Great Hinterland Trails

None! He is what I say. He approves you? He declares everything to me, frank is high grace makes that me: to ask for I can, encarecido. This case for estrdio sees that me is of my certain importance. It takes was not But, does not say that Mr., assisado and instructed, who believes the person of it? Not? I am thankful to it! Its alta' '. Opinio' '.

it composes my value. Already wise person, waited for it already the field! Ah, people, in the oldness, lack to have its aragem of rest. I am thankful to it. None has devil. Nor spirit. Never vi. Somebody had to see, then he was I myself, this your server. It was to count to it Well, the devil regulates its state black, in the creatures, the women, the men.

Even: in the children I say. Therefore he is not dictated: ' ' boy train of diabo' '? in the uses, the plants, waters, the land, the wind Estrumes The devil in the street, the way it redemunho ' ' (Guimares Rose: Great Hinterland: trails.) To cover the Great Hinterland Trails is to travel in history, the culture and literature. It is to dive in a wild place and to find the personages livings creature of Pink Guimares. It is to know simple and peculiar a vocabulary. It is to understand the wisdom cream and the cordialidade of its inhabitants. It is one another world. The hinterland in this region is not so cruel, but yes beautiful gigantic e. What it is seen of surplus is hope and perseverance of the people with callous hands and full life of histories and fight. Guimares in Great Hinterland: Trails to give to a former-gunman the function of being a narrator-personage who presents Metaphysical reflections and an orality fulente. With such form to express reasons and questions universal human beings, Guimares you also display aspects regional through of the significant speech and the presented space.

Pearson Prentice Hall

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.