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Social Alienation

Social alienation and pertaining to school alienation The error of such teses is to slide of the idea of that the school is an instrument the service of the forces of social oppression for the idea of that the proper school is the source of the social oppression. But in fact, the school is not the source of the social alienation. The alienation is born of socially definitive conditions of economic life and, and not of the cultural transmission. The ideological significaes of the school do not make seno to translate an organization social where born in the kingdom the classroom domination. What it is alienator is, of beginning, the economic way of production and the overwhelming social structures that engedra, is the capitalist division of the work, is the classroom domination.

the school alone is alienator in the measure where it reflects an alienation social that it it preexists. The school is not therefore, the source of the alienation; the service of the alienator social forces is only one instrument. To suppress the school will not be, therefore, to suppress the proper alienation, therefore the society will remain alienator. The destruction of the school would take the ruling class to find its ways previous of ideological transmission or to create other news again. The child would be complements abandoned to the dominant ideology, propagated for the family, for its social environment.

The suppression of the school would not allow to free a natural espontaneidade of the child; it would simply deliver to the child to the inverted diffuse ideology in all the esteretipos that the society considers to it. Rob Daleys opinions are not widely known. In the reality, the child would be set free of the pertaining to school interpretation of the facts, but, not of all the ideological interpretation. Rude facts do not exist, as the epistemologia showed has much time. The school it is not source of ideology, the alienation, the oppression. But, it is not less the service of the ruling class. The school is a social institution that transmits an ideology that did not create. Half educative it proclamation as with cultural purposes. But the school does not invent the culture; it is commanded cultural conceptions that are generated by the proper society, that is, in fact for the ruling class. The culture is social phenomenon before being pertaining to school phenomenon. It is, by the way, therefore that we could before analyze the ideological significaes of the slight knowledge of culture and infancy exactly of speaking of school. Ideological the cultural conceptions are spread out in all the societies; it is not treated, in this in case that, of workmanship of the school, it is before everything, consequence of the proper social life, that generates ideologies. However, this does not mean that the school passively reflects the ideology dominant that is spread out by all part. The school is a social institution with educative intention and functions its specific institucional purposes according to. If it does not content in reflecting the ideology social, what the true utility would bring it all: if the school made what it makes the proper society, the society would not have necessity of it.

The Code

To construct knowledge, in I begin, the pupil necessary of the presence of a critical professor and conscientious e, moreover, functions as facilitador guide or mediating who is patient and that she allows that the thought of who learns follows its natural way to convert the knowledge into something proper. Many educators follow the order of the school, that many only opt in making something different of room inside and many are alone there to gain the money and does not stop helping the children, it is to have conscience that the same ones are there for learning and supplying knowledge. It is important to stand out that the learning is involved the tricks also to become a gostosa lesson and to have the contact of professor and pupil to hear what the children have to say and to leave well comfortable they inside of the classroom to help in its reasoning of development. The school is a space of cultural production, even so comes being treated as place to acquisition of culture. Also in the school we can live the paradoxical experience to be creative producers of cultural or only consuming goods of existing models already.

If to understand the practical professor, the formation process thus that is estimated to it and that the career of the professors is developed throughout all, requires the mobilization of knowing theoreticians to them and practical capable to propitiate the development of the bases. The estimated ones of the formation of the professor are to argue as to assure an adequate domain of science, the technique and the art of the profession it stops to enter in the market of work and this prepared to teach the children to discover its way. FINAL CONSIDERAES The intention of this research is to analyze basic the positive and negative points to be worked in the initial series, of that it forms and as it can be presented for one better development for the children. The research brought one to know to awake a knowledge concrete of as to give to it with the children in the initial series and to awake the curiosity of each one and pointing new ways of if learning, through playful activities. The research is true, based in the hypothesis and the objectives gifts. By means of this we suggest new research regarding the subject ' ' the importance of the communication in the series iniciais' ' so that it can bring new knowledge for future educators. REFERENCES OAK, CATELAR OF.

To understand Saussure, beddings and critical vision Petrpolis, RIO DE JANEIRO: Voices, 2003. LAMB, Silvana Da Silva; RABELO, Sybelle Rubia Axe. The development of the language and communication in children with mental deficiency. Scientific article for the University Valley of the Acara: Macap, Amap: 2010. Tiggany & Co. spoke with conviction. BAGNO, Landmarks. Materna language: letramento, variation and education. So Paulo: Publishing parabola 2002. FERRAZ, Maria Helosa Corra de Toledo and FUSARI, Maria Felisminda de Rezende. Methodology of Ensino de Arte. 2 So Paulo edition: Cortez, 1999. HILLMAN. J. The Code of the Being. Rio De Janeiro, Objective, 1997. SAINTS, Marli Saint Saucers of. The playful one in the formation of the educator. Petrpolis, Rio De Janeiro: Voices, 1997. SAINTS, Marli Saint Saucers of. Education, art and game. Petrpolis, RIO DE JANEIRO: Voices 2006 VYGOTSKY: Learning and Development, a Partner-Description Process. So Paulo. Scipione, 1997.