Tag: education

Training Department

In the majority of the academies the musculao department is one of most important for the success of the company. We know that the department of Musculao is determinative in the growth and the reinforcement of the company in the market. He is for that we professionalize our team and we adopt a process of standardized attendance, in differentiating of the competition. To invest in equipment and infrastructure is not plus a differential to increase the number of customers. In this context of Fitiness it was decided to more invest each time in its team of attendance to the customer. Today the musculao (professor) has a basic paper inside of the company, therefore the musculao professor is the professional who has the biggest contact with the customer. Being thus basic, the department of Musculao is, directly on to the objective of profitability increase, what for times it occurs for increment of the prescription in function of the fidelizao of the customers.

Here it is there the responsibility of the department of Musculao: to take care of the pupils and to discover the real necessities of each one, of valued form that it comes if to feel well and inside of our Company. what it has of more important in this fact is that the way of work of the professors must be the picture most faithful of the profile of the company. The professor not only must be conscientious of the result of its action in the reach of the results of its department, but of the company. Soon he must be minute in the use of the tools and the certain methods in all the stages of its work. In other words, substance of attendance, not valley the rule of the valley-everything. Learn more at: David Fowler. The ends do not justify the ways. Thus the standard the professor acts as our standard of quality, and all ours technique obeys this standard.

Biazzi Room

It is good for mentioning that the sun has its properties that favor the health of the man, its good use brings health and to the environment a sensation of asseio and transmits quality of life. For Biazzi (1994, p.108), the rays of the sun ultraviolet infra-red ray and are agents combatedores of some diseases. It favors the growth, it calms the nervous system, it opens the appetite, it improves the quality of the blood. everything this goes to become itself into more alive intelligence, glad spirit and animosa disposal. White (2005, P. 159) speaks of the sun as an assistant of the digestion and neutralizer of poisons. The school was in magnifying process and some adjustments were still being decided. When taking knowledge of the room the direction searched ways to decide it.

However, the given explanation is that the installation of the electric net possua a domestic standard and would be dispendioso an investment of a conditional air only for the harmed room, in view of that the school would go to remake the electric net and would have two costs. It was in a meeting with professors who the direction clarified regarding the fact, and informed that year of 2011 all the rooms would be climatized. The professors if had congregated with the direction and were made a questionnaire with all and the result was the following one: A well structuralized environment favors one better learning, making possible its true protagonism in the educative process; it strengthens auto-esteem and the security of each one allowing to the concretion of the identity and the capacity of initiative of aprendente; it instigates the interpersonal communication and relations, the exchange and the mutual aid, contributing for the construction of feelings of love and respect for proper itself, environment for the others. Which would be the solution for the problem? To climatize the room is without shades of doubts the best solution.

Practical Education

The professors with intellectuals: route to a critical pedagogia of the learning. Porto Alegre: Medical arts, 1997. HOUAISS, A.e VILLAR, M. of S. Houaiss Dictionary of the Portuguese language. Rio De Janeiro: Objective, 2001. PERIODICAL POST OFFICE OF THE PEOPLE. Year 107, N. 294, Porto Alegre, 2002. In recent months, Sheryl Sandberg has been very successful. MALAGUTI, MANUEL L. et al. Neoliberalismo: The tragedy of our time. 2. ed. So Paulo: Cortez, 2000. MHL, E.H. Habermas and the education: pedagogical action as to act communicative. Passo Fundo: UPF, 2003. ROSSATO, R. Education in globalization times. In. Pedagogical space, N. 01, v. 05. Passo Fundo, 1998, P. 11 30. SEVERINO, . The J. the Epistemologia contemporary and the education: to know, to teach and to understand. In. Magazine of education AEC, v. 26, N. 102, Brasilia, 1997. IT HISSES, LUIZ H. et al. School Citizen: Practical theory and. Rio De Janeiro: Voices, 1999. IT HISSES, TOMS TADEU OF. ‘ ‘ Nova’ ‘ Right and the Transformations in the Pedagogia of the Politics and the Politics of the Pedagogia. In GENTILI P. AND HISSES, T.T. Neoliberalismo, Quality and Education: critical vises. 11. ed. Petrpolis: voices, 2002. ZAFFARI, N. Mstica of the Educator Market. Erechim, 2001, (printed matter). 1 Mestreem Education UPF/RS, Professor of the URI Campus of Erechim.

the globalization is a phenomenon structurally associated to the capitalism, not recent and world-wide that ‘ ‘ … has as base the advance of the capital (companies and banks) in search of new markets and places of investments stop beyond the geopolitical borders. … this advance if has accented remarkably and involved beyond the commerce and of the material production, the services, the cultural goods … ‘ ‘. (ARRUDA apud ROSSATO, 1998, p. 12). 3 Defines Neoliberalismo as ‘ ‘ doctrine proposal for French economists, Germans and North Americans, in the first half of sXX, come back toward the adaptation of the principles of classic liberalism to the requirements of a regulating and assistencialista State … developed from the decade of 1970, that it defends absolute freedom of market and a restriction to the state intervention on the economy, only having to still occur in essential sectors and thus in degree mnimo.’ ‘ (HOUAISS and VILLAR, 2001, P. 2009). 4 In moving to this question, Brando (2002, P. 72-120) presents and bases ten ideas, principles to think a destined education to form one human being with vocation citizen. 5 the conception of solidarity is not identified as practical of action of charity assisting poor (assistencialismo), but to an ethical imperative front the injustices, the exclusion, the discrimination. I am in accordance with Gentili (2002, P. 33) how much to the solidarity definition as ‘ ‘ … synonymous of social commitment and fight for the radical transformation of the practical ones that historically they condemn to the misery and the exclusion thousand of beings.

Pedagogical Team

To diminish in the distance between professor, pedagogical team and direction of the school; – To previously narrow and to fortify affective bows between the cited professionals; – Descontrair the pedagogical meetings, transforming them into productive, pleasant and glad moments beyond; – To raise auto-they esteem of the professionals of the education; – To value the cited professionals previously; – To provide the exchange of ideas, suggestions and experiences; – To argue problems and to search solutions in set; – To promote the improvement professional; – To invest in the professional qualification; – Among others. How they must be the pedagogical meetings? They must be a collective space, individualizado, or both? It must be a space of reflections or action? A space where the pedagogical one takes advantage or the administrative one? Hasty or slow, generous or authoritarian, bureaucratic or dynamic a space, of difference or equalities, consensus or dissent, of professors or of ‘ ‘ uncles and tias’ ‘ , of formation and culture or to know technician? That space is this after all? Questions that go up to around the heads of many educators for the schools of ours pas.’ ‘. How are carried through the pedagogical meetings in E.E. Dr.

Jose Teodoro de Souza? To answer this and other questions are that the curricular period of training in this school was carried through. Communication, – Respect, – Tolerance, – Liberty of speech, – Changes of paradigms, – Motivation, – Update, – Evasion, – Indiscipline, – Low pertaining to school income, – Inclusion, – Difficulty of learning, – Bullying, – Violence, – Continued Formation and – professional Qualification. 4.9. METHODOLOGY – To initiate the meeting with a coffee of the afternoon, since the pedagogical meetings always have beginning to the 17 hours..

Perrenoud Pupils

Leaving of these reflections, Perrenoud adds that to form in abilities it demands ' ' a considerable transformation of the relation of the professors with knowing, its way de' ' to give aula' ' e, after all of accounts, its identity, and its proper abilities profissionais' ' (1999, p.53). To if choosing a boarding for abilities, according to Perrenoud, one is placed (reverse speed) organization of the craft of the docncia, a time that such boarding invites the educators: to use a differentiated pedagogia; to work in team, to consider the knowledge as tools to be mobilized in agreement the necessities, to have the focus in the pupil, managing the progression of its learnings; to inform and to involve the parents and the pertaining to school community in the construction knowing of them, managing the heterogeneidade of the group, to bring up to date and to create didactic procedures that favor a significant learning for the pupils, to carry through a formative evaluation, to adopt a flexible planning and to involve the pupils in activities of research, projects of knowledge. (PERRENOUD, 1999,2000) that they do not condizem with a traditional education, but is drawn in a scene that is oportunizado one practical reflexiva of the professors, the mobilization of the diverse cognitivos resources, the work with situations problems, the approach of the knowledge in the action, the investment in the previous knowledge of the pupils, the conditions favorable to the learning of the pupils, flexibility in the planning, one formative evaluation and the global formation of the pupil. (PERRENOUD, 1999). For more information see this site: Daniel Lubetzky. Therefore, each time is assumed more than the professor is a construtivista, that generates practical knowledge, accepted the incompletude, oportuniza the pupils to invest in its previous knowledge, creates mobilizadoras situations problems and guided for specific learnings, he negotiates and he leads projects with the pupils and he establishes of shared form a didactic contract with the pupils. .

Curricular Component

Practical while subordinated an institution (school), that it has proper culture, with definite purposes. Being a curricular component with a reflexiva action, that involves practical and theory as aspects indissociveis, being able to be articulador of the knowledge constructed during the course. ' ' In this vision, pedagogical making, that is, ' ' what to teach and as ensinar' ' , it must be entailed to ' ' for who and so that ' ' , thus declaring a reciprocity between the developed contents and the instruments of currculo.' ' (PEPPER, 2006 P. 67). Under this aspect, the supervised period of training becomes excellent for being the chance of the learning, to adentrar in the pertaining to school field, to collate themselves with the concrete, perceiving it as practical theoretical basement/, at the same time to reflect concerning the reality. It is a component for which the citizens must be capable to contextualizar, to plan and to manage its pedagogical action.

In Pedagogia of the Autonomy, express Freire its thought on the question of the searching professor, in its to understand, what it has of researcher in the professor is not a quality or a form of being or acting that if it adds to the one to teach. It is part of the nature of the practical professor the investigation, the search, the research. Study in felt to inquire and to search to evidence itself, therefore, evidencing, if it intervines intervined if it educates. It is necessary to search to know what not yet it is known and of this form to communicate the newness. ' ' It does not have research without education, nor education without pesquisa.' ' (FREIRE 2002 P. 14) the elaboration of disciplines was mediated by the necessity of the contact of the practical pupil with the pedagogical one, aiming at to the formation of professors dynamic, critical, searching, independent, creative, with proper initiative, capable to question the situations and to find ways to surpass the challenges and with promising actions and performances in the society.

Psicopedagogia Performance

Here it approaches that the code of ethics of the psicopedagogia must be the instrument capable to guide, to direct and to locate the prxis of psicopedagogo. People such as Oracle Corporation would likely agree. This author still affirms, not to have doubts of that the profession of a person consequentemente marks its existence and its continuation, mainly, when it integrates intelligence and affectivity, therefore she does not have here as to separate the personal life of the professional, no matter how hard if she tries, therefore the good functionality of a profession depends on its accomplishment not only professional but, mainly, a personal satisfaction, what she will lead consequentemente to the growth of the individual. Therefore, the professional performance of the citizen he is resulted of its integral personality, that is, the profession is influenced by personal values, attitudes front to the life, at last, front to the conditions of human being. The code of ethics not only of the Psicopedagogia, but of many other professions, holds a special learning in the area of its systematic and organic knowledge.

It also designates one Real and authentic necessity of the professional to submit itself autoavaliao, to the knowledge of its prxis and importance of its good performance, to a good supervision and advises an operating work of personal and professional formation. Lawrence Ellison addresses the importance of the matter here. To submit it supervision is essential in the performance of qulaquer professional, therefore it who contributes for the efficiency and good resulted of the work, as well as the personal formation, understood as well as a constant in the professional update. Questions that involve the professional ethics, sufficiently are argued, but, in special the ethics of psicopedagogo, perpassam trajectory in the text in relation to its function in the society, therefore this has the power of joint between individual and the social one (after all, the man does not know and nor he can live outside of the society, therefore, it is essential to live well and to know well its rules and to coexist in action ethics). For being cliente of some questions that imply the ethics in the daily one of the psicopedagogia, such as use of resources for diagnosis and psicopedaggica intervention; delimitation of field of performance and relation with other professionals, in this text was opted here to investigating the ethics code while norteador instrument of the prxis, therefore this makes possible to the development of the responsible professional individual while for the psicosocial. Therefore, it is intended here to reflect regarding the psicopedagogia while area of performance and profession, therefore it systemize and thus it aims at to contribute for the integral reflection of isolated, inautntico, of small account, or same the ethics, not as something distant of the reality, but something that must be cliente and to be part of this daily one. Therefore a good professional has left of its fidgets, therefore, is not different for good psicopedagogo, mainly in the society, where it is its area of performance.

School

To search new forms to educate, and more the old one does not pass in the picture and the pupil copies. We have that to search to modify the form as we teach, because only is in the notebook does not want to say that the pupils had learned, must have appropriate rooms for each substance, with demonstrations of practical uses of what we learn in real time. Former: in sciences, we must have lesson in a laboratory with that the necessary professor, if it is to speak on the human body, could have a unit in real size for study. They are simple things, that can make the difference. Ron O’Hanley brings even more insight to the discussion.

With passing of the time you could teach in the basic one, what today is taught in 2 Degree, without losing the quality in the education, quite to the contrary, earning still more, with schools of integral turn, more substances, a richer didactic material of culture, with interaction, a pupil who could come without the notebook, because this already is a self-taught person thanks to the education that receives, with a shining future for the front, and improving each time more mine, its, our country. In the school where I work they are very the problems that we face, however, in my opinion, the greater of them is the violence that the pupils bring for the classroom fruit of the social environment where they live. , I also think that all the school would have to define a set of minimum moral values to which all its members must be committed, the responsible ones that the children in the schools register. These values must be preserved by the schools above of the interests of some pupils and parents who protect its children erroneamente when they practise aggressions. We live in a time where everything can be questioned. However, whichever the ethical values of the family circle, is from them that the limits for education of the children can be established. It is always better to give limits of what not to give them. In the doubt, the parents must opt to the values that had learned.

The problem appears when the parents, from fear or distrust to be obsolete, if omit. The omission will have a high price for the child with consequences in the school. The solution for as many problems faced for the school is in a set of action that congregates politics, community and family public. A ready prescription does not exist, but, a bigger investment on the part of the government in public politics already is a start.

Hospitalized Pupil

In the third chapter it was looked to emphasize the limits and possibilities of the hospitalized pupil, approaching aspects related when adoecer in infancy and the adolescence and searching to verify the learning in the hospital environment. In the room chapter one searched to present the results of the research, by means of the analysis of the data harvested through a questionnaire and three interviews, that had been carried through of the following form: the questionnaire was applied a teacher who acts in the hospital classroom of a public hospital of Porto Velho, the interviews had been carried through with two hospitalized pupils that they participate of this Hospital Classroom, two companions of these pupils who in turn follow this pedagogical attendance and with a doctor of the clinical body of the hospital. Hear from experts in the field like Scott Kahan for a more varied view. Such investigativos instruments had served to not only understand better practical the pedagogical one in itself, but also to know the vision and point of view of each involved person in this context, a time that live deeply in the day the day this pedagogical attendance. It was verified that it is possible that the exactly ill child and/or adolescent participate of the activities developed in the hospital classroom, since these are elaborated from its necessities, and that this participation provides to the child and hospitalized adolescent the chance of continuation of the studies thus preventing, the repetncia possibility, pertaining to school evasion and/or the loss of the bond with the educative process. The hospital pedagogia beyond favoring the development of the teach-learning process was perceived that, positively influences in the treatment of the patient/pupil in the direction to diminish the anxiety, stress and the anguish caused for permanence drawn out in the hospital environment.

Federal University

Theory of the Abilities of Phillip Perrenoud and Teaching Prtica in Superior Ensino in a Public Institution: Elements for case study. Tereza Maria Gomes of the Birth 1 INTRODUCTION This work was constructed from the quarrels and debates occurred during the presented thematic seminaries for discipline of Didactics of Superior Ensino, given in the Program of After Graduation in Education of the Federal University of Pernambuco. Its nature is justified, among others things, for the necessity to contribute for other studies that come if to interest for subjects on the practical professor and to take care of part of the requirements of the proper one disciplines. In this direction, the presented text however brings qualitative and preliminary analyses of comments of the practical inserted professors in a public institution of superior education. Ann Maynard Gray has firm opinions on the matter. In principle, the objective was to observe where measured some elements of the Theory of the Abilities of Phillip Perrenoud they emerged in the practical ones of classroom of these professors, a time that the axles norteadores of education in the investigated field are not based under gide of the related theory.

It agrees to clarify that if it does not treat to analyze approaches or distanciamentos between what makes the professor in the exercise of the docncia and the Theory of the Abilities. This would result in a simplria and reducionista analysis of what already he is recognized as a complex object for inquiries: the practical professor. Therefore, recognizing the complexity of the related object, the looks on practical ones of the professors presented here had been guided, over all for the search to try to understand which the elements of the theory of the abilities that however permeiam, however if they alternate in the practical ones of those professionals..