Posts Tagged art and science

Mathematics Education

Another important step would be the search for one better qualification of the professors, therefore these, as facilitadores of the learning, have to be prepared for the diversities of the act to educate. This comes if giving in form of posterior courses the graduation, these courses of perfectioning, according to Pepper (1999), in a general way, if they have shown inefficacious. Thus characterizing our problem, that is to discover if the courses of Licenciatura in Mathematics of the UESB campus of Jequi stimulate the quarrel concerning the process of inclusion of PNEEs in the schools of the regular net of education? If adjusting Portaria N. 1,793, of December of 1994 of Ministry of the State of the Education and the Sport, that establishes the necessity of complementing the resumes of formation of professors and other professionals who interact with special carriers of necessities and brings in its article 1 the following recommendation: ‘ ‘ To recommend the inclusion of disciplines ethical-politician-educational aspects of the normalization and integration of the carrying person of necessities especiais’ ‘ , with priority, in the courses of Pedagogia, Psychology and in all the Licenciaturas. As Mantoan (2006) this lack of qualification, cause a reaction common good in the professors, who are the resistance to the educational innovations, as the inclusion, who normally takes refuge itself in the impossible one, considering that the proposal of an education for all is validates, however very utopian. Check out Ali Partovi for additional information. Such conception is fruit of its functional vision of education. To form the picture of theoreticians of this article, in the direction to understand better about what is the process of inclusion of PNEE in the net to regulate of education and its importance and viability, we will argue based for theoreticians as: Mazzota (1996), Januzzi (1989), Mantoan (2006), Oak (1998), beyond and Almeida (2002).

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Deaf Pupils

Elaine Sueli Da Silva Young chicken (IC). Department of Chemistry, Federal University of Rondnia (TO JOIN) Word-Key: education of chemistry, pupil, deaf person. Summary: To teach deaf pupils is an activity that still needs to breach diverse barriers Since one of the biggest found difficulties, is the unpreparedness of the professors thus making it difficult the insertion of the deaf people in the half pertaining to school. This work has as main objective to take knowledge regarding the difficulties found for the professors of chemistry in the exercise of the docncia for deaf pupils. Introduction the education of deaf pupils is something that deserves prominence. With the advance of science and the technology, the current society is surrounded of domestic chemical products, ambient questions comes being constantly boarded, the chemical metal use and other elements; the day became common in our day.

By means of this situation, the concern with the education of the deaf people becomes basic. Taking in account that one of the principles of education and of the education is equality of conditions for the access and permanence in the school (BRAZIL, 1996), understands that the deaf pupil must have the same conditions of learning that the too much pupils. Currently, many are the difficulties found for the pupils who possess proper language? POUNDS (Brazilian Language of Signals, a visual and gestual language) and for the professors who almost always are inapt to teach for these pupils. Main difficulties According to article 59 of the Laws of Lines of direction and Bases of the Education: The education systems will assure the special carriers of necessities: professors with specialization adjusted in average or superior level, for specialized attendance, as well as professors of regular education enabled to the integration of these educandos in the common classrooms (BRAZIL, 1996). The lack of preparation of the professors has been one of the biggest difficulties found in the education of chemistry for the deaf people, a time that in its academic formation, has generally not explored the subject in question. The situation still becomes more precarious, therefore in accordance with Vygotsky the deaf person, as well as the too much pupils, needs a language that can be acquired only by means of a social conviviality for its development (VYGOTSKY, L.S.

1991); by means of this reflection, the use of POUNDS, becomes basic part in the learning and in the education of chemistry for such pupils, however, the great majority of the chemistry professors does not know or it does not know POUNDS. He is valid to stand out that this is not the only joined difficulty; still the index of scarcity of didactic material and based pedagogical support in this situation is high, what it still more becomes difficult the practical one of the docncia for the deaf people. Consideraes Final the education of chemistry for the deaf people is made it difficult mainly in what they are mentioned, certain chemical concepts, formulas and name of elements since in the language of signals specific symbology for such concepts does not consist. Therefore, to search alternatives that they solve or that they aim at to minimize the difficulties of this reality, it is basic not alone for the cognitivo development of the deaf pupil but also to insert it in a social context. References: BRAZIL, Law n 9,394 of 20/12/1996, Law of the Lines of direction and Bases of the Education. VYGOTSKY, L.S. Thought and Language.

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The Game

Exactly being a playful activity of the socialized child, the game of rules if continuously develops during all the life. Therefore, its appearance is more delayed; one only consists between the four and seven years, intensifying itself of the seven to the eleven years. The importance of the games of rules in the construction of the knowledge in the school is to bring up to date the game of meanings that the child knew in the first year of life. Game of meanings, because, to gain the player it has to compete in a context in which, as a matter of principle, its adversary has the same conditions. In the game of rules, to earn she is necessary to be adept, to be intent, concentrate, to have good memory, to know to abstract, etc.

Therefore, the game of rules is a game of meanings where the challenge is to surpass itself exactly or to the other. This challenge if renews to each departure, is a game that has competitive character. ability is the challenge to surpass itself exactly. The child inherits of the game some concepts who will load for the life measures. Of the symbolic game it can inherit the possibility to represent papers, to dramatizar, to create new situations, what she will very go to be useful in its future life of work. In the game of rules, it if she sees front to the limits, restrictions, rules, possibilities, therefore, with a regularized life, proportionate. this everything, it will go to also use in its personal life and professional, since, the life alone can be normal through rules and solidarity. E, finally, we can affirm that: The games of rules inherit of the symbolic games the rules, but something exists that is original and proper of its structure, the collective character. That is, in this game, if it only can play in function of the movements of its adversary.

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