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.

Concepts of environment and its perception for the drawing. Some authors come if leaning over in the study of the perception of the concept of environment in the context of the ambient education, being emblematic the work of Sauv (2005). The categories of the perception of the environment concept and its description are, respectively: ) to be admired and preserved nature: natural and untouchable sanctuary; b) to be managed resource: collective inheritance to be explored by the society; c) to be decided problem: place degraded for the pollution; d) to be lived place: social, technological and historical instance; e) local to be divided socially: place where it has interdependence between beings livings creature and not – livings creature; planet as first of life; f) proposal communitarian: critical action with participation politics of the community. Reigota was emblematic when affirming that the environment is classified in three types: ) Naturalist: as synonymous of nature half intocada, characterizing itself typically for the natural aspects; b) Anthropocentric: half as source of the natural resources for the survival of the human being; c) Globalizante: half integrated for the nature and society. The environment concept can be perceived by means of drawings. Reigota (2002) points that the research involving social representations of the environment tends to adopt qualitative methods aiming at interpretativas analyses (as the ambient perception) and of intervention (as the ambient education). Any that is the form of expression used in the daily life for the citizens, this can and must be used as a possible source for the identification of social representations, as it is the case of the drawings. Antonio and Guimares (2005) had argued that the infantile drawing is: ) more than a simple image for the child, therefore in it he materializes its unconscious one, registering, in the element, sheet of paper of its daily life; b) a symbolic representation, enclosing a relation of identity with what it symbolizes, presenting a teia of significaes of its objective thought as in such a way subjective, and is context-dependent.

She is necessary that the professor attempts against for the different forms to teach, therefore, has many ways to learn. The professor must have conscience of the importance to create bonds with its pupils through the daily activities, constructing and reconstructing always new bonds, stronger and positive. The pupil, when perceiving that he presents difficulties in its learning, many times starts to present disinterest, carelessness, irresponsibility, aggressiveness, etc. the difficulty causes sufferings and no pupil presents low income voluntarily. The relation professor/pupil becomes the capable or incapable pupil. If the professor to treat it as incapable, will not be successful, will not allow its learning and its development.

If the professor, reveals unprepared to deal with the presented problem, more possibilities will have to transfer its difficulties to the pupil. The first ensinantes are the parents, with them learn the first interactions and throughout the development, it perfects. These relations, already are constituted in the child, when arriving at the school, that will influence considerably in the power of production of this citizen. She is necessary a healthful familiar dynamics, a positive relation of cooperation, joy and motivation. One becomes necessary to guide pupil, family and professor, so that together, can search orientaes to deal with pupils/children, who present difficulties and/or that they run away to the standard, searching the intervention of a specialized professional.

Tips for the parents Each person is one. She is necessary to know the pupil who if has, as it learns. If it constructed a thing, cannot destroy it. Psicopedagogo helps to promote changes, intervined ahead of the difficulties that the school places in them, working with the balances/disequilibria and rescuing the desire to learn.

The dialogues can also be used for further oral practice (choral, individual, pair). To give more scope to the role play, 'much' and 'many' can be introduced in the next lesson. A suitable exchange (using visuals) might be: A: I'd like some. B: How much? / How many? A: (3 1 / 2 a pound, etc.) B: Here you are. A: Thank you. After the initial class practice, the exchange can be practised in pairs, using the visuals. This phase is optional.

If the students are now producing dialogues reasonably quickly and correctly, it should be left out, or the class will become bored. The students work in pairs. Each pair is given a card, for example: Go into the grocer's and buy three things. Begin: A: Good morning, can I help you? B: I'd like_. These cards can be designed with students of differing abilities in mind.

A pair of 'good' students may be asked from the context, or example: 'What do you think' change 'means?'. A desk is turned into a 'shop'. The students suggest the kind of hop, and select and lay out the relevant goods. A reasonably confident student is given some English money, and is asked to be 'customer' while the teacher is 'shop assistant'. The student has no form of written help. The student buys a few things, goods and takes his purchases away. Students should be given a couple of minutes to write their own shopping list. This could include the shops they will go to, which goods they will buy there, and the amount they need.

Of this form, the government could not only reduce expenses as well as to support the free choice. A document that says on the crisis of the public universities considered emergenciais measures as the payment of water, light, telephone, magnifying of the vacant number, increasing the amount of pupils for room, devotion bigger of professors and diversification of the sources of financing of the public universities. Amongst the aspects gifts in this process, the pressure of international organisms must be cited as U.S.A. and European companies for the opening of the Brazilian educational sector, being evident that this pressure must to the benefit that this liberalization of the commerce backwards. What it still more becomes evident the process of mercantilizao of the education Brazilian superior.

Beyond the actions of the federal government, in the privatization process, the So Paulo state government also deserves critical of the academic community for events in public superior education. Among others points five executive orders of So Paulo had been forwarded and if they had become objects of intense debates, therefore these wound and question the university autonomy, break up the education of the public educational system what it has as resulted the weakness politician of the public education and the movements in defense of education. Students in protest had occupied diverse reitorias of So Paulo public university demanding the fight against the university reform. Currently, the institutions need to ask for authorization to the federal government for the fulfilment of its more elementary obligations, as the payment of its water accounts and electric energy. this still is autonomy? In the campus of the FCLar, pupils had occupied the reitoria, but the request of ownership reintegration was taken care of and the force if the reason sobressaiu in relation, what he was not legitimate, but legal. The crisis which the civilization contemporary this passing this seated on the capitalist economic logic, in this phase of mundializao of the capital, we are living at a time where the legality if sobressai what he is legitimate.