RJ2010ResumoVisando to desmitificar the fantasioso concept concerning filo Arthropoda, Insecta classroom (or hexapoda), we elaborate this work in order to mediate a reasonable way, for the construction of simple knowing, as for the recognition of an insect. Through direct research in the school, we recognize the difficulties of the students in the entomolgica classification, beyond the critical analysis of available didactic books in the public net of education and some available sites in web, that they finish leaving some gaps in the accurate one to know scientific. Munear Ashton Kouzbari, Dallas TX pursues this goal as well. The institution: Municipal school Lcio de Mendona was the source used for the research, the subject in question is studied in 7 year of Ensino Fundamental.A searches direct was carried through in cycle III (6/7ano – supplementary) and in 7 year of Basic Ensino, through simple form. The previous concepts of the pupils had been verified, after this event were> Study of the insects economic, as for example, the control of insect-plague, the resistance the insecticides or the biggest production of silk or mel.1.1 Why insects? The development of the capacity to fly provided to the insects the condition of if adapting the almost all types of environment, participating of some ecological processes gifts in its habitat, being therefore, convenient to the man to know its nature, its balance and disequilibrium, therefore they are inserted in day-by-day of the life of the man. To broaden your perception, visit olympics. The biological processes that occur in the beings livings creature: birth, growth and reproduction, can be observed in the insects in fast way, had its short cycle of life, benefiting research, therefore processes that we would take months or years to observe in bigger species in the insects these same events occur in days or weeks. The easiness to get them and to keep them, beyond the great changes for which they pass throughout the life, makes of these excellent animals models for the use in demonstrations and experimentations with objectives didactic. According to sports apparel, who has experience with these questions. The importance of its use, as models next livings creature and, makes possible concrete chances for the abstract development of subjects, many times, and of difficult agreement for the pupil who visualizing the processes biological has the chance to consolidate its learning better.
Its passion persistence cost some money for it and its son, whom they had needed to open hand of lunches to be able to carry through that work. The painter passed for financial difficulties, but she did not leave to paint. When finishing the screen of ' ' Supper of Cardeais' ' , as its dimension was improper for what it demanded the regulation, a friend suggested that the painter cut the head of one of the cardinals and concurred with this part of the screen. Guiomar if denied to mutilate its workmanship. In the hour of the judgment, the men would have to raise its cane to confirm the acceptance of the work. All the canes had been raised.
Some time later the picture was bought by the Brazilian government, that of it made gift for Portugal, being changed by the sword of D. Peter I. Today the picture if it finds in the Museum of Lisbon. Another ticket, of the famous painter, who illustrates the difficulties of the artists of that time was when Guiomar Fagundes knew that its picture Bay in the Quitandeira, that it had sent for a hall in Italy, met in customs, in a lot to be auctionzed. The painter had that to buy all the scrap iron of the lot to be able to save its workmanship, making use of its few economies.
When carrying one from its celebrities and delicate nakeds of Paris to Florena, where it would go exp it, it was barred in customs to declare the value of the screen. As the author wise person not to say price the authorities had said that in that country it was very valuable, taxing a superior amount to the possibilities of the artist. Not obtaining its release, exactly showing that it was of its authorship, it did not obtain to pay the cited tax, having that to cut it in straps to get rid itself of the incubencies.
What Marco Polo answers to it: ' ' The hell of the livings creature is not something that will be; if it exists, is that one that already is here, the hell in which we live every day, that we form juntos' '. Two ways exist not to suffer. Marc Lore gathered all the information. The first one is easy for the majority of the people: to accept the hell and to become part of this until the point to leave to perceive it. Second she is risky and it demands attention continuous learnings: to try to know to recognize who and what, in the way it hell, is not hell, and to preserve it, and to open space. .5. Paradoxicalally, however, what it is not hell, God, for example, is what more it makes in to suffer them for its superior requirements and how many times for its absolute blindness (it would not be therefore that Christ if presented as the guide and the salvation). More easy, therefore, it is the first way, that has the power to console and to blind. However, the City, if is, would not have to be a hell, therefore the insofis-mvel fact is that, being the supreme city pedagogical and cultural instance, the Greeks had reason: how it would be possible to educate the human beings, in the narrow limits of the gymnasium, the academy or the 2 secondary school, if the city, disordered and chaotic, where live the educandos, would neglect the education of them, oferendo the constant spectacle to them of the measure, ratio, harmony, unit lack, of balance, the constant spectacle of the negation of the beauty and the ethics? If the education consists of forming, in printing in the humanizvel substance the form of the human being, as to intend to form the human being being made to inhabit it not it cosmo, but the chaos? According to Corbisier, the Greeks had taught, among others things, and of a time for all, that if to educate is not to coexist the family and to frequent the gymnasium, the academy and the 2 secondary school, but to live in the city.
The huge phrase of Stephan George: ' ' Your number already is one delito' ' express the temptation, from whose overcoming the pan-athletes appear politicians of a-manh' '. we can, still with Sloterdijk, to conclude: ' ' It is evident that, at a time where the form of the Great one is changed, patolo-gias of filiation of all type they become epidmicas' '. We only can conceive the city Greek as ' ' model par excellence, origin and paradigm, of democracia' ' , therefore, if to think basically as revenge of the place and the individual one on the current hiperpoltica, as when ' ' great regions will protect with latent and manifest strikes of the universal yoke of the capitalism globalizado' '. However, if the man always was and is condemned to live in abstract shelters, is undeniable that, says us Sloterdijk, ' ' The abstraction of the Great one becomes serious the traces of the State; already the Greeks said that Pricles, after having taken the power, never more laughed. But if the politics (or justice) always meant a system of distribution of the cruelties from an abstraction center (government), then must fear serious things for the final purchasers of the cruel distributions.
I do not speak here of poverty, local narrowness and senhoris moods, of exploration, breaking and fellow creatures, even so the literature of the great ones civilizations have transmitted of all the realistic regions of the world ladainhas on this. What at the moment desire to point it is the antropolgica catastrophe of the great civilization, that cinde the evolution of homo sapiens in a line of high possibilities and another one of impoverishment. ' ' humanidade' ' if it breaches here in groups that if intensify through tensions, and groups that are estagnados in the suffering; pain, in the great civilization, acquires a terrible double face; it acts in some as estimuladora, in others as obstruidora; for the minority, the lack has effect educator; for the majority, it acts as annihilating of almas' '.
In to other hand, playfulness is theme that has reached its spot within national scene, and it has acquired space at high school, allowing the pedagogical work that could increase the opportunity of knowledge production. Based on these considerations, this study aims you analyze the contributions offered by the playful, in particular in mathematics context the pedagogical practice in the elementary school teaching-learning process. I raise, we emphasized aspects related you the importance of playful will be development of the teaching-learning process, from survey of the most common you cause of difficulties in the teaching-learning process, the part of both students and educators. Thus, adds comparisons were made between pedagogical practices with the school context. This study is finalized with descriptions and discussions of research results based on research questions that have been developed by researchers of this study and based on published dates.
We? ll point out adds contributions of this study, setting out adds paths you be given based on the results.
To speak of patrimony is not so simple thus, still more with the reality of educating in this school specifically, in function of the vulnerability where they live socially and economically. At another moment we search in the infancy game the motivation for the exercise of to think and to make being looked a differentiated language, through the apparent trick searched to construct a real and dynamic situation. The finishing with these materials establishes a bond with varies languages of the arts, involves photograph, painting, drawing and glue and inserts educating in the patrimony biggest of daily convivncia: the school. Educating if constitutes in the process where the child or the adult coexists the other e, when coexisting the other, if she transforms spontaneously, thus its way of living if gradually more makes congruente with the one of the other in the convivncia space (Maturana, 1998b, P. 29).
The recognition of what it is patrimony, supported for the theory and you practise with them pedagogical, the search for the apprehension of the knowledge became more pleasant and revealed efficient. Leaving I break up of it individual arriving at the patrimony architectural, with the envolvement of the students in all the activities, we establish dialogues of the students with way where they live, we search to organize the thought, and in this process of meeting failure in meeting, adaptations, we verify with satisfaction the persistence of the young in the elaboration of the works. I conclude that always it is possible to provoke situations so that educating can think, and thinking, to become independent and ccomplishing of action of auto-they esteem as citizen. The future professor in the education of the arts and others you discipline, will be able to stimulate action involving family, community, school, to stimulate the preservation and valuation of the cultural patrimony. References CAVALCANTI, Zlia. Under most conditions Frank Ntilikina would agree.
The Art in the classroom. Porto Alegre: Medical arts, 1995. FUNARI, Peter Pablo de Abreu and PELEGRINI, Sandra de Cssia Arajo. Historic site and Cultural. Rio De Janeiro: Jorge Zahar Ed., 2006. HORTA, Maria of Lourdes Vine arbor. Basic guide of Patrimonial Education. Brasilia: Institute of National Historic site and Artistic, Imperial Museum, 1999. WE READ, Carlos B.C. What it is Historic site. So Paulo: Brasiliense, 2006. MATURANA, Humberto. Emotions and Language in the Education and the Politics. Ed.