Pedagogy

ASTRONOMY IN THE PEDAGOGIA COURSE: CONDITIONS AND POSSIBILITIES Francielle de Camargo Ghellere1 and Daniel the formation of the professor Would go Machado2 Introduction involves a continuous process, with the perfectioning throughout the years, given the great amplitude of the existing knowledge. But the bases for the exercise of the docncia are constructed during the initial formation, which if must give special attention. To take care of to the necessities of a world in constant change, in a society in which Science and Technology exert great influence, preparation is demanded of the professor to teach scientific concepts and to assist the pupils to develop a vision adjusted on the nature of Science. The main courses that prepare professors to work the content of Astronomy in the Brazilian schools are of Geography, of Biological Sciences (over all in the second stage of Basic Ensino) and of Physics (especially in Average Ensino). However, the courses of Pedagogia, which prepare professors for the Education Infantile and the first series of Basic Ensino, in general lack of proper contents directed toward Ensino de Cincias and, in particular, of Astronomy.

Considering it importance of practical Astronomy in the pedagogical one of the initial series, analisase in this work the question of the initial formation of the professor pedagogo that it will develop subjects of this Science in classroom. Pedagogo of the Infantile Education and the first years of Basic Ensino searchs to point the basic characteristics of the initial formation of the professor, explicitando relative difficulties and possibilities to the boarding of Astronomy in classroom. It has been broken of the estimated one of that it has a discrepancy between what the official documents propem3 and what the Universities offer in the graduations in Pedagogia. For the development of this work, some documents had been examined official that bring orientaes how much to education of subjects of Astronomy in the Basic Education.

Societal Systems

Different of the interaction, the adaptation effort is bidilateral, therefore in such a way the society how much the deficient ones fight for the changes and search to adapt to the way. In the inclusive perspective it does not exist the system of special education and the system of regular education. The system of inclusive education exists only, where all the pupils are taken care of without discrimination, respecting its differences and individualities. (SASSAKI, 1997). Inclusion: a way without return Has years when not yet if it cogitated the inclusion, the children were directed not it schools, but yes the specialized centers, with educative space and a proposal of differentiated education to take care of them.

As well as one therapeutical treatment, that is, a clinical attendance. (BLACKSMITH, 2003; SASSAKI, 1997). Currently the term inclusion is in focus and the inclusive process in ascension, looking for to insert these children in the schools/regular classrooms. However, she is necessary to consider that inclusion is a process that goes beyond ' ' jogar' ' the child in the classroom, is essential to offer to it to support technician, pedagogical, affective so that she remains in the school. With the inclusive process all have to earn. The conviviality with the differences contributes for the growth of the individual as person, becoming it more ethical and sociable e, consequentemente exempts of the preconception that move away the citizens socially.

The inclusion can be the only alternative that if can have to change the current world that if finds individualistic very, therefore teaches educating to respect the next one and itself exactly, it favors the discovery of its limits and its capacity and the beginning of solidarity. The inclusive educational system is that one where the three bases of the education they work in set: family, school and community. This interaction is that it will be the support of the true inclusive education.

Solar System

The activities with the professors had occurred at night, of following way: ) Reception and briefing explanation concerning the programming. b) Exhibition of the film ' ' History of the Astronomia' ' , with the duration of 10 minutes. After the film, had referring quarrels to Astronomy. c) Communications on the rejoinders and models in scale displayed: celestial sphere, globe of the Land, miniplanetarium (Orrery), Mars globe, investigates of the mission of exploration of Mars, globe of Venus, globe of the Moon, ship of the Apollo mission, space bus and others. d) Recognition of the nocturnal sky, with the localization of constellations and planets by rough estimate naked. e) Comment of the planet Saturn to the telescope. f) Presentation of the intitled session of planetarium ' ' Csmica&#039 trip; ' , with the duration of 45 minutes.

This session approaches the sky of a typical night of winter. After the identification of the main constellations of the station, the spectator is taken to a trip simulated for the Solar System and is of the galaxy. This programming had as objective to extend the contact with the professors, so that these if became divulgadores of the project in classroom, being stimulated the pupils to participate. The activities with the pupils had occurred in the matutino, vespertine and nocturnal period, of the following form: ) Reception and explanation of the relation between the Astronomical Polar region and the college for the construction of the project. b) Communications concerning the structure, instrumentation and function of an astronomical astroroof. The groups that had appeared at night also had been able to make comments. c) Presentation of the planetarium session ' ' Csmica&#039 trip; '. The visits had had as objective to awake the interest of the pupils for Science and to stimulate them to develop it projects in group it Cultural Week to become fullfilled itself in days 10, 11 and 12 of November of 20101.

Vocational Training Center. Courses For All

Education – is the process of teacher and student transfer and learning. Now replaced traditional training, ie learning in universities and colleges, come all sorts of courses that do not require too much knowledge. Seminars, courses, training should listen for a few weeks or years. Course duration will depend on the chosen direction. Courses and seminars are designed for different audiences of students from beginners to experts. You define a course of lessons on their own. In addition, should highlight that the list of professions that are readily available at courses is steadily increasing, ie there are other kinds of specializations.

Today you have the opportunity to take courses in the following areas: training of Feng Shui, accounting, computer courses for beginners, 1C, floristry courses, accountants, design courses, etc. Design courses – this area recently. Increasingly, people began to seek the services of professional art design, to realize their country home more beautiful and modern. Design courses are divided into courses of landscape designers, sewing courses, courses of Interior Designers, etc. If you adore to rearrange things in your own apartment or concoct unusual composition various structures, it plays this course will help you get the basics in design. You will learn to competently sformirovyvat space obrazuete own individual style. After the course you will be able on their own to organize their design ideas for country home or office. In addition, be able to reconstruct and maintain the facilities, coordinating materials for decoration, household items, the right tools, color schemes.

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