For the economic side, the logic of a familiar standard only for an ample region it would not have felt. Soon from the decade of 1960, the family was for the clarifying center of the population behavior. As Wrigley and Macfarlane English industrialization inside occurred of an adaptable familiar project it or of decurrent it. The history of the family had as starting point the questions raised for the historical demography. HISTORICAL DEMOGRAPHY OF the FAMILY IN BRAZIL From the decade of 1970, the studies on the family had had three basic references: the historical demography, the analysis of the domestic economy and the debates interdisciplinares in social sciences. Only because these studies if had concentrated in the south and Southeastern region, leaving the region side northeastern, and this was the main economic area of the Brazilian colonial period. ‘ ‘ Different of the European familiar behavior, Brazil would have been characterized for the bastardy, that is, the marriage if restricted the elite branca.’ ‘ ‘ ‘ The family, in the Brazilian escravista period, exerted importance in the assembly and functioning of the economic activities and in the social relations and politics.
It was for the family who all the aspects of the daily, public or private life, if originated or convergiam.’ ‘ The enslaved family started to play an important role in the historical movement, therefore she folloied the North American trend. The history of the family in Brazil in them takes the necessity of pluralizao of concept d family, therefore to take the concept familiar occidental person as model represents to simplify the evident wealth of the Brazilian reality.
In this age people are more likely to wonder whether they be parents. Different means of pregnancy planning in this well help. Yet, in those families where a child waiting for and take, there are different questions, and one of them: what we parents? That kid came into this world such a small and unique. All go to him and want poulybatsya, or together with pogulit. But time passes, the kid grows up and begins to show its character, it is impossible something to distract, if he firmly directed to some of its goals: to climb up on the table, throw a beautiful vase. And then bring the first educational moments. And how will these first lessons will be seen how well the parents a set for the baby as mentors and teachers. Someone thinks that the bring up is needed when a little older and become more understanding, but how will undertake is to understand the child, unless he sees this example? Understands Does mom dad when he comes home tired after work, or my father my mother when she sees that you need to take a walk or play with your child to mother a rest from the children's activity.
All the child sees it and says, turns out to cook themselves to the parenting should not when oh, baby is here. And start to educate yourself well for a baby and even the family itself. Teach yourself the understanding of others, patient with respect to the shortcomings of relatives. The school this is not taught, and this skill will require a person throughout his life! And from that, as he himself teaches, it will be seen as acts of his child. Calm child, or demanding, whether sympathetic or other kiddies behave cruel to others. Parenting is more than serious. From these first parent instigations child builds an inner tactics of behavior that is very hard, if something is wrong, alter. So very close watch parents who believe that the most important thing to feed, clothe, shoes. And the rest will teach kindergarten, school, college. The most basic child study at home, and it depends on what it will be worker, family man, a man for life.
The subject of the educational evaluation has much time comes being boarded in diverse possible ways, however we intend compares the form of evaluation carried through for Emperor D. Peter II for occasion of its visit with then the Province of Sergipe, with the new paradigms instituted for the MEC, to evaluate the structure of the Brazilian education, and consequently, sergipana, nowadays. We will approach the educational evaluation in this secular clipping, for the bias of the social historiografia, detaching the conflicts generated in the practical one of the teaching in such a way for occasion of the visit of the Emperor, as in the evaluation instituted for the MEC, to the time where we will make a comparison how much to the involved social aspect or not in the evaluations. Before the complexity of the subject we do not intend to deplete it, but to point aspects that need one better deepening. Words key: Evaluation, Resources, Emperor, MEC, Comparison.
The pertaining to school management, to give account of its paper, needs to be, at least, doubly democratic. First, for if pointing out in the field of the social relations, second because one of the characteristics of the management is mediation for the concretion of ends. Thus being, the place where if it carries through the systemize education necessary to be the possible environment most propitious to the practical one of the democracy. Saviani (1989 p.70) affirms that ' ' the less if it spoke in democracy in the interior of the school plus it was articulated with the construction of a democratic order; the more if spoke in democracy in the interior of the school but it was democrtica' '. On the basis of this affirmation, we understand that the function of the democratic school must not mere be for the collective actions and proposals and from empty and baseless speeches.
It stirs up to think it to us, also, what really this means when is about the school. It means ' ' to participate of deciso' ' , that is, to manage democratically, to assure to all (pupils, professors, parents, employees, pedagogos, directors) the participation in the decisions. In the scope of the education he means to participate of the relative decisions to the ends of the education and on the ways of to carry through them. That is, to decide on the substantive, the direction to be given to educative act in any one of the instances of its administration. In this context, the LDB (Law of Lines of direction and Bases of the National Education) determines that: Art.3- education will be given on the basis of the following principles: … VIII? democratic management of public education in the form of this law and of the legislation of the education systems; … Art.14? The systems of teach will define the norms of the democratic management of public education in the basic education, in accordance with its peculiarities and in agreement the following principles: I? participation of the professionals of the education in the elaboration of the pedagogical project of the school; II? participation of the communities pertaining to school and local in pertaining to school advice or equivalents …
Then try you lift the historical context of Work and Education in to order you situate the discussion. Demonstrates the existence of two positions on the understanding of the relationship between work and education: perspective considers the work and education related concepts, but independent. Have to other perceives them dependent of each to other, the social Inter-dependent practices. Finally, it demonstrates the importance of conducting lives research in work and education.
The present article was constructed through a based bibliographical research in the production of authors of national and international prominence, in the quarrel of the thematic Work and Education. One searched on the basis of to reflect studies of authors who understand the term Work and Education as two distinct concepts and also researchers that study this thematic one as a joint term. To understand what it is Work and Education, therefore, is a complex task therefore is about an idea formed in the bulge of two important practical social and in constant transformation (WEDGE, 2002; FERRETI, 2004; AXE, 2005). At a first moment, it is argued definition of ‘ ‘ trabalho’ ‘ of ‘ ‘ educao’ ‘. After that, one searchs to raise the historical context of Work and Education. Existence of two positions is demonstrated to it on the understanding of the relation between Work and Education: a perspective understands the work and the education as concepts tied, but independent.
Already to another one it perceives the same ones as dependents one of the other, as practical social Inter-subordinate. Finally, importance of the accomplishment of more research in the area is demonstrated to it Work and Education. The main argument of this text is of that Work and Education, even so they are linked concepts, possess independent dimensions, that is, both if they influence, but it point of one not to determine the other.