The piscador is if communicating e, in fact, if communicating of one it forms needs and special, deliberately, to somebody in particular, to contract the eyelid and to blink while what it only has one tique nervous it executed one contracted the eyelid. To contract eyelids on purpose, when a public code exists in which to act thus means a signal conspiratrio, is to blink. It is everything that has the respect: a particle of behavior, a signal of culture and voil! one gesto.’ ‘ (GEERTZ, 1989) the concern with the hermeneutics, through the significao acts, will give to this author has detached enters the theoreticians German of Cultural History. In Brazil, in the last decades, the workmanship of Geertz comes expressivamente being deals and interpreted, as allied of the new historiogrficas constructions. Burke in its book ‘ ‘ What it is Cultural History; ‘ 200 years in Germany it already was practised, had histories on determined human groups, regions nations. The term culture was each more employed time in the Europe, mainly in the conflituosas questions between the Church and the State, as it happens in Germany in 1870 in a known conflict as ' ' the fight for cultura' ' or ' ' war cultural' '. What it happens is the division of cultural history at four moments, where the first one would be the classic phase, portraying subjects renascentistas, worried in studying the connections between the different arts, when interpreting paintings, poems, among others, searched evidences of the culture and the period where they had been produced, arriving itself thus at the study of the culture of a people. After that the focus for social history was changed of the art, where many historical contributions had come of sociologists as Max Weber, quesegundo Burke, works with the question of the cultural roots of the dominant economic system in the Europe Occidental person and America, workmanship intitled of ' ' The Protestant Ethics and Capitalista' spirit; ' , that it had as main axle to present a cultural explanation for the economic changes. .
43). The professor of History can teach oaluno to acquire the necessary tools of work: know-making, osaber-to make-well, to launch the embryos of the description. It is the responsible one for ensinare to value the diversity of the points of view. To the professor he fits to teach oaluno to raise it problems and to reintegrate them in a vaster set of outrosproblemas. (SCHMIDT, 2003, P. 57).
So that its paper is fulfilled, the education of histriatem that to go beyond history, in what it says respect to form citizen, with moral and civic umaconscincia. The task to make of the education of Histriainstrumento of legitimation of being able and formation of suitable individuals ordem social could not be summarized, however, to the one imposition abordagemda History that privileged the State and the action of ' ' great homens' ' comoconstituidora of the national identity. (FONSECA, 2006, P. 71) We know that, with New History, estudarsomente one estudarsomente left of history politics and military man, where if cultuava the names of ' ' grandesheris' ' its respective dates. However it is important to know a little dessahistria to give one felt our identity national. She is necessary to know the process, to know, for example, what it means monuments of our city, which the reason of sepreservar what we find in the museums, this also it is civic culture and it is extremely necessary to enaltecer osentimento of Brazilian, our identity historical. Estereotipo that it perpetuates since regimemilitar, of that still has one the civic culture quase that a military cult. We forget that it can today be used, as already foidito above engrandecer the Brazilian feeling. ' is needed to teach maissobre histories of ours; ' heris' ' , our history, therefore this will be muitoimportante for the formation of an identity. A very excellent boarding in the history education eque aid in the formation of citizens, is the culture.
At a first moment the daily pay-vestibular contest was destined to the really devoid people of the quarter. It election was necessary to take a document series for the evidence of the impossibility of payment of the symbolic tax that was charged. Already at as a moment, after one two years since its implementation, due to demand the criteria for the ingression in the daily pay-vestibular contest had been being more flexible. Today the people interested in if preparing for competitions and vestibular contests and that they can pay the minimum tax obtain to enter this cursinho. The professors are voluntary, generally pupils of the UFMG or educators who already work in other institutions.
The pupils are in its great majority people older than they had decided to come back to the studies and they long for better ranks in the work market or even though they desire to obtain a good job. Ahead of the observed reality, he was possible to perceive that the pupils of the communitarian daily pay-vestibular contest had the necessity to be guided in the professional choice. In accordance with pedagoga the pupils felt themselves devoid of information and mainly unsafe ahead of the proximity of the vestibular contest. The present work brings as objective to facilitate the moment of the professional choice, as well as motivating the pupils in the direction of that they are capable to face bigger challenges. Throughout this project conditions had been developed that the young allowed to opt to a profession in which if they identify preparing them conscientiously for its insertion in the work market. To develop such work, in the next section we will speak of the development of the project, as well as the methodology used for the group. We promote a quarrel enters the answers given for the pupils in the questionnaires, the intervention made for the group and with the carried through theoretical research.
They must, at last, to feed the dream of that is possible to transform the reality. The interdisciplinaridade does not estimate juxtaposition of disciplines, but yes possibilities to correlate them in activities or study projects, more search and pedagogical practical action for to be one and didactic one adjusted to the objectives of Average Ensino. However currently it has been more used for great part of the educators of Basic Ensino since such position guarantees the construction of the knowledge in global way, breaching with the borders disciplines them, therefore only the integration of the contents already is not more satisfactory. When applied already in the initial series of Basic Ensino, the professors must stimulate the pupils to construct to relations between the different contents gifts in the diverse ones discipline of the resume, stage that would not be in the interaction and reciprocity between sciences, but would reach a period of training where he would not have more borders you discipline between them. In the educational projects, interdisciplinares the pupil does not have time certain to learn, does not exist marked date, it learns not only to all hour and in the classroom. Then, she is necessary to teach to learn it, to study end of that it establishes a direct and personal relation with the acquisition of knowing that even so acquired individually, the knowledge is a totality. The child, the young and the adult learn when they possess a life project and the content of education is significant for the accomplishment of the same.
The learning involves emotion and reason in the reproduction process and creation of the knowledge. The methodology of the work to interdisciplinar estimates to integrate the contents, passing of a fragmentary conception for a unitria conception of the knowledge, in order to surpass the dichotomy enters education and research, considering the study and the research from the contribution of diverse sciences, having the teach-learning centered in a vision of that we learn throughout all the life. The pedagogical action through the interdisciplinaridade propitiates the construction of a participativa and decisive school in the social formation of the individual, as well as one practical collective and solidary one in organization of the school. A project to interdisciplinar of education will have to be marked by a general vision of the education, in a progressive and liberating direction. The Interdisciplinaridade is an advance in the education ' ' because you discipline it does not dilute them, in contrast, it keeps its individuality, integrating them from the understanding of the multiple causes or factors that intervine on the reality and works all the necessary languages for the constitution of knowledge, communication and negotiation of meanings and systematic register of the results. BRAZIL (1999, P. 89).
Powerful CTI (Computer Telephony Integration) systems provide solutions that integrate scheme of call routing with the databases of the business where the key information of the customer interaction is stored with the client based on its value when a customer makes a decision to call a company, the has an expectation of the level of service that you will receive. Once contact is made, the company expects a profitable interaction with the client this is a two-way road. Companies today understand that the Contact Center is essentially a point of contact and search opportunities to achieve that interaction. But this is just enough to handle inquiries from the customer, companies and customers should get value from every interaction if each client can be identified and categorized according to the value that he provides to the business, each interaction can be more profitable is the key business information. The key is to manage the information of the business to generate economic benefits for each interaction you make with the client. It is necessary to then build a solution that would enable the Organization cost effectively interlace the data obtained from the interactions with the client with the data of the business, so the combination of both will allow Act to achieve profitable results a contact center solution powerful CTI (Computer Telephony Integration) systems provide solutions that integrate scheme of call routing with the databases of the business where the key information of the customer information is stored as buying patterns, account balances, numbers of cases and service histories. So the business can use this information to customize and refine each interaction with the client. Routing based on data identifying and enrrutar the requirement of a client based on its value offer then a service more personalized routing based applications on data use the business database to make smart decisions on the routing of calls.
This, according to Curricular Lines of direction of Curitiba, must praise its development in all the dimensions of the human being. In this pertaining to school universe the diversity, the difference and the inaquality if also make gifts in the ethnic and cultural questions. The respect for the diversity must be worked in all the areas of knowledge, being one of the forms effectively to include the diversity in the academic resume and exploring the culture afro-Brazilian due its innumerable possibilities of approach. In Brazil, in recent years, the concern of educators and legislators in mentioning the dance in its works and projects has been evident. It is in this perspective of the diversity and of the multiplicity of proposals and actions that characterize the world contemporary who would be interesting to launch a look more criticizes on the dance in the school. The dance and the culture afro-Brazilian would be one in the ways to present to the pupils a loaded newness of this educative potential, therefore in its teaching we use the conscientious movement to express ideas, thoughts and reflections in the scopes philosophical, social and politicians. Beyond valuing the culture of the blacks and its descendants.
On the basis of the present reality in the majority of the schools we can question the possibility to work the dance and culture afro-Brazilian next to the pupils with the formative character, as corporal culture, approaching the diversity, the difference and the inaquality between them. 3. 3,1 OBJECTIVES Generality: To consider the culture afro-Brazilian in the docncia lessons and Physical Education and to oportunizar to alunos/as the knowledge of some types of dance afro, as well as in the history lessons promoting new experiences, assuring the cultural formation and human being of the learning. 3.2 Specific: – To make a theoretical presentation of the culture afro-Brazilian, with the possibility of its identification and agreement as popular culture; – To promote reflections on this cultural manifestation; – To offer to dance workshops trying some afros rhythms, searching corporal forms, techniques to know to create and to recriar movements of spontaneous and creative form; – To improvise and to elaborate significant choreographies for the learning being had as subject the culture afro-Brazilian.
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