24. December 2013 · Comments Off on Literary Grammar · Categories: News · Tags:

The division reed-echo in the curricular organization: the separation between literary grammar, studies and writing. The didactic books, in general, and exactly initial, had reproduced the division model. The grammatical study it appears in the curricular plans of Portuguese, since the initial series, without the pupils, until the final series of Average Ensino, dominate the nomeclatura. The confusion between norm and grammaticality is the great problem of the grammar taught for the school. What it would have to be an exercise to say it, to write, to read better, if transform into a shirt of imcompreensvel force. The history of literature costuma to be the focus of the understanding of the text, a history that nor always corresponds to the text that serves to it of example.

Communication is a process of construction of meanings where the citizen interacts socilmente, using the language as instrument it defines that it as person between people. The understood language as language constructs and ‘ ‘ desconstri’ ‘ social meanings. The process of teach-learning of Portuguese Language, in Average Ensino, must estimate a vision on what it is the verbal language. if characterizes as lingustico and communicative construction in determined contexts. The pupil must be considered as producing of texts, that one that can be understood by the texts, that produce and that they constitute as human being. They will say many that this is not work only for the professor of Portuguese. Without a doubt, this is a work of disciplines them to all, but the car can be the Portuguese Language head of such quarrels, the intertextualidade starts consequentemente and, the construction and the recognition of the intertextualidade. To give space for verbalizao of the social and cultural representation is a great step for the systematization of the identity of groups that suffer processes from social deslegitimao.

12. June 2012 · Comments Off on Educational Orientation · Categories: News · Tags:

The specialists are lead to the position in accordance with its qualification (art. 64), being able to be pedagogos with formation in educational orientation or course of after-graduation, that is, for the force of the law we are all professors in lower court and later we are called to act our specialty in accordance with, and only believe that thus he must be so that let us can assume our responsibility in the pedagogical questions of the school as being part of our function, and not cairmos in the temptation to deviate our performance for the fields of Psychology and of the Social Assistance, confusion common good in the practical one of the Educational Orientation of some professionals that they are acting has time more and they do not make the reading of this reflexiva pedagogical source of the linking with the questions biggest of the education properly said, what he is explicit in speaks of Grinspun (2006) on what the Educational Person who orientates is not in terms of professional formation: (…) Afirmo that Educational the Orienting professional belongs to the group of the teaching and not to another group that acts (or not) in the schools, even so its work, in determined moment, if relates (or even though if it bases), as for example, in Psychology, Sociology, the Administration, the Social Service etc. Therefore, the Educational Person who orientates is not Clinical or Pertaining to school Psychologist; it is not Psicopedagogo; she is not Social Assistant; also is not administrative technician; another category does not belong to any that is not part of what we call to be the field of the teaching. Being, therefore, the objective of this study to pontuar the presence of the Educational Orientation in the school under the light of the legislation and, more specifically, to ressignificar the practical one of the Educational Person who orientates, from adjusted formation, so that this if becomes a basic partner in the improvement of the process teach-learning.