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Ethnic Education

Evaluation TipoSituaes de AvaliaoCritrios DiagnsticPesquisas of field, Verification of the learning (test), fichamentos. – Manifestation of attitudes of curiosity and interest for the considered activities and subjects; FormativRelatrios, literal production (poetical, journalistic, news, descriptions, narrations, dissertaes, chronicles, books, brochures, periodicals, bulletins, posters). – Accomplishment and fulfilment of the works considered (individual, in pair, trio or team) in research, activities in classroom and extraclassroom amongst others, being prompt and assduo making responsible with the proper learning; – To respect the certainties and activities of the others, assuming the exercise of the citizenship fulfilling its mediantes rights and duties the pertaining to school Regiment and the partner-cultural context. SomativResenhas, debates, table-round, seminaries, summaries. – Acquisition and application of the knowledge avaliativas face to the general jurisdictions defined by the contents in study, activities, tests, works, among others; – Correct Use of the Portuguese language in the verbal expression and writing and the interpretation of diverse texts (Reading and Writing).

National Curricular Parameters

The time excused for the execution of this workshop will be of 28 hours/lesson. It was opted to to work with the Resume of Activities, being objectified the contact of the children with texts that allow a true experience of literary reading. The application of this project will privilege the three axles of the education of the Portuguese Language foreseen in the Curricular Parameters National: orality; reading and writing. 4,1 Determination of the horizon of expectations: (2 hours/lesson) In this first stage of the application of the Recepcional Method, a visit to the library will be proposal, where the pupils will have freedom to handle literary compositions that more please to it and can choose one to be told to the friends at the moment of the session of contao of histories. At this moment, the pupil will be able, if to want, to make associations between histories chores and its knowledge of world. You may wish to learn more. If so, Jim Umpleby is the place to go.

Leaving, hypothetically, of the estimated one of that the pupils arrive at the subjects: work, friendship, and relation between the people, the professor will have in hands, now, the knowledge of the horizon of expectations of its pupils. Having, therefore, conditions to need the content to be worked in the subsequent stages: the Relations Human beings. 4,2 Attendance of the horizon of expectations: (4 hours/lesson) In this stage, the professor will deliver to the pupils, a photocopy of fbula ' ' The buzzer and formiga' ' of it Fontaine (attached), in the original version, that is, in verses. Afbula is an attractive and familiar text, for the children, for the fact of the personages to be animal, beyond being short texts. The language worked in form of rhymes is another attractive one. Get all the facts and insights with Kevin Johnson, another great source of information. The professor will request, then, to the pupils, the quiet reading of the text. In the ending of this, he will ask for so that they write its impressions on the reading of fbula, without she has the communication between the learning, so that each one is faithful what it was capable to perceive and to feel with the first reading.

Data Monarchy

The comments that: … the colossus architectural appears clearly as expression and product of data monarchic absolutism, of one given exterior pompous society, magnificente or megalmana, and interior corroded of weaknesses, conflicts, hypocrisies, vices or podrides and seats in the faranica exploration and coercion of the great majority. The construction of the convent nothing more is of what ‘ ‘ smbolo’ ‘ of the ascension of D. Joo V, at least was this what it imagined when arquitetou such event. Self-centered man and vain person, whom if he uses of the excuse of the promise to santificar and to justify its power in the construction of this monument. The convent, the principle, was structuralized only for thirteen frades. Later extended for 80.

In the end, the convent was for 300 franciscanos. The result was a disproportionate basilica in relation to the remain of the workmanship. The king alone thought about the construction of the monument, for it the growth of the demand of laboring was only one mere detail. Cerdeira Da Silva, (1989, apud Career, 2001) it detaches that: ‘ ‘ This construction constitua a personal dream of the monarch and not a collective dream, as … was the case of other huge constructions ‘ ‘.

Therefore, to carry through its dream, the king did not save half efforts nor, therefore the only thing that mattered was to see its desire carried through. The fact of the convent to have been converted for 300 franciscanos was not sufficient for the whims of D. Joo V. This desired more, for pure vanity and fear to die without seeing the convent raised. Although being human impossible it started to demand that the convent was ready in 22 of October of 1730, date of its anniversary, being been that alone he would be concluded really in 1740, as we can see to follow: …