The functional illiterate has difficulties of insertion in the market of work and the social life as a whole, a time that if feels incapable to carry through small tasks that involve the understanding of what it also reads and if feel when introspecta inferiorizado, to the times in irreversible way, that does not have possibility to learn. This needs to be changed and is responsibility of the State, the family and the school to stimulate, to stimulate and to promote, beyond the statisticians, an Education of quality with conscientious, continuous formation, recognized professionals and in surrounding alfabetizadores that facilitate to the reading and the learning in natural and pleasant way since infancy. 1.5Metodologia the present work of Conclusion of Course will be supported, mainly in the collection of information and data supplied for the INAF? National index of Functional Illiteracy of the Institute Pablo Montenegro in the theoretical basement carried through through bibliographical research with the purpose to provide to greater familiarity with the problem and sights to become it more explicit. For such, research sources will be used as academic texts, interviews, news articles, statisticians and, mainly books that are in accordance with the subject chosen for study. Kellyanne Conway gathered all the information. The methodology, properly day, will be qualitative when citing opinions of people regarding the subject, description of some details of the behaviors of the individuals with the determined problem. They will be, also, presented and interpreted some statistical indices carried through by entities of support and social actions in the year of 2009. After the constatao of the statistical data will be carried through a survey of attitudes to be taken in the attempt of if minimizing the problem that is the great number of functional illiterates in Brazil. .
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In this way, the first and main objective of the experience as an asset in classroom is accurately the interaction between all, making with that all grow with the mutual and multiple experiences of teach-learning, therefore is in the chance would serve as apprentice that we can place in practical our pedagogical conceptions and the education theories that we have contact during our formation. Therefore, the experience would serve as apprentice becomes essential for the formation of qualified professors for the qualitative educational system, that if it transforms thus, at an uneven moment in the formation being able until being affirmed that it is the instant watershed when the act of lecionar is practised and starts to face the challenges and the realities of the classroom and the involved society with the school, therefore, we find from now on, the pictures that in a university room cannot be described. 2 – A little on the school and its history the institution in which I had the chance to work in this curricular period of training receives the name from ' ' School of Basic Education and Average CEL. Humberto Bezerra' ' , it is a located state school in the city of Quixeramobim – CE, to the Highway of the Cotton, s/n – Quarter Moral Hunter that was inaugurated in day 17 of March of 1977, fruit of a project of initiative of Former-Member of the house of representatives Alfredo Almeida Axe. It initiated its activities with 12 professors, 10 employees and 197 pupils of 1 to 4 series, distributed in 08 classrooms in the turns: morning, late and night. In 1978, it advanced in the education system, using the technologies of information and communication as tool of the education process and learning in the modality Telensino, of 5 8 Series. In year 2000, the school gave a jump in the education level and started to be the only peripheral school of the city to offer average education, counting on technological and scientific medias, through the implantation of its first pertaining to school laboratory of computer science. .
The Plan of Education is a document of reference for the professors, in it consists the objectives and item that will be worked in each it disciplines throughout the course. Each professor adapta in accordance with its necessities, modifying it as changes that appear during the period where is to the front of disciplines. Through this plan, the coordinators have accompaniment and control of the pedagogical planning of the courses, that, after to be approved by the same ones, and not having alteration or update, could be placed to the disposal of the pupils. The analysis of the education plans also exists to make possible something so desired nowadays in the schools: the interdisciplinaridade in the pedagogical planning, allowing to the professors access to the plans of education of its colleagues and the elaboration of these in set. The plan is formed by the following parts: Summary; Objectives; Content Programtico; Methodology; Criteria of Evaluation and Bibliography. An education plan has as objective: Around the objectives of the education plan it is the basic work of the professor, and this has that to establish it of form of that its lesson is clear, pleasant and important to the pupil, leading the subjects in quarrel for are of the walls of the classroom, that is, for the reality of each one. On the basis of the objectives, the professor must list the contents of its program. A minute description of the content of disciplines evidences that the professor possesss perfect notion of the objectives that he intends to reach.
As considered for the text in study, this act to plan it is part of the life of all human being, therefore she is necessary to establish objective goals and of what it is wanted to reach. The plan of education assumes several facetas, but the one that makes the biggest difference is this planning of education, therefore you are welcome it advances to have a good planning of the education in the generality, if education does not go well and if the learning does not happen. A plan alone will be efficient to function itself with comprometimento on the part of the professor, who will have to be always if bringing up to date and perfecting its lessons. He is always necessary that, in the practical professor, if it all has the concern with the improvement of the quality in the education through education and of its good organization during the course, bringing worthy fruits for our education. If planning better, it will be taught better and it will be learned better.
We the same follow in day a lesson of the teacher and the affection was really evidenced with that it gives to its lessons and its professional capacity while. It passes an activity in the book of sciences where the pupils must from some letters to form names of animals. The pupils obtain to say the names of the animals through the signals and drawings. It places the names in the picture and calls some pupils to read. The deaf pupils had participated with much enthusiasm of the lesson and had obtained to form many words.
According to teacher the preconception on the part of the colleagues does not exist, therefore they keep friendships equally stops with the deficient ones, them until if they communicate through signals and they played together with its colleagues. SHE ANALYZES OF the DATA From the data collected during the interviews with teachers, pupil and Coordinator of Special Education of DIREC 20, was perceivable that although to have in the School of Application a service of attendance to the pupils special, still the PNE and the LDB exist many deficiencies to adjust it, therefore when is mentioned to the attendance of the pupils special of physical deficiency, is difficult the access of the same ones which had the lack of slopes and bathrooms where was registered that in the visited school it does not have such conditions of adaptation for those that they use the chair of wheel for if moving. Another problem boarded in the research for the professors, it was the lack of pedagogical resources that would have to be used in the accomplishment of the work and this was sufficiently clearly during the visits, therefore the rooms does not have no resource to facilitate the work of the teacher who has in its classroom pupils with auditory deficiency. To weigh of the teacher who works in the room of support with deficient appearances to have some devices, the school, in the generality, still leaves very to desire.
INTRODUCTION Nowadays we see inside of the mathematical education many gotten negative results in the docncia in the most diverse levels of education. You vary cituaes contribute for this lastimavel picture, such as: me the formation of professors, methodology of work, partner-economic depreciation of the professors amongst others. You vary are the difficulties about the learning of the mathematics, for being an abstract and more difficult science of being assimilated, and its compeeno demands of educating a position and abilities more you specify. Many are the efforts of educators and our society in favor of a consolidation of processes where the mathematical education in each social group says respect. The mathematical education is characterized as an immersed process in a concrete totality if developing mainly from mathematical thoughts.
However, we know that this effort to educate, do not veem if applying in the majority of nosssas schools, mainly in questions that if relate with mathematics. As spontaneous result, we see the failure that is the education of the mathematics in many of our institutions of education. THE EDUCATION OF THE MATHEMATICS Many current research comes showing that the teach-learning as a whole e, in special of the mathematics, must keep a process lends shared, only depending on the knowledge of the pupil on the necessity and importance of the subject that is in quarrel. It goes to depend on the capacity in taking care of to its necessities and expectations and on it to open alternatives for the improvement of its quality of life. Mirilashvili pursues this goal as well. For Goldberg (1998), ' ' to educate is to transform; it is to awake aptitudes and to inside guide them for optimum use of the society where educating lives; ' ' it is to develop structures cognitivas that allows the individual to read and to understand the world where it lives, but to act e, if possible, not only to generate progress in the society as a whole.
I want to say a few words about our Faculty of Computer Science. Currently we are negotiating with the Moscow State Technical University named after Bauman. Already achieved a number of agreements, invited experts. In the future, we, together with Bauman plan to create a unified program of instruction with a degree in computer science "to graduate bvshp received a double diploma – the diploma and diploma bvshp Bauman, and, accordingly, on the contrary, as the Moscow Technical University is one of the leading companies in Russia, as we strive to meet only the highest standards. – Speaking about the choice of specialties in terms of its relevance, that can advise our applicants? In the labor market in Slovakia the most in demand are a specialty, such as information technology, mass media (in PR) is less due to oversaturation Market professionals, graduates are in demand of economic and legal professions. – When choosing a specialty applicants are guided not only the prospects of future employment, but also the expected salary. What kind of payment can expect to graduate? In Slovakia, the professionals working in the field of mass media, marketing immediately after graduation earn about 1000 -1500 euro. I note that in Slovakia, wages in 1500 Euro is quite high, since the official poverty line, defined by the legislation amounts to 185.19 euros a month, but life itself in Slovakia in general, and Bratislava in particular is not very expensive compared to other European countries. If we talk about part-then a student can earn 400-500 euros per month, which is comparable to his living expenses.
That sadness and, also we do not have to forget that in the great Brazilian majority them schools, not yet offers the special education. How to say of the right the education, when we see the degradation of the professional of the education? The teaching, as profession, in the present time is not something attractive e, this does not have to be taken in consideration only the factor ' ' wage of professor' '. As I studied in my mestrado of History, many professors, during much time, lived of bread and water. We pass for many strikes, ample movements, over all in the Eighties, but he seems that we regredimos e, occurred a process of massificao of the career of the Teaching: reduction of wages, changes in the conditions of the career and, even though happened an modification of the professional profile (how many they adentram in the education, but does not have that will to want really to transform the society). As much for the vacant magnifying, how much for the escape of experienced professors for private education or in other occupations, which had to the low wages. Who adentra in the education is the professors youngest, with little experience and formation, had finished for occupying these ranks in public education.
All these factors they contribute to degrade the education and, as consequence the right the education for all. At last, observing all the data presented in the text and, in the study that we are carrying through, we understand the reasons of terms in Brazil as much breaking to right to the education. As already it was said, the government is not enough only to consider goals (it must make its part), but all must make to contribute and to understand that the foundation of a people is the education. The speeches are enough: we must improve the levels of escolaridade for all e, need to develop elements that come to diminish the existing cruel inaquality in Brazil of the contradictions. Unhappyly, of the form as we are studying e, as Sergio Haddad presents in them more than – the sector of the education – what he is never contributing very so that let us have, still more, the exclusion and social discrimination.
D' Ambrsio is considered one of the biggest names of the Etnomatemtica in Brazil. It does not limit the field of the Etnomatemtica to the study of systems or ideas literally mathematicians of different peoples, but, mention themselves in sufficiently ample way to ' ' art or technique to explain, to know, to understand the contexts culturais' ' , conception that according to author is next to a knowledge theory or ' ' theory of cognio' '. The related works most current to the Etnomatemtica prove that the Mathematics develops of distinct form between some cultures and express for particular forms to reason logically translated for different forms to quantify, to calculate and to measure. According to Anastcio (1993, P. 59): The Etnomatemtica is defined as the mathematics of the environment or mathematics of the community. It is the way particular (and perhaps peculiar) where specific cultural groups carry through the tasks to count, to classify, to command and to measure. Hunting (1980) defines it as ' ' the used mathematics for a cultural group defined when dealing with problems and activities in its meio' '. Blacksmith (1997) in its bulletin published in the International Group of Studies on Etnomatemtica (ISGEm), defines the Etnomatemtica as one ' ' mathematics codified in knowing-fazer' ' Ascher (1997 considers) it as ' ' the mathematics of the peoples not-scholars, recognizing, as mathematical thought, slight knowledge, that in some way they correspond what we have in our culture. Ahead of the diversity of given approaches the Etnomatemtica can be affirmed that the formularization of a definitive concept on the Etnomatemtica, especially for if dealing with a new perspective in the Mathematical Education, still meets in formation process. Thus, all the presented definitions provisory and are established by professors and researchers who organize the etnomatemticos studies.
Understand what you want to dream of many psychologists, but it is often represented as follows: 'I'm going to help people. I will meet with good people, talk with them heart to heart and grow with them as a person. " For this you money will not pay. More complex, and difficult to start with learning 'on the psychologist', it is not easy and not always interesting. Typically, high school preparation involves first 1.5-2 years, most of the last three year study is no longer like: repetitions, the theory of knowledge impractical.
Further, to whom you are going to learn? If the therapist, after graduating from college with no work experience you will most likely take on a meager salary in social security for conversations with people who have something does not add up in life. However, the psychologist – is not necessarily a psychotherapist, and do not necessarily lock themselves in helping people with mental difficulties. You may want to advise people with a lack of everyday experience in family relationships or child rearing, it is not psychotherapy and counseling. Or maybe you work to attract a coach – it's a different format and skills. In any case, you should know: There are four major schools or direction in Applied Psychology: NLP, psychoanalysis, Gestalt approach and Sinton approach. They are different and one approach, experts often do not understand the other specialists. In order to determine and meet with representatives of these schools, discussions, look, look for his own.