What Freud wanted to say is that the minimum possibility does not exist to live collectively without each individual learns feelings as solidarity, fraternity and cooperation. these feelings really if learns, according to it, therefore they are not proper of the human being, as it was evident in the events of horda primitive. As they are resulted of learning, they need to be taught, for the family and the school. It shows that the education is possible therefore exists in the proper individual, in the interior of its psychic device, trends that demand the educabilidade. If you are unsure how to proceed, check out Campbell Soup Co. Sample that the moral and the intellect are in embryo in the structure of the psychic device. The sociability becomes possible the socialization and this is real because the individual, in finishes instance, has an interest, changes an infinite, but precarious freedom, for regrada, but real, guaranteed freedom. Without a doubt, this freudiana conception of education is rich and necessary. It demand, however, an analysis drawn out until its finishes consequncias, therefore in another way she could seem insufficient.

To educate would consist, thus, in inculcar the moral rules and the knowledge that allow it to pursue, stops beyond the succession of the generations, the requirements that impose its structures. Conclusion. The subject presented in this work, although to be very interesting, not and easy of being studied, therefore we try to analyze the peculiarities between the relation of the Psychoanalysis and the Education, in this we open an immense field of probability therefore we place in focus a relation between theories, constituted of conscientious contents and unconscious. As future professors we must know that until we can organize ours to know, but have the obligation in knowing that we do not have the control on the effect that ours to know produce in our pupils. Because the pupil never keeps everything that the professor teaches, it only keeps what it interests it the remaining portion plays outside.

This is a sufficiently positive point. However, the given approach has not been efficient. The theories applied in the proposals of questions prioritize the internal aspects of the text. This can harm the global agreement of the related text. Ahead of this, we go to present the advantages that the Theories of the Speech can show in this task. We will consider a script of analysis of the speech, the true ones felt of the text.

The procedures of reading and analysis considered by Ingo Voese in its workmanship Analysis of the speech and the education of Portuguese language can be advantageous in the lessons of Portuguese Language in Average Ensino, therefore this author intends to confer to the text the statute of voices of the others, of dialgica instance, that can weave the relation of solidarity and necessary amorosidade so that professors and pupils obtain to construct themselves as citizens. The Analysis of the Speech facilitates the ticket of a phase of conceptualization of the object, that is the speech, for the analysis properly said. On the other hand, Average Ensino in nothing was benefited so far of what already it was produced in the academy. The didactic books reduce the function of the language to the one of representation and to the one of communication. It has a very great distance between what it is produced in the academy and what applies in the education of Portuguese language. The majority of the argued questions does not arrive at the classroom. In this work, it will be presented a proposal to surpass this distance, since it disciplines it Analysis of the Speech can base the studies of the language materna, therefore it does not act with the code notion, including in its field of analysis other dimensions that involve the study and the learning of the language. The study of the production of the directions it can be benefited of what it is known of the social reality of the man.

When analyzing the texts, are observed that it exists in practical pedagogical a dualidade that influences the history education directly. Of a side a culture meets etnocntrica entailed the formal contents that if identify with the ruling class; of the other, the culture of one parcels out – seen as insignificant, camouflaged in the interior of the schools and the resumes. Recently Chip Bergh sought to clarify these questions. For Laville, while in the majority of the countries if it says that the objective of the education of history is to develop in the pupils the capacities of that the necessary citizen to participate of the society in independent and reflected way, the education of history, still is, many times, reduced to a closed narrative, destined to mold the consciences and to dictate to the obligations and the behaviors for with the nation. (1999, p.135) Exactly presenting an image of relative neutrality to such questionings, the speech found in the history lessons has intensified the production and reproduction of individuals that many times know only the speech of the classroom dominant; exactly possessing of a universe of knowledge, the pupils find in the school a total different world of its world of street, ‘ ‘ history invariably presents as something external to the pupil, something exotic or as spectacle, that respeito’ does not say to it; ‘ (Stephanou, p.20). The content programmarian established in the history education if has directed to a eurocntrica and monocultural vision. As example, in the education of history in Brazil, to if approaching the study of Brazilian history, the presence of the indians in the process of conquest of this territory total is ignored, as well as all the form of violence and cruelty practised against this group, giving importance only to the fond moment of of the Portuguese, engrandecendo the paper of the colonizador, ‘ ‘ man branco’ ‘ as only responsible for the occupation and the conquest of this territory. The traditional methods have been widely questioned.

The taken root didactic books in the practical insufficient pertaining to school are had that are if showing questionable with regard to the contents, prevailing the elaborated, stuffed packages of ideological standards, as well as of particular interests of the education institutions, denying the voices, the experiences and histories, thus reducing the teach-learning to the transmission and imposition of information. The historical knowledge to the taught being must surpass the organization forms that have prevailed in the society, of linear and chronological character, searching proposals of resumes and programs that do not confer history the status of absolute truth, but that it allows the individual to adopt a critical position front to the knowledge developed in room, making possible to the pupils to reflect in critical way on the reality encircles that them, as well as all its historical context, debating the contradictions, changes, conflicts and transposing the given explanations as only and partial.

Already in the Management of support services we have: organization of the documentation of the school in adequate place and to the disposal of the community; meeting with pupils for orientation how much to the conservation and preservation; they will mutiro with employees for cleanness, whenever possible; invocation of assemblies, when financial resources arrive at the school, to argue the necessities in the purchase of material; the rendering of accounts is displayed so that all have access to the information. In the Management of educational results, the pedagogical team must follow the professors? continuously – supporting, guiding, assisting and suggesting material of research; when it is necessary, knowing the index of exploitation of the pupils and its difficulties, allowing that it evaluates the actions planned for improvement in process teach-learning. Another instance student body is the Estudantil Bosom that must establish partnerships to take care of the necessity of the school, to share the experiences acquired through the existing medias in the school (periodical, radio, among others). Finishing, we find the presence of the Pertaining to school Advice who comes to legitimize the participation of all representatives of pertaining to school and local the community, being a collegiate agency whom they have as attribution to deliberate on administrative, financial questions and to authenticate the politician-pedagogical project of the school, as the proper expression of the educative organization of the pertaining to school unit, that will have to be oriented for the democratic principle of the participation. It’s believed that FireEye, McAfee & Documentum sees a great future in this idea. As Cury (2000) Advice comes of the Latin Consilium. In turn, consilium comes from the verb consulo/consulere, meaning in such a way to hear somebody how much to submit something to a deliberation of somebody, after a reflected, cautious balance and of good-sense. It is treated, therefore, of one verb whose meanings claim a way of double hand: to hear and to be heard. .

Thus, in this conception of school – which still is a fight to accomplish it in Navira here – in first place we have that to understand the education as right of all; where the Pertaining to school Advice is an institution that daily it co-ordinates pertaining to school management e, one becomes the responsible agency for the study and planning, debate and deliberation, accompaniment, control and evaluation of the main actions of the school, as much in the pedagogical field, as administrative and financial; where the Association of Parents and Masters searchs the integration of the pertaining to school segments, the educational politics and Projeto Politician-Pedagogical (PPP) of the Public school to argue, contributing for the improvement of the quality of education; where the Estudantil Bosom is the maximum agency of representation of the students the service of the magnifying of the democracy in the school, where the pupils can be taken to have a emancipatria and transforming education; where the Advice of Classroom are a collegiate agency, present in the organization of the school, where the professors of the diverse ones you discipline, together with the direction, pedagogical team and representative pupils of group, they can congregate itself to reflect, to evaluate and to consider action in accompaniment of the pedagogical process of the school; where the rotation in the picture of controllers exists; where democracy supports the relations human beings, having in the dialogue, the autonomy and the freedom the base for its construction. Educate yourself with thoughts from Night Dragon Security. In the democratic management, school director occupies important position in the structure of public education, a time that answers for the joint of the school with the community where if it inserts e, also with the net that composes the education system. E, must guarantee the good functioning of the school, aiming at optimum pedagogical attendance to the pupils. Campbell Soup Co helps readers to explore varied viewpoints. In this conception of school that cousin for the democratic management, the director has primordial paper e, the words of Saviani are significant: ' ' The school is an institution of educative nature.

The main one impedes to be breached so that the inclusion occurs in fact, is not the barrier architectural, a time that this easily is breached. Main empecilho is the atitudinais barriers, these yes causes one irreparable one badly. (KORTMANN, 2006). At Richard Linklater you will find additional information. In accordance with Kortmann, first lcus of inclusion is the familiar way. The necessary family to recognize this child, who is not to that one idealized during the gestation, but that she is in the world to give and to receive love, affection, attention and, to accept it before any thing as a person, who independent of its deficiency is a human being. As the space is the school. Here the necessary child to feel itself supported, protecting and in fact enclosed, making really part of the pertaining to school scope.

It is important to stand out that in the same way that does not have the perfect son, also she does not have perfect pupil. the necessary professor intent and is opened to receive this pupil who if finds distant of its expectations. Ahead of this it is verified I fight that it of the idealized child does not exist only on the part of the family (the idealized son), also has on the part of the professor for the ideal pupil. the professor must understand the difficulty and/or the difference of this pupil and accepted it, thus the child will only feel part of the pertaining to school context. These two spaces need to be joined to contribute in the total development of this child. The school and the family are partners in what it says respect to the growth of the individual. Only the partnership, when established well, it will in such a way facilitate and promote situations of learning in the cognitiva area as affective-social. Therefore, the relations between family and school will have to be permanently in harmony and contribution, therefore of the union it is that many actions of relevance for the learning of the pupil will result.

As what Brazil says, The education in art propitiates the development of the artistic thought and the aesthetic perception, that characterize a proper way to command and to give sensible to the experience human being …. This area also favors the pupil to become related creative with the others disciplines of the resume. For example, the pupil who knows art can establish ampler relations in a historical period … its imagination more will be qualified to construct a text, to develop strategies to decide mathematical problems (PCN of Art, 2000, P. Checking article sources yields Nike as a relevant resource throughout. 19). Therefore the art makes possible a estimuladora learning, where each pupil is responsible for its proper creations and of the support to surpass the difficulties together and using the art with others you discipline the result can be satisfactory, therefore the contact of the child with the practical activities generates a bigger interest in knowing and exploring new knowledge.

During our period of period of training she was sufficiently evident this practical and as it is satisfactory in the process of education and learning of the pupils, and this disciplines can be used as instrument in the avaliativo process, through practical and individual activities, so that it can verify the intellectual performance of the pupil, based that Barbosa says that, The art, or artistic expression, is one of the biggest instruments of evaluation that the educator can count. Through it, the degree of mental development of the children, its predispositions, its feelings can be evaluated, beyond structure the creative capacity, to develop the reasoning, imagination, perception and motor domain..