In this article we describe what must be done and what documents to provide to enroll in one of the French universities. It is a way for those who received secondary education in his homeland. But there is a second, in addition, more win-win way. It's getting a French national diploma of secondary education Baccalaureat (EAC) in a French high school. In France, foreign students are taking not only the private secondary schools, but some schools, members of the public education system. Consider a few more private schools, as well as tell you about the program.
One of the most famous French private schools is the school Ecole des Roches, which takes on training students 11-19 years of age. If you look at the percentages, more than 80% of the students? French, which further contributes to vyuchivaniyu this foreign language. In addition, training at this school is over original technique, which ensures that the student becomes bilingual in one year. After successful completion of this school diploma YOU, guaranteed entry into French universities. Teachers at this school the following six principles: the active involvement of students in the teaching process (teachers working with students, and not for them), the development of creative abilities of each (in the school are such subjects as photography, choreography, drama lessons, etc.), physical education (at school to choose from there are 28 different sports clubs), education of self-discipline and self-control, creating a family atmosphere, introduction to the knowledge of world civilization. If we talk about foreign students, training in French consists of three levels: basic (twenty-five hours a week learning French), medium (eighteen hours a week learning French language and partial infusion in the classroom), advanced (six hours of French language and the complete infusion of classes in school). As we see in this school, before a foreign student to pour into a regular French class, its meticulously prepared for it.
The school can further explore how foreign languages: English, German and Spanish. In addition to receiving a diploma you in school Ecole des Roches prepare for exams in French – DELF. Furthermore Ecole des Roches, a diploma you can be in private school Ecole de et Lycee International de Touraine, in which students take 12-18 years. However, for admission to this school must have good knowledge of French. The third private school Tersac, giving YOU the diploma, is located in the southwest France. The training program at the school meets state. For the foreign students arranged extra lessons in French. There are also so-called program, which enables year engage in a French public school. This program does not provide a diploma you, but it can help to get acquainted with the French educational system, to learn French to a level that allows pass the examination TSF-U and enter into a French university. How to get into the program? You must submit a description of your school, certificate of achievement and your health condition, to pass a language test, and also often asked to write a letter. And then there is still a written and oral testing.continue reading
To learn to coexist the differences, to recognize them forms, having as to coexist the differences as legitimate and to know to defend them in public space will make with that the pupil reconstru auto-esteem. The language in its update, represents and reflects the experience in action, the emotions, desires, necessities, the vision of world, values, point of view. The verbal language is meeting and fight, is body the body that does not admit passivity. The option of the pupil for a current point of view, in determined situation, is part of a conscientious and assumed reflection, that exactly provisory. The importance to liberate the expression of the opinion of the pupil, exactly that she is not ours, allows that it creates a direction for the communication of its thought. To leave to say, to write all the forms, having as goal the organization of the texts. The school cannot guarantee the language use is of its space, but it must guarantee the use of the such exercise of ample use in its space, as form of instrumentalizar the pupil in its performance social. The space of the Portuguese Language in the school is to guarantee the ethical and aesthetic use of the verbal language; to make to understand for the language is possible to transform to reiterate the social one, the cultural one, the staff; to accept the complexity human being, the respect you say for them, as it has left of the posveis voices is necessary for the human development, at last, to make the pupil if to understand with a text in constant dialogue with the other texts. When reading this text, many educators will be able to ask where it is literature, the grammar, the production of the written text, the norms. The traditional contents form incorporated for a bigger perspective, that is the language. The point of view, any that are, are a text between texts and will be recriado in another text, objectifying the socialization of the forms to think, to act and to feel, the necessity to understand the language as part of the proper knowledge of itself and the culture and the ethical and aesthetic responsibility of the social use of the language materna.continue reading
THE HALF EDUCATIVE SCHOOL AS OF CULTURAL PURPOSES The school is as the instruction place and as half educative it is as imagines the pedagogia ideological, and as if it organized throughout these years. It has necessity to elaborate its proper educative strategy and of investiz it num pertaining to school system that, exactly when it is financed by the State, demands its autonomy in face of the society. The society demasiadamente is corrupted to give to the child an education that allows it to become man fully. She is necessary, therefore, to educate the child in the school, closed way that protects it of all the pernicious social influences. The school, in this perspective, is defined as half educative and if it commands for cultural purposes. The half pertaining to school after having rejected all the direct relation with the society, consists in independent cultural way, but, is marked of beginning, m important point: the current conception of the half educative school as is not only the possible one.
As effect, the idea of that the school must have an essentially educative vocation is not so evident how much generally it is thought. Historically, the society was not born as half of education substituting itself it, but as place where she was excused an instruction that completed the education received in the society. It is the recovery of the school for a pedagogia of the update and the corruption of the nature human being who transformed the school into this educative way that still today it strengthens itself for being. An essential fact exists there that it deserves some historical explanations: with effect, that the current conception of the school is not only possible the significant one that a rejection of the school that we know would not have to lead obligatorily to a refusal of all form of pertaining to school institution. The school was of beginning instruction place, that is, place of transmission of one to know that it did not have course in the society under form of immediately assimilable. Thus, the school Greek was not an educative way that aimed at to the formation of the personality of the child in all its aspects. The school was simply this not-specialized place where the master worked.
This to know played certain role in the formation of the child, but the essential of the education was received outside from the school, in the family and the society. The education idea was to the one of privileged relation between a child and an adult. Therefore, the vocation of the school in the antiquity was not automatically, educative. The school can be considered, either a place in which the child acquires knowledge and technician who the society can transmit to it directly, either as half of life that she intends to form the personality of the child in all its aspects. It was a specialized domain. Today, the education in common searchs an integral citizen and repleto of ideals with the society, at the moment more just and igualitrio. Here, the education starts to be the initial landmark for the enlargement of the individual. In this context, the education searchs to react against the old parameters, where its essence aimed at only the specialization of the citizen forgetting. But the education moved and moved in the intention to adjust the individual to its more supreme ideals.continue reading
Brincar Cognitivo: it discloses the level of mental development of the child. These categories of experiences can be grouped in four basic modalities to play: Traditional playing? Playing of make-of-counts? Playing of construction? Educative playing the children in the age of infantile education live deeply social and not-social playful experiences. A study made for PARTEN (1932) cited by PAPALIA (2000) she discloses that in playing of the small children, we can identify six types of social and not-social playful activities: Free behavior? Observing behavior? Activity independent (solitary)? Parallel activity? Associative activity? Suplemental cooperative or organized activity Is important to know that five great basic pillars in the playful actions of the children in its games, toys and tricks exist, these pillars is: I. imitation II. Space III. Fancy IV. Rules V. The values to understand the universe playful are basic to understand what it is to play and for this, are important to appraise words as game, trick and toy, thus allowing to the professors of infantile education and basic education to work the playful activities better.
This task nor always is easy accurately for the fact of the authors to understand the terms of different form. We have that to point out that this difficulty is not only of Brazil, other countries that if worry in searching the subject, also have difficulty how much to the conceptualizations. For effect of this article we will adopt the following definitions. What it is toy? For author KISHIMOTO (1994) toy is understood as one ' ' object has supported of brincadeira' ' , that is, toy will be represented here by objects as pies, dolls, stands etc. The toys can be considered: structuralized and not structuralized. Those are called of structuralized toys that already are acquired ready, are the case of the examples above, pies, dolls, stands and as much others.continue reading