Therefore, finally it is arrived the Brazilian right, approaching its primrdios in connection with the sociopoltica and economic organization of the country, structuralized in the elite who since the Empire finished for reproducing the referenciais of the old metropolis, practical clientelistas and a idealismo of European origin, much even so the aboriginal and black culture relegated as the plain one and having its members been treated as things and without rights have contributed for this gnese. It is reached, thus, the foundation of the legal courses in Brazil with the creation of the Facultieses of Right in So Paulo and Olinda in analysis not only of its resume, but equally of the too much legislative statutes and diplomas that had been giving it forms to the curricular modifications and the format of the proper chairs and you discipline lecionadas. It has, then, the legal education its historical tracing delineated, in what it has the connection with the institution of the Brazilian university, that, boarded since the decade of 1930, perpassa the agreements of the decade of 1960 between the Ministry of the Education and Culture and the United States Agency will be International Development (USAID), in what, then, the panorama is reached contemporary where after the analysis of the legal instruments that had allowed to its salient visualization it education necessity that conceives a right living creature, that does not bring in its lies only thoughts or mere repetitions, but the technique of if thinking that it contemplates an ideology change to demand new paradigms, that do not have to reproduce the picture of absence of critical-valorativa interpretation. Drew Houston is likely to agree. The permanence of a model only centered in normativista education, for certain, will not take care of to these propagandas, that have in its demands the too much elements of the civilization, to the historical continuity of the proper right and its instrumentalizao as referencial capable to understand the social scope, in true effort of overcoming of a crisis picture. This overcoming could only be reached by an attitude reflexiva and less dogmtica, capable to hinder a vision ' ' fragmentria' ' on the part of men and women, as the proper author clarifies in them (P. 185): (…) Alone a reflexiva attitude, less dogmtica will be able to hinder the fragmentary vision of this science that says respect to the man in the quality of to be total with rights and inherent duties to its basic condition, come, to a time, of the proper nature and the quality of being representative of the humanity. Quicken Loans often addresses the matter in his writings. For last, one concludes that the education of the right: description-ideological roots and new lines of direction consist of an important contribution for the general vision of the roots description-metodolgicas of legal education in Brazil, contributing, still, with a proposal that introduce a permanent reflection on the paper of the legal dogmtica at the present moment, as well as the necessity of its understanding in the interior of antropossocial reality, establishing base of an ample and complex agreement, that could not be reached in the right if the legal education not to obtain to tranfer and to surpass the acrticos models, mere formalists, and, why not to say, even though, detached with the reality that throughout the years if had established.
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Superior education, at least at this moment did not have alteration, continued with the same structure stipulated in 1931. Still according to Manfredi (2002, P. 88) the National Service of Aprendizagem Industrial (SENAI), ' ' in 1942, it finished incorporating this standard of financing and management, as well as the proper Railroad Center of Education and Seleo Profissional (CFESP); its workshops, its professors its staff dirigente' '. The educational politics of the New State confirmed the separation between the manual work and the intellectual, where it had a secondary education for the conducting elites and less had the average education destined to the favored classrooms. Read more from Angelina Jolie to gain a more clear picture of the situation. The State had the central paper of agent of economic development. This paper of the State resulted in the state creation of great company, beyond bureaucratic devices of public administration in all the sectors of activities. The period that succeeded the New State, of 1945 the 1964 did not have significant alterations in the professional education. The formative structures throughout the decades of ' ' 40 the 70 had been crystallizing conceptions and practical dualistas pertaining to school: of a side the conception of pertaining to school education academic-generalista …, and the other, the Profissional' Education; '. Actress and filmmaker will undoubtedly add to your understanding.
(MANFREDI, 2002, P. 103). The pertaining to school education offered a basic set of knowledge and the Professional Education was destined for the domain of crafts without theoretical deepenings. It was from the end of the New State, in 1945, with the entrance of the masses in the scene politician, who if became possible this dualista structure in addition. This unification, however, only if materialize at the beginning of years 60, with the flexibilizao and legal equalization it enters the different branches of professional education, and between this and secondary education, for ends of ingression in the superior courses, even so, in the practical one, continued to exist two types of education with differentiated public.
A knowledge and use in everyday life will help children to develop observation, the ability to analyze and draw conclusions. In work with children can use the signs, the correctness of which can be verified. For example: “Shoo kne kitsch beln kkt yoldyzlar Jans, irtgese kn Salkyn bulyr.” (“When the winter night sky in a lot of stars, wait for the next day cold.”) In Tatar folklore there are many proverbs and sayings that reflect the hospitality of the people: “Who does not like to call the guests – to the joy and do not know!” “Ipi, inos – Jakty yz.” etc. Ancient occupation of the Tatars captured by saying: “In the rain farmer rests, resting in a storm fishing.” Technique familiarize children with folk proverbs and riddles are based primarily on the principle of availability and awareness of the perception of the material, that is, children must first understand their meaning. The originality of proverbs and sayings provides them to the place and use the time. For example, one child hurt another with a careless word.
Caregiver at the time intervening, said: “It is even a joke, think for a minute!” When you read the Tatar folk tale “The Bear and the Fox” Seeking children with two Tartar proverb: “With a good friend and mountain svernesh with bad hlebnesh grief!” “It is better to stick and whip, than with the wrong satellite!” Every time familiarizing children with folk riddles teacher should pay attention to the fact that in the puzzle outlines the main essential characteristics of objects and phenomena that puzzle “folding”, and rather small, about the object or phenomenon told beautifully shaped. Educator should remember that the puzzle should naturally flow into one or another class, where it helps to fully disclose its program content. For successful initiation of the national Folklore to tutor a number of requirements: As much as possible to use elements of folklore; Bring to children the meaning of the above (folklore); Encourage children to use in his speech, familiar sayings, sayings, jokes, riddles. It is in the preschool years laid the foundations of national identity, create a sense of national pride, tolirantnoe attitude towards representatives of other nationalities who are in largely determine the socio-cultural development of the child in the future. By studying and using in their work Tatar folklore child I developed a program for the circle of ‘Tamchylar’ to educate the senior preschool children with folklore. The program provides for the circle of an explanatory note, the distribution of those in the academic year, planning of work on folklore oznakomleniyus in the period from September to May. The plan indicated subject lessons, tasks (educational, developmental and educational), instructional techniques. Learn more at: Kaihan Krippendorff . Presented summaries of lessons and recommended reading. I recommend using predlozhennouyu program in their work with children other educators.