Month: July 2014

National Curricular Parameters

The National Curricular Parameters are gifts in the Brazilian educational politics have 10 years approximately. In this trajectory, much was argued, much was criticized and little placed in practical the actions that it presents, due to a series of known and/or unknown factors. In this work we will go to approach the amplitude of the PCNs of the Portuguese Language, aiming at its understanding and more intrinsic study of this workmanship, that some admire and others disdain, understanding its structure, of form that can reflect on the efficiency or not of practical its. The PCN of Portuguese Language possesss the following structure: one soon presentation of the workmanship, followed two-piece specific with the thematic ones to be argued. The first part presents four referring chapters to the presentation of the area to be worked (Portuguese Language) and defines the lines generalities of the proposal. It presents referring questions to the nature the characteristics of the area, its implications for the learning and its unfoldings in education. Explicit the general objectives of the Portuguese Language, from which the contents related to the verbal language, written language and analysis and reflection on the language are pointed.

The last topic of this first part presents and bases the criteria of the evaluation for basic education. The second part presents proposals for the four series of basic education, with objective contents and criteria of evaluation, form to present them with the necessary joint for its coherence. Also it composes the structure of the PCN of Portuguese Language the fiche technique of the elaboradora team and gratefulness to that they had contributed with the workmanship. The introduction presents the characterization of the area of performance of the Portuguese Language, bringing with subs-heading the language related with the active participation in the society, ' ' therefore it is by means of it that the man if communicates, it has access to the information, express and defends points of view, allotment or constructs vises of world, it produces conhecimento.' ' It makes also soon historical on the deficiency of the education of the Language in the Brazilian schools and the effort of the educators in changing this picture.

That Is NLP?

The neuro-linguistic programming (NLP) is a school of pragmatic thinking which holds that all human behavior is developed on a structure or learned thinking template, which can be detected to be modeled (copied) by other people and get similar results with it. NLP holds that it is possible to change or reschedule this strategy or thought template, if it is there something to limit it or to empower any resource, behavior, or belief, in order to improve the quality of life of the human being. NLP defines three elements as a key constituent of human behavior: the nervous system (neurological support). Language – which is used for external and internal communication (with oneself) is verbal and non-verbal. Conduct – which can be learned.

NLP is based several principles. These are premises that we take and accept. It is important to clarify that, unlike other theories, not part of a dogma. Even they are not even considered as a universal truth isolated, but that they are part of the set of beliefs of some human beings. In other words, they are not absolute truths, but accepted beliefs that lead to healthy, successful and happy life forms. .

These principles were obtained by synthesizing the beliefs of successful individuals. They are modes by which these people perceive reality and this leads them to behave in a certain way, what guarantees the success in your work and personal endeavors. The way in which we see the world that surrounds us, determines how we act. If we then take these beliefs and make them own, we perceive reality in a different way and act accordingly, achieving a great improvement in our lives. Also, adopting these beliefs, the way in which we face everyday problems is amended. We see them as complications and we interpret them as opportunities, challenges.

Education In Australia And New Zealand

Australia and New Zealand – a country where English is the mother tongue for most people. As a consequence, these countries are popular centers of learning English. The remoteness of Australia and New Zealand now few people are scary. Every year about 40,000 students from 45 countries arrive here to take advantage of local unique features. The advantage of studying the language is evident here: The quality of teaching the level of international standards of good original techniques Highly qualified teachers wide range of educational programs, excellent climate and good environmental conditions of high level comfort against the backdrop of the exotic nature of the friendly people Favorable price for tuition and language schools in Australia and New Zealand differ in a modern technical equipment. It offers students modern language laboratories, computer rooms and libraries with departments of multimedia. Educational programs can combine learning with sightseeing and sports.

Courses provide an opportunity see the country and have a good rest. You will enjoy the quality of education, unique nature, wonderful beaches and numerous monuments of culture of these amazing countries. Education in Australia can be pass the following cities: Melbourne, Sydney, Brisbane, Cairns, Adelaide, Perth. Education in New Zealand you can go to the language centers in Christchurch, Auckland and Wellington. Learn English in Australia and New Zealand may Both children and adults with any level of language proficiency. You can start to learn English, prepare for the exam IETLS, ESOL, or pull up your skills for further education.

Primary School Education

When we hear on Education, we are reminded of our first years of study, and many remember with pleasure and joy. Some less, still remember their first teachers and professors, who were really what they say "second parents." Over time, the many activities of the people, the more pressing needs than before, and the relentless passage of time (it seems that now the day had fewer hours), has made parents and not to watch closely the development of learning of their minor sons and daughters, and this is unacceptable. While the work of the teacher (call lecturer) at the primary level is to train their children, does not fall on their shoulders all the responsibility for achieving this laudable and valuable role. No! Education in the early years of childhood should be together: parents, teachers, with a solid block of successful actions in pursuit of the development of both cognitive, attitudinal, emotional and to evaluate, among other issues inherent to these smaller and smaller. Moreover, in many countries, but already in all education involves society as a whole for this noble work.

Being a teacher at this level also involves the same, together essential qualities, gifts, wills, preparation, identification with their profession and especially with infants (less students). When the "formula" gives teacher-learner, the learning environment is so pleasant and desirable for both parties. But I repeat once again, the family support at home is a duty that can not be ignored and should not be left to give. Many adults remember that we are already many stories, anecdotes, maybe some good, perhaps some less so, but after all those years fondly remembered lived and shared, as one might say "family" and that is precisely what proposed to be study spaces, an extension of the home, in which teachers acquire an important, respected and loved by children attending schools. Respect and love is demonstrated in many ways by the students, when actually the work of teachers is given in a positive way, reaching not only the cognitive aspect to the pupil, but also in those aspects that are required and important to them.

Needless to say, this stage is very important as much influenced by the example of teachers in the future life of students. And it should always be a good example. The world of children is sensitive and in many cases the teacher or the teacher cover gaps in children's lives: love, willingness to listen, counseling (mentoring), share their concerns, etc. More than one student has happened for example to tell your teacher problems, questions, personal questions that can not be discharged to their parents for many reasons. Here is the important work of teachers at this crucial stage. We must appreciate the work of teachers in particular at this level, which is the most sensitive, and support any action that may lead to the unity of the family. Respect them as agents of training and education. .

Brazil Brazilian

This only form of if having legalized access the land, with absolute certainty, if also configures as a great mechanism of social exclusion to the agricultural property. One knows that the main attention of the present study is not a boarding historicista technique and on the Land Law, but, had main the thematic relevance of the boarded one in the research, such analysis, it contributes sufficiently for a bigger reflection on the present agrarian question in the history of Brazil, having as the related law as a mantenedora of the historical latifundium reality and exclusivista Brazilian. Joo Peter Stdile mentions the Land Law to it: This Law discriminated the poor persons and hindered that the libertos slaves if became proprietors, therefore nor one nor others possuam resources to acquire land parcels of the Crown or to legalize the ones that possuam. Therefore, after the release of the slaves, most of them opted to migrar for cities as Rio De Janeiro, Salvador and Recife, instead of remaining in the farms or the small villages of the interior. A time in the cities, without work and housing option, they had formed villages pauprrimas, surviving to the cost of under employment or the beggary (1997, P. 11). The social consequence of this law was the biggest consolidation of the large state as basic structure of the land distribution in Brazil. Those that had received the sesmarias had regularized its ownerships and had transformed them into private property, assuring, thus, the domain of the main wealth of the country: its terras.3.MODERNIZAO AND EXCLUSION IN BRASILEIRASAo LANDS to continue on this briefing study on the Brazilian agrarian reality, we arrive at century XX, breaking of a reading based at the effective moment capitalist modernization inside of the Brazilian agricultural areas. Then, in the debate on the country property in this period we find a notable social paradox due to the model of production modernized by means of the penetration of the capital in agriculture, leading inexorably the separation of the direct producer of the land and the fruits of its work.