When we read this expression TO TEACH certainly TO TEACH, at the first moments, we come across in them with a interrogation point. What do you mean? What it wants to say this? One is about a well prompt question that I hear almost that comumente of the trainees of the course of Pedagogia in which I am professor: who goes to teach to teach to me? Therefore then, this is the point for which I write this text somebody goes to have that to help this pupil in walked its of construction of its profession. Reporting us it our former life, mainly in relation our profession of professor, at some moment we had that to be trainees. Liking or not, wanting or not, the profession demands this practical. It is also known of sympathetical people of the profession who leave of side its dream to teach in virtue of this stage that is a decisive and laborious moment in its academic life.

This stage of periods of training it is of extreme value for that they are made use really to learn to teach and to place ' ' the hand in massa' ' properly said. In the college it learned the theory and needs to apply what he was studied. Theoretically, it was taught to teach. Only that, beyond the support that was given to it in its formation, it also he goes to always need other contributions, supporting itself in the idea from that well will be received and received at this so important moment for its qualification. This partnership/contribution stops with the trainee, it is not only with regard to the person who orientates of the period of training and the specialists of the schools had received that it, it is also with the professor of the room of lesson, or better, that professor group regent who allowed its entrance in its educative routine.

The choice of this institution if gave to the interest to study the local reality, being this IES a reference in the region. 5.2 The citizens of the research the choice of the citizens of the research was through the indication of the Coordinators of the courses offered for the IES. In such a way, four professors of different courses had been indicated, called as E1, E2, E3 and E4. 5,3 Metodolgicos procedures the metodolgicos procedures had been divided in two phases: 5.3.1 Collection of data For the collection of data had been used two instruments: the comment and the interview. The comment had as objective to identify as it comes being developed practical pedagogical in the classroom and the interview, to understand as the professor comes constructing this practical. 5.3.2 Analysis of the data the analysis of the data if constitutes in the interpretation of the collected material, from the theoretical referencial.

This phase was materialize with the presentation of the produced material promoting the quarrel of the results. 6. QUARREL the work describes the importance of practical pedagogical the existing ones in superior education. For such was carried through a revision of literature through books, articles and half-structuralized interviews in which three questions (table 1) with professors of areas consisted interdisciplinares, having as base three main points, education, formation and relation professor? pupil, the study was carried through enters the months of August and September of 2010. The gotten answers had been made use in one picture, in order to become more easy the understanding of the reading in view of that the scientific books and articles had subsidized the survey and analysis of the joined data. Finally, a bibliographical contextualizao concerning some books of famous authors of the education where the same ones, exemplificam to know necessary for the development and learning in the current reality of superior education in Brazil. Table 1. Questions carried through to the professors of a private College of Superior Education of Igarassu-FOOT.

Review of the week from 03.22.2010 to 28.03.2010. Russia has moved to 'Daylight Saving' Time On Saturday night, March 28, Russia moved to the 'summer' time – clocks were moved forward one hour. It should be noted that translating the arrows on the 'summer' and 'Winter' time is now about 70 out of 192 countries. For the first time the clock began to translate in order to save energy in the UK in 1908. In Russia, "translated arrow 'forward one hour for the first time in 1917. Specialists note that the transition to the 'summer' in Russia provides an annual savings of about two billion kilowatt-hours and a half million tons of coal. In addition, as estimated by ecologists, because of 'transition time' in the atmosphere falls to less than 50 thousand tons of harmful particles that are released by burning coal, and accumulates in the soil at least 400 tons of slag. However, 'translation of the arrows' hours are also opponents who argue that the transition to the 'summer' and 'Winter' time has a negative impact on human health, especially children and the elderly.

In November last year, during the annual address to the Federal Assembly, Russian President Dmitry Medvedev has proposed reducing the number of time zones in Russia, and his proposal was approved. By order of the Russian government have changed time zones, some Russian regions. For example, the Kemerovo and Samara Region, Udmurtia, Kamchatka Chukotka and not switched on 'summer' time, thus changing its time zone.

Many courses for preschool age children focus on learning the alphabet, poems and songs, or simply learns the words. But such an approach is fundamentally wrong. It is necessary that the child not only learn the words like a robot, but also knew how to apply them in different situations. You just need a tongue to speak with a student. In the 18-19 centuries, people of noble Origin said in several languages. They are hired for this child governess who speak a foreign language, which is a day spent with the ward, talking to him. She uttered not a word in Russian, simply because she did not know him.

That's exactly the same way you should be guided to choose a teacher for their child. Will be the most ideal option, if other than the teacher can find a man for whom studied child's native language will be. But there's worth noting that before embarking on the study of language, the way it developed in your child's. After all, if a child does not have enough practice of communication, even in their native language, then what kind of communication in Foreign can there be? Yes, he will be able to learn and use a couple – three sentences, but that all the knowledge and over. If your child has a large vocabulary of Russian speech, he is fluent and can even podiskutirovat with peers, then it is much easier and faster to succumb to a foreign language.

Incidentally, the frequency of ongoing studies. We return to the example above. Nanny or governess with vospituemym spent the whole day. For our lessons conducting classes should be as often as possible, just that the child has not had time to forget what he learned in the previous lesson and always had the skills. It is recommended to conduct such exercises at least four times a week. Ask the teacher to attend a lesson at least once, listen to his ability to speak a foreign language, his ability to properly teach and to learn to pronounce words phonetically. It has great importance, especially to be clearly seen in high school. In no case should a preschooler learn to read and write in the target language. This can begin only after the child is able to do it on native language, and then, under the condition that he fully understands what he says and hears. How was the training, quality or not, should not be judged by another child. For example, the child's neighbors, too, has been studying foreign language, but in the other group, and the domestic uses words the language being studied. This does not mean that your child has learned nothing. Just every child a period of formation of language and its concepts, each of them individuality that can not measure the overall measure. A lot of parents want to see the result almost after the first class. This process requires you to maximize patient, and then you will definitely get result. And in the end, I ask really look at things. At preschool age, not all children under force, but may even do not need a foreign language. You should not force a person for their own self-sufficiency. There are many reasons that you were proud of their child, and if now is not, it would soon be required.

The present article has for objective to argue the importance of the Special School for the partner-cultural development of the person with deafness and as practical the pedagogical ones, in this environment, can be successful. To take care of to this intention it is pointed that the preconceptions constructed throughout the time on the educational condition of the deaf person are atrelados to an ideal model of society that privileges ' ' ouvinte' ' , causing to that individual the segregation and social exclusion. For in such a way, the passage of the education of the deaf pupils is argued, emphasizing in history, the value of the Language of Signals and the diverse conceptions and communicative boardings that perpassaram/perpassam the education of the same ones. In this direction some implications and limits of the educational inclusion of the deaf people in the contemporaneidade are analyzed. Still in this context, it is emphasized that the attendance in the Special School will be able to promote the beginning of the equality, the desmistificao of the prejudiced culture that underestimation the intellectual potential of this apprentice, and the valuation of its description-social context. PALAVRAS-CHAVE: deafness special school language of signals Introduction During much time, educators of this and other countries had fought so that the school included in its context, children and young with deficiency. The educational inclusion comes if materialize in the after-modern societies that face the challenge to coexist the heterogeneidade and the particularitities of the human being well. In the bulge of these quarrels on the valuation and respect to the dignity human being the individual with educational necessities meets special, in result of the deafness, that for a long period was subject of compassion and exclusion in social and familiar its entorno. Thus, in the contemporaneidade, it is defended idea of that this considered population erroneamente as ' ' desvalida' ' ' ' inabilitada' ' it has access to an education space that promotes its professional and educational development.

He is resulted raised of an evaluation. The inquiry moment is that one where it develops a research and that this could continuously be searched by sounding test, interview, atitudinal or mannering comment and developed others in the educative process. Being this the part most important for the psicopedaggico, therefore searchs to discover the causes of educational failure in the life of educating, this search of the problematic one is what it calls of diagnosis. this as objective to know the pupil and its difficulty and reached success. Et affirms (Oliveira. al., 2008, P. 334): A disgnostic evaluation can and must be made at any point that the professor or the school to detect serious problems of learning, motivation, exploitation or others.

As in the medical diagnosis, we make consultation, preventive regularly and also emergency consultations. She is not necessary to have an illness to look a diagnosis, to the times is enough to one fort suspicion. In this conception the intention of the evaluation psicopedaggico is to help the educator to know its pupil, what they like, its habits, preference, learning and other situations that can hinder the progress it pupil, thus making a selection of the life educating it. ' ' An evaluation if constructs in the attainment and interaction of good number of significant information that we can get of the child, its familiar dynamics and escola' '. Oliveira, 2008, P. 49. Having as intention to provide a base to the pupil with cognitiva support. In this avaliativa form he demands certain instruments that serve solely for the disgnostic evaluation, being that each one of these instruments serves to detect a type of situation, as: Standardized evaluation? This type verifies the rhythm and the level of knowledge of language domain and others. Interview? the interview can be made with the pupil, professor and former-professor, person who orientates, parents and family.

When creating these analogies, become producing of languages, creators of conventions, enabling themselves to submit the rules and to give explicaes’ ‘ (BRASIL/MEC/SEF, 1997, P. 35). The games are tools that cannot be brought the descontextualizado classroom of form they cannot is disentailed of the content to be repassed, to be efficient the professor must have well elabarados domain of the activity and objectives, therefore, in case that contrary, it will be object of frustration in such a way for it how much for the pupil. This tool, assists in the teach-learning process as School is demonstrated in the Notebook of the TV: PCN in the Mathematical School 1, in which it is considered to a classroom of 1 Series (1 Semester) an activity of numerical ordinance: bingo. So that the exchange of information ocorrresse the pupils had been organized in pairs, thus one could is giving has supported the other at moments of doubts, providing to both the construction of the knowledge. One of the dialogues told for teacher, who calls the attention, she happens enters when he is ‘ ‘ cantado’ ‘ number 53, the pupil uses the knowledge of its reality to assist the correct marking, it informs its friend who the number of its house is 50, and questions it that it is not this number whom they look, when making a new comparison, with the number of the house of its friend who in the case is 57 the pupil can conclude that the first position in all the cases always remained the same one and was enough to substitute the second position that would find the number desired, that is, the association between already known and the new. As nor all the pupils had not obtained to have a reasoning that made possible the relation between the atidade proposal and its daily one, the teacher perceived the round necessity of the work with number.

As she disciplines it to Gomes of Mathematics finishes if becoming a monster in the minds them pupils, had the educators to practice insistently metodogogias who make it difficult the process education learning of educating in the subjects the numbers and operations in the initial series. for Blumenthal, the failure occurs badly because the innovations brought for the mathematical educators are badly interpret and/or used in classroom. If for education, in general way, do not exist ready formulas why to believe that with it disciplines of mathematics would be different? The mathematics is an operation of addition, therefore it joins, congregates and adds it the diverse ones to know.

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.

My task is to show the injustice PROzRT in relation to the proposed principle of distribution here. PROzRT is valid only when everything else being ignored and taken into account only the work itself or only its result. And indeed, if we take only the result, it is fair to pay more to the highest did. And the pay is so much more, how much more he made another. To sustain the principle directly proportional to the rewards of labor. But if we take into account the ability of the employee, as required, and Soviet and communist principles of distribution, the validity of PROzRT begins to cause very serious doubts.

To illustrate this let us take a simple example. Suppose that two employees at the same time, and in some the same conditions performed the same work and got the same results. From the standpoint of Soviet justice, these people deserve the same moral judgments, and equal remuneration for their work. And this is, alas, top social justice! As can be clearly seen from the views of Vladimir Kuzmin. But if we now take into account the ability of these workers, justice ceases to be such PROzRT flawless. In fact, if the first The employee is, for example, is very gifted in the art work man, and the second has only the minimum necessary set of skills, it turns out that to obtain the same result, they spend different labor efforts, make a different work. More capable employee gets the same result playing, working, totally or in quarter-strength, and less able to work with full effort.

This text aims to make a first approach to the question "Why should I study Physics? that many students do. It is a personal reflection as a narrated long our ancestors were frightened and amazed by the natural phenomena occurring. These mood changes produced by these phenomena led these men to seek explanations for what happened and try to control nature and that the effects produced were sometimes catastrophic. The first explanation of what happened were surrounded by a religious environment, every phenomenon has become uncontrollable and incomprehensible a God to worship only the constant and systematic slaughter of its periodic could soothe fury. This form of control has been improved to be managed by men to deal with other men. The gods were taking more and more human forms, vengeful, punitive and segregative where only a select few understood the strength of their arguments and only through him could, with some luck, avoid the terrible effects of drift with the freedom of thought.

The senses were controlled by the gods, had given to us they should, therefore everything that was perceived by them was the work of them and there was no wrong choice, the world was what the senses perceive, was the work the creator and there was no room to doubt it. What could not be explained by understanding those with a direct link to the architect of this supreme work. But the man was endowed with thought and this was beyond the senses, imagined, dreamed, analyze, relate, he found new clues to what he saw and what he saw but understood it was there.