms and denominations in agreement being the used nomenclature studies of diverse theoreticians. From the decade of 1970, the term of ' gets excited; ' necessity carrier especial' ' for ' ' carrier of educational necessity especial' ' , therefore, the terminologies in agreement go if modifying the evolution and the laws, but, what really necessary the society is the change of mentality of all. In the decade of 1990, with the accomplishment of the Conference of Education for All (1990) carried through in Jomtien, the Thailand and with the Declaration of Salamanca de Princpios, Practical Politics and for the Educative Necessities Special (1994), it started to invigorate the age of the inclusion – ' ' the process for which the society if adapta to be able to include, in its general social systems, people with necessities special e, simultaneously, these if prepare to assume its place in sociedade' ' (CONSTANT, 2005, P. .
' while the family of Guto if moved for another place where the favorable inspirer/was the water and shade of Nativas' Guto after to rest the afternoon, took off the Night to write on its first day, where it thanked that moment and anxiously it waited the morning to arrive to continue its day. To the Guto dawn it eats some fruits of its luggage and collects plus others of the forest where it rested during the night. After to walk to some time stops in one vilarejo and asks for food and drink, well is received and after to receive offerings continues the trip where it starts to perceive a climate and different vegetation which already had seen and in this place the Sun seemed to wait behind each hill that passed the peoples/tribes/huts/plants and animals were new for Guto, but for it that very glad age therefore seemed that it was each time more close to reaching its Objective. Guto already did not find a forest to rest and yes a cave where it passed three nights if feeding of fish, the Moon was full and Guto believed that Nomadic the full moon was Signal to rest to keep them energy, to feed itself and only to rest, but it wrote on those moments, detailing: places peoples and its proper State of Spirit something never written by its people. To the Guto dawn it continues its day, it had passed for places never imagined By it. To the dawn the Sky of apparent stars a drum sound clinked and gradual he was extended, infecting and from a vocabulary, language sound never heard by Guto, it was not moved away and nor if it intimidated witnessed if that ceremony, started to tell in its daily and without perceiving it was in the wheel if seating to the side of the experienced masters Uruc Gentlemen as it was called if it felt glad and at the same time instigated to continue following the Sun.