Tag "summaries and summaries"
The text, dated of November of 1997, original in Frenchman and English, was presented first in Annual Conferencia of the ICOFOM, in the cities of Paris, Grenoble and Annecy in July of 1997. The current version was revised in 2004 landmark. Divided in four parts (Memory or Memories; Memory, Change, Esquecimento; Memory and Document: Of the Real to the Museum and the Imagtica Adventure) it initiates with the central question, that one that will guide its content all: What it is the Memory? It to the present time defines it to Scheiner as occured mental associations from perceptions and images, being on, in its continuous movement, generating associations of value to the species human being in its trajectory. Citing authors as Henri Bergson in its Matire work et Mmoire, of 1990, Halbwachs, Namer and Durkheim, detaches the idea of that we are surrounded of images, being main of them the image of the proper body, from which all the others are developed. From it we connect in them with physical and psychic world generating memory, for which, if all the relations between body and the actions on it accumulated will cause the modifications of perception; soon, of reality and, therefore the form to interpret the memory. Deflagra the knowledge of the Real for the conscience, possessing each one, its particular perception of the world. The conscience if relates with two cerebral functions; one represented for the repetition that generates information; to another one to the action, directed tendencialmente of the gift for the future. With this movement where a memory imagines and to another one it repeats we have the real core, that one that is known in them by experimentation, for perception. The author also traces a parallel between ' ' memory espontnea' ' , represented for the flashings and ' ' memory voluntria' ' , that one that is produced conscientiously, having this the capacity to overwhelm the first one. Sam Mikulak: the source for more info.continue reading
Orienting values of the participativa action the participativa action, as practical social according to team spirit, depends on that it is carried through by means of the orientation for certain substantial values, as ethical, solidarity, fairness and commitment, amongst several co-related others, without which the participation in the context of the education loses its social and pedagogical character. (p.50) … Therefore, the skillful participativa action in education is guided by the solidary promotion of the participation for all of the pertaining to school community, in the construction of the school as dynamic and competent organization, taking decisions in set guided by the commitment with raised values, principles and educational objectives, respecting the excessively participant ones and accepting the personal diversity of positionings and characteristics. (P. 51) …
2.2. Objectives of the participation as social action Therefore, it fits to alert that the promotion of the participation must be guided and if it justifies in the measure where is come back toward the accomplishment of clear and determined educational objectives, related to the practical proper transformation of the pedagogical one of the school and its social structure, in way if to become more effective in the formation of its pupils and the promotion of improvement of its levels of learning. … Is standed out, in special, the following general objectives in the promotion of the participation: ) To promote the development of the human being as to be social (citizen) and the transformation of the school as social unit and the transformation of school b) To develop the comunitarismo and the spirit of collective in the school, characterized for specific the joint social responsibility, … As objective, they are distinguished: ) To guarantee meaning social to the pedagogical practical actions and, in the pertaining to school context. b) To raise the standards of quality of the pertaining to school organization and the results of its educational work.continue reading
Dom Casmurro the romance dom Casmurro, properly does not say in education, but exemplifica for some ways the way as she was done in century XIX. What if it can infer that the education received for bentinho was responsible for its casmurrice. Seno, let us see: only son, it early is orphan. In house, he lives confined. The mother, D.Glria, are very religious, but of a religion of appearances, therefore bentinho goes for the seminary for promise, and promise that finishes for if changed, also lives of incomes, what it points as somebody in the periphery of the capitalism. D.Glria does not point as somebody energetic thing as well as is not the uncle Cosme, lawyer, sluggish. Justina cousin is an aggregate and without proper sustenance.
Jose Days, smart and to its energetic way, also finishes for being for Bentinho a model of adequacy to the convivncias. Perhaps it finishes for being, in the lack of the father, the masculine model of Bentinho. Perhaps either, with Jose Days that Bentinho learns to insinuate he says, it in ' ' tone menor' '. Or it will be Capitu? Or wanted it to say that this is a human behavior? Axe leaves to see indistinctly another problem of century XIX _a education of the woman: it normally does not go to the school; what it learns is in the home. Axe prefers the women who think. By the way, preferred Axe this type of education? On the other hand, in this of the mother to complete the son would not be an idea of that Ezequiel (son) was dissimulated as Capitu? It would have learned with it, or he was hereditary? Axe, in the literary text, does not affirm, insinuates, leaves to the reader its conclusions. It will not be its real agreement of the Pedagogia? She will not be this practical pedagogical that it recommends? The education of the woman According to R.Magalhes Jr, ' ' Axe is sentencioso of ours escritores' '.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
It is as soon as understands ' ' the alfabetizao as formation of cidadania' ' as ' ' formadora of cidadania' '. It speaks of its method that was created based in the experience that the pupil backwards for the school, where if he initiates for words of the daily one, on words its reality. This method makes with that educating if recognizes in its proper one half and thus, either capable to change its reality. In this way, according to author, the task to educate does not only consist of transmitting knowledge, but to be the bridge between the pupil and knowing, using the education as instrument of freedom and autonomy. In this direction, the idea politics already comes of this interaction professor-pupil. The educator who rejects the politics model authoritarian must be democratic in classroom, so that this if constitutes in a space of experience of the ideas which it believes. To respect the experience it are of the school of the pupil and to understand that it is through it that the transformations of the world are initiated. This, the author flame of world reading, why it understands that before frequenting the banks pertaining to school the pupil possesss a reality and this can be used to advantage and be changed of way that the transformation occurs for better.
In this direction, the education and pedagogia for Freire, had always been loaded of a politicidade, that is, practical educative and the reflection on this practical was considered acts politicians: of choice, decision, fight between contrary, conquest of denied citizenship. thus, the author shows the inseparabilidade of the politician with educative and the concern with the definition of the respective especificidades. In this way, Freire demonstrates to its concern in the formation necessity politics of the popular educator as educator-educating. Thus, as discovery process, formation politics, ethical manifestation, it looks for of the boniteza, scientific qualification and technique, the education is practical indispensable to the human beings and of them specific in history as movement, as fight.continue reading