Steve and Sherry

Colorado Springs Real Estate

Archive for December, 2012


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. 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.

National Politics

This gains consistency analyzing the data of the INPE of the month of September in what to say respect to the focos of forest fires, where if it observes that the champion in number of focos of forest fires is the state of the Mato Grosso with the amazing one number of 15421 focos, followed for the Tocantins with the number of 7514, and in what same states say respect to this data since the beginning of the year the numbers in these until the moment is of 28880 and 14883 respectively. Fact that calls the attention in what the sample says respect that the climate comes signaling of that it meets in a preoccupying situation. What it comes being done in favor of a worthier environment in the future. It had the approval in Brazil of the law for solid residues, in day 02.08.2010 it was sancionada by president Luiz Incio Lula da Silva in the National Politics of Solid Residues, that pautou for performance mechanism the establishment of rules for the collect of used packings, incentive the industry of the recycling and, finally and main it forbids ' ' lixes' ' the opened sky, also forbids the importation of any type of residue. From this new law if it makes use of an important step in direction to the adjusted destination, to the treatment and the recycling of the solid residues that the 150 a thousand tons per day arrive.

Being thus, president Lula affirmed in its speech of presentation of the law that: ' ' The adoption of a national law to discipline the adequate handling of the solid residues is a revolution in ambient terms. It organizes a series of instruments that were dispersed without, however, to lose of focus the main question, that he is social' '. E, still, ' ' Its bigger merit is the inclusion of workers and damaged workers who had been forgotten and for the public power.

Original Text

To stimulate literary the intertextual reading daobra, emphasizing the diverse levels of intertextualidade … ' '. Thus, the educator stimulates the pupil to recriar the literary text according to its reading. Aautora also standes out the importance of the educator to consider the escolhaspessoais of the pupil. In such a way the literary text leaves to be learned as obligator umaatividade and starts to be choice of the pupil due a identificaodeste with the text. From this interaction we can consider that the educadorpossibilita the meeting, the result proper literature if puts in charge mediantesuas functions and nature. Grij (2008, P. 98) presents as proposal the work with adaptations and the respect mentions that: The pretension of the adaptation is to make possible aleitura of a workmanship for one publishes that it does not consist as the foreseen peloautor of the original text, either for questions related to the time and the espaosculturais, either for on questions to the language, at last, for questions that to sereferem to the discursivo parameter of the readers.

We deduce for the daautora rank that its proposal is not to substitute the original text for adaptations, to mascriar a way so that the pupil, unprovided of the necessary conditions to pararealizar the reading of one definitive workmanship, as of a workmanship rule, can terum initial contact with the text. The adaptation does not exist to facilitate the life doeducando, opening edge its comfort, but to allow a prticaleitora it with accessible language. Michelleti (2001, P. 66), treating to the importance of the work of the narrative in room deaula, salient that ' ' to if initiating an approach on one definitive text alone hduas ways: becoming one it analyzes external and one analyzes interna' '. The mesmaautora places that in the external analysis, text is fixed on the conditions of produodo, and in this direction, this analysis if deviates from the literary focus, privileging social, psychological factors, amongst others.