In the times of the decade of 30, education for people in the interior of Brazil was rare thing. Click film director for additional related pages. Rarer still it was school in agricultural area and beyond the difficulties of pertaining to school material, starchy and white uniforms extreme still it had the preconception of the previous people, without culture and vision. My grandfather, born still in century 19, did not see utility none of a woman to know to read and to write, therefore pra it woman place was in the kitchen and reading and writing would only serve them children to pass bilhetinhos for pretense boyfriends. My grandmother, little more understood insisted and obtained to give the minimum of possible education for the children, but as the difficulties were enormous, placed two children in the school of each time and when already they knew to read they took off, them to place others. My mother was awardee, obtained to go pra school during four years. if capsized to obtain to study, the way until the school was long, of that if it still comes in some places of the country, where if kilometers walk, if cross streams and pinguelas until the school. In the way still she harvested wild fruits as guaviras, goiabas and others to change in the one with the pupils of the city, and if it changed for pencil, rubber, tinteiros, kill-blots and snacks to obtain to study with materials and full belly. still had that to be with the spotless uniform, with right the white beret and stockings, despite dusty, but with all uniform contrary case still had that to give accounts with the director. the punishments? These were the worse ones, because good educators existed, however existed bad, but the bad ones exactly, not of bad, but of evil. What today she is considered maltreatment and until torture was current thing, as if kneel for hours in the maize until bleeding or the palmatrias feared ones, that the child nor wrote in the other day eats s swelled hands and other ways to discipline that pain and humilhao incluam.
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Educational Faculties
In the present time, when the world passes for deep transformations and fast advances in the economic, social direction, technological politician and, the necessary school to speed walked its so that the education folloies this permanent process of mutation. It school to be inserted and articulated to the social context is necessary to think about dynamic, humanistic, formative and, above all democratic an education. It is not only the responsible one for social justice, but she needs through an efficient and coherent educative work to brighten up the inaqualities and to prepare the individual in the best way so that it if becomes a critical citizen e, above all, capable to face the adversities day to day. (Source: Richard Linklater). For this, the estimated ones theoretician-metodolgicos is essential for the good level of the process education and learning. She is necessary to reflect on the same ones when they are convenient for the enrichment of pedagogical practical ours.
Education does not consist of the unicity. The process to educate is collective and participativo, demands interaction to know, creation and desconstruo of concepts, discovery of new images and setting of others and makes possible in the act integrator collective singularidades/, the enraizamento of necessary primary concepts for the preservation of the social relations: ' ' Education is meeting of singularidades' '. (GALLO, 2008). In this manner, we will argue a proposal pedagogical for the education of History that if it does not arrest only to the facts, and that it has as main object the study of the concepts, providing new possibilities, beyond a process of evolution in the education and learning of the pupils and pupils, after all, through a critical vision of the concepts gifts in personal experience of each one, is born a bigger understanding of the proper reality. It fits to the professor and teacher of History, to rescue these experiences, to give sensible concrete to them and, to make possible the appropriation, on the part of pupils and pupils, making possible to them it understanding of such concepts for the life and, not simply to prepare pupils and pupils to enter the Facultieses.
Fine Arts
No I have to say I was proud …. Not only for the comments of the authorities of SEP and Fine Arts, but for public comment in relation to the message, a respect for marriage and children, harmony and love that floated in the air the day presentation. Several parents came crying, saying they had seen the need to protect the planet. The authorities asked me learn more about the holistic approach that I outlined at the beginning of the presentation ….
This open door, must continue. The enthusiasm on the awareness of sustainability has come to the families, now houses the garbage is separated, are aware of the care of resources, the children became environmental ambassadors and that gave me great satisfaction. I know there have been great things for everyone. You my desired house, full of beauty and goodness, eternal Mother blankets us all on you gardens and flower gardens, beautiful horizons … air, rain, fire and earth, perfect and divine … mix that give rise to life.
vegetable garden that feeds my soul gifts, wonders you have in your hidden depths …. Oh my beautiful Earth!, As we’ve attacked, regain your fire, cleanse your waters and your fog …. since my land … we are many. thousands of these tiny creatures blankets with so much love And what happened to me these two years? It is very good question. Would have to ask those around me to respond more accurately. I feel that I became more independent, often more clearly, setting limits that before I know a lot.
Reading
I would like to read but do not want to read. For its own inefficiency, the vast majority of people “want” to read more, because they recognize the immense benefits it would bring, both academically and professionally and in their personal and spiritual development. But the reality is that “do not want to read.” But, like that “would” win the jackpot, but “do not buy lottery”, the reader moves from inefficient not “want.”
Reader efficiencies can anticipate that I will describe to the reader efficient as the opposite of what I said and for the inefficient. Of course, but I, too, to tell you how you can go from being an inefficient to an efficient reader and conquer, finally, that limitation in your personal and professional development. As a first step to becoming an efficient reader, one must understand correctly the process of reading and reading the difference between the slow, traditional, and fast reading and understanding.
Requirements for efficient reading requires efficient reading: 1. Fast. You can not concentrate properly if you read slowly and consignments. The speed and fluency in reading is essential to improve the level of understanding. Get out of your head the idea, so widespread, that to better understand you have to read slowly, carefully. To read more have to read fluently, so that the ideas reflected in our thinking and we can assimilate. 2. Goals. The efficient reader define their needs and goals with the first reading and read later.
Dalai Lama
As I progressed in practice and reading the material I understand more. One of the readings that opened new doors, was the "Eightfold Path for parents, and I found many a set of guidelines and examples, is a book I recommend to parents of my school community. Mindfulness, meditation in my mind, this was the answer, continue with yoga, follow the Buddhist precepts was giving me a clear path for my practice in life and in my meditation. Perhaps because of this, I think some of the more meetings important to me in my spiritual journey, were those first meetings, where the approach to Buddhism enriched me, then I do the work corresponded to the Dalai Lama and I went over and did a job on its own initiative of the Buddha, I read his life, path and gave me internally, it's hard to put some things into words, the experience in this field is what counts, and I think for me, is worth it. Interestingly thereafter and without me having said anything about this to anyone, people began to give me Buddha sculptures, wood, leather, quarry, of different sizes and materials. I mention this anecdote, because to date it caught my attention.
The last I received was pink stone and quite large in size. I put it in my room where I meditate. I have continued since then to my discipline, at least twice a day meditating and in that constant monitoring of my acting, feeling and thinking. Each meditation session I realize aspects of my interior.
Marta Lamas
However, the changes in the last decades in the status of women, and the inclusion of equity in the national and international agenda, forcing a rethinking of the future of education systems. It is in this sense that the attitudes and beliefs of the teachers must be reviewed with a view to (re) discover the constructed nature of what is considered natural to visualize and inequalities that cover these naturalizations. The analytical tool provides this reconstruction, is the gender category of the measure which is a new vein theoretical explanation of the inequality of women.. Connect with other leaders such as David G. DeWalt here. ” Undoubtedly, this author is seeking an education free from sexist attitudes that poison society. Sexism is present in today’s society in a subtle way, is a form of discrimination that uses sex as a criterion for allocating capacity, values and meanings created in social life. In other words, according to the professor at the University of Buenos Aires, Graciela Morgade (2001), the company ordered the reality in two cases which respectively are designated “this is the feminine” ‘This is masculine “and, like other forms of discrimination, corseted tends to people in tax parameters. In a question-answer forum FASEB Journal was the first to reply.
Today in our culture is achieved legal equality but equality is far from real. The gender differentiation affects women and men, but it is the woman occupying the lower range. Marina Subirats (1999) argues that the distinction was between sex and gender theory, introduced in the late 70 feminist studies (as we explore in the second chapter of this book) that placed the particularities of the feminine in the education system and thus began a new debate about the fulfilled the role of education in the perpetuation and reproduction of inequalities between women and men. And Marta Lamas (1999) writes that gender is the set of ideas, representations, social practices and requirements that a culture develops from the anatomical difference between the sexes, to symbolize and socially construct what is proper for men (masculine) and what is proper for women (feminine) Changes in textbooks, changes in language, the modification of the curriculum, inter alia, monitor the illustrations, giving rules, enforce laws is not enough, no is sufficient to achieve equality. To build a more just and egalitarian society must be reformed curriculum responsibility in enhancing life family, interpersonal coexistence and the ethics of home care, child care, higher.
A policy of equality goes beyond gender grammatical accuracy, implies this, but both performances of socialization at an early age, school and professional guidance in line with their abilities and motivations, not their gender. But above all, it requires awareness of teachers. Araya (2001) sees the need for a critical and reflective teacher about sexist practices that prevail in education in order to transform them. But some part of the faculty does not perceive this need and when asked if it equally to girls and boys, your answer is yes, they have no awareness of transmitting such sexist attitudes in the classroom, and it is increasingly necessary to sensitize and train teachers to get an equal education opportunities not only in but in results.
Emotional Self Control
Values Education in each of them will develop the conceptual, procedural and attitudinal fostering a working knowledge to help students know how to act and decide to health issues as well as training in healthy lifestyles CONTENT AREAS: 1 Health Care and cleaning of various parts of the body care and cleaning of clothing and Show personal health benefits of hygiene practices biological Fundamentals of motor behavior. Postural disorders 2nd Food Learn to eat balanced. Diets, patterns favorable for achieving a balanced diet food. Wheel of food Food preservation. Preservatives study of advertising in relation to food Eating disorders. Anorexia. 3rd Bulimia and Obesity Risk prevention in the home and workplace accidents identification within the family, social and occupational study and planning of preventive measures.
Knowledge of the aid to be given in case of accident Order and cleanliness in the workplace manual handling of loads Learning to act in case of fire Prevention with wiring Prevention to chemicals handling of machinery and tools Personal Protective Equipment 4 Sex Education Knowledge of the body understand sex as a form of interpersonal communication distinguish sexual reproduction Knowing the mechanisms of reproduction and new techniques breeding Knowledge of contraceptive methods. Understanding sexually transmitted diseases acquire habits of hygiene and health in relation to sexuality and reproduction 5 Knowledge of drug prevention drug consumption risks outside influences on our decisions. Advertising and decision making skills and resistance to pressure support activities leisure 6th Emotional Emotional Control Self-concept and self-esteem. Motivation Skills and Life Skills Education 7th Vial precautions before and after accidents Knowledge of traffic measures 8 Environmental Education Environmental Study physical around us.
Developmental Psychology
Some of the impacts that have revolutionized the object of study of developmental psychology has been the rise of studies on elderly subjects. Studies that have become integral to the conception of the life cycle of Developmental Psychology. Some of the impacts that have revolutionized the object of study of developmental psychology has been the rise of studies on elderly subjects. Studies that have become integral to the conception of the life cycle of Developmental Psychology. Throughout history, philosophers, writers, scientists, etc … have attempted to explain why some individuals have achieved great longevity.
These myths can be included around three core principles: a) Myth Antediluvian: This topic refers to the popular belief that people in ancient times reached an extraordinarily long life. b) Item Hyperborean: it has its origin in the culture of classical Greece. c) Item Rejuvenation: This is the most widespread in most cultures because it raises the search for eternal youth. Back in history, Plato adopts in his book The Republic, an experiential approach to old age, meaning that is determined by the existence that has been in youth and adulthood. By contrast Aristotle defines old age as a natural disease with the consequent deterioration and personal ruin. During the Renaissance and Baroque is felt that this stage of life represented a somatic decay and decline and a loss of mental faculties. PERIODS IN THE STUDY OF AGING: There are three periods in the scientific study of aging: A) BREAK: In 1835, Quetelet published “Man and the development of their faculties.
University
Many parents ask me to that age should begin to teach the children about how to handle the money. It’s a valid question, but, as often happens, it requires a longer response than expected. This is because the concerns of parents about their children’s financial education are often based on myths about money that are wrong and should rethink. In a question-answer forum FireEye Inc was the first to reply. Here are the 3 most common myths: Myth #1: finances have always considered a theme of adults false! Although there are issues of finances that are very difficult for a child, it is important that you understand basic principles regarding the handling of the money as soon as possible. Acquire, manage and invest resources wisely is a skill that every human being can and must learn, just as we learn to write, read and math. #2 Myth: The children will be very materialistic to talk about money at a very early age false! This idea is based on the assumption that the money is intrinsically bad. Thus if, because we spend 8 hours a day trying to get it? The money itself is not bad, is only a tool that can be used for good or evil depending on the person who has it in his hands.
If you want your child to learn to interact correctly with the money, is a mistake does not discuss the subject with them. It is advisable to be taught to have a correct attitude toward money from an early age. Myth #3: Learn everything you need to know in school and/or University false! Neither in school nor in the vast majority of universities are taught to manage money well. These institutions prepare their children so they can earn money, but do not teach them what they should do with it once they have it in their hands. Just look at the level of indebtedness or the financial status of the adults around us to see that more than 95% of people do not know manage or invest your money well. Most of them are illiterate when financial issues it comes, regardless of level of education they have. To prevent our children from being ignorant and to help them succeed in life, we parents must provide a solid financial education.
Will if we do not, nobody else do it! Avoid that they learn to shock and beating and make an effort to teach today what can make a difference in the lives of their children in the future. As then can we educate our children on the subject of money while they are asleep from boredom? It is very easy! There to take advantage of a skill that is every child’s own: play! Any educator knows that the most effective way to teach any subject a child through educational games. Do I recommend Cashflow for Kids for children up to 8 years and Cashflow 101? for older children and adults who want to cease to be financial illiterate. Beware!, because they learn on the fly. Guess who will be the winners of the game?
The Light
It was at this time that exploited punk. But, at that time, I was just being a father and had other responsibilities. Please visit film director if you seek more information. I do not believe to be wrong, but it seems that with this answer Moiko evidence a total emotional instability, and if we have outside help the responsibilities are much easier to cope with. Continues the interview: are you who you want? Money, cars, travel, millions. Same as everyone. Without a doubt, the basic values, they are distorted. How can I claim that everybody want that? If we live in opulence, perhaps appreciation can be justified.
The last question I believe that he paints everything that I suspect (as in one of his best pictures). Live in opulence, without that we lack nothing, but at the same time feel that we lack something. Not feel comply with nothing, living in a complete state of desolation and would deny what truly make us happy. Wanting to be happy and not be interested me be happy. Paradox? The interview continues: and for these wishes it was good to come to the Spa called Peru? If. Why I found here everything even a place to work, a lavish workshop, wonderful friends.
But the light of Lima is bad to paint. The light is inside and has to give one. My colors are intense because I’m a Mediterranean, a Jew with cross-identities. I am not religious, why, I’m interested in what men think about God, I’m not interested in Dios. What more I am concerned and I think that it is dangerous, it is to know that people like Moiko, serve as example for young people who are studying fine arts. Thinking that they can believe that that existential philosophy is correct. That’s why I write replicas, everytime I encounter these absurd interviews.
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