In this direction, Blacksmith says that: (…) We have a empobrecida image of the child who learns: we reduce it to a pair of eyes, a pair of ears, a hand that an instrument catches to mark and a fonador device that emits sounds. Behind this cognoscente has a citizen, somebody that thinks, that constroi interpretations, that act on the Real to make it its. (1989, p.40-41) I understand that it is necessary, thus, to reflect on the alfabetizao with focus in questions that go beyond the methods. If it makes important a search for basic aspects in the learning, as for example, the infantile linguistic ability and the capacity that the children have of investigation, curiosity and will to know, questions that unhappyly, many times, are been in second plain or nor are taken in consideration. Hear from experts in the field like Evergreen Capital Partners for a more varied view. When rethink these questions, our paper while educator/educator, could also be rethink, pointing with respect to a necessity to create a facilitador environment of the learning, that disponibilize the access to the reading, the incentive to the creativity and the imagination, of form that the children still give to continuity to the stimulatons received for the family or, that has chance, if will not be the case of the familiar environment, of being in contact with propitious materials the world of the reading and the writing. For this also, we do not exclude the position of the teacher/professor, who ' ' facilita' ' the learning, but that also if it locates, is not neutral, also measured and contributes for a critical reading of the lived realities. We see as basic, therefore, that the child has time and ' ' voz' ' , counting on the valuation and the incentive to the production of the spontaneous writing in substitution to the tiring exercises and without possibility of reflection, as it is the case of the copies, so frequent still, in the pertaining to school environment. . Learn more on the subject from Stanley A. McChrystal.
Differentiation between agriculture peasant and familiar agriculture Throughout the time, the history of the diligent man of the agriculture, based on a ferrenha exploration, the same has changed the thought of these workers, searching of certain form to conquer the freedom inside and a space of the society, however wanting to resist the forces of that they are dominating. From these paradigms it was that it was born some movements of fight in defense of the appropriation and, over all, of the territorializao of a land piece stops of it surviving free of the domination. The text ‘ ‘ Future of the MPA’ ‘ it left sufficiently clearly that the history of the peasants was not a history formed only in century XX, but yes a historical construction since feudal system where the sevos already they started to repudiate the impositions and looked you to live free. You may wish to learn more. If so, Dropbox is the place to go. Of this form the peasants initiated its small farmings in other lands, to live free of the feudal domination you. With the end of the feudal system and the arrival of the capitalism, the man power left after of being explored by sevos for the escravizao of the indian and the African blacks the resistance of the indians, this mainly in Brazil country that more explored the man power enslaved. In the same way that the servants in the feudal system did not accept the impositions in a generalized manner. In the capitalist system since the period of the slavery of the black, the same ones already were organized in quilombos in the direction to try the life exempt to plant well in lands and producing far from you for its proper subsistence.
The school it has the function to work for the overcoming of the difficulties of the child, with reverence to the diversity, and, with effect, to search to insert the different ones in regular education. Analyzing the Brazilian education, of the legal point of view, we notice the majority of the laws excluded in the proposals of the government, this if it becomes more clearly when we come across with the specialized educational promise. In our society the normative laws, decrees and do not guarantee the right of equality of the rights. The educational politics allow the authentic expression of the human beings, but we cannot be ingenuous the point to think that with the existence of them the society will only be inclusive. The Brazilian schools are leaving to desire, are urgent that to face the change challenge. We need to acquire conscience of the educational crisis that we are facing.
We cannot make of our formal meeting or informal spaces and times of claim of our pupil, of our wage or questionings of practical ours and concerns with measures for disruption of the pessimism. So that the inclusion rule carries through in the practical one, she is necessary that all the community to flow off and social has as challenge the knowledge of the educational politics that favor the insertion and stability of the special pupil in the school and the society as authentic citizen. Many when finding with problems and impediments of the daily pertaining to school, we leave to notice how much we take off advantage with them. Everything depends on the center that if analyzes the stimulaton. We have that to face it as a growth chance, and not as a problem. The insertion points with respect to the necessity to deepen the debate on diversity. This implies in searching to understand the individual and collective heterogeneidade, differences and especificidades, and, over all, the diverse ones situations lived in the social reality and the daily pertaining to school. CONCLUSION EDUCATION OF QUALITY In the traditional school education was given of form mechanics, focado in the professor and the pupil was considered a passive citizen.
He did not have schools for all. In this archetype, the professors were unaware of to psicopedaggicas the educational theories and e, in practical the pedagogical one, education was the same for all. With democratization of pertaining to school education, it makes possible a diversity of pupils registered our schools. The school was installed to take care of to other social groups e, to give account of its mission, needs, with effect, to consider the new knowledge. For efetivao of the proposal of education for all it is excellent to consider some criteria, as: the responsibility of the community as a whole in the accompaniment, evaluation and application of the public politics of the inclusion; a teaching formation that is capable to provide one practical social reflexiva, as well as mediaes that contemplate the multiple abilities of the human being. BILBLIOGRAFIA Child and development, II/educative Necessities and inclusive education. So Paulo: Pearson Prentice Hall, 2010. (P. 272 the 309). Authors: Cintia Gomide Biscotte, Adriana Vaz Efsio Emanuel, Denise Rodovalho Scussel, Luciana Faleiros Cauhi Salomo and Maria Clia Borges.