The education of geometry in Projovem Field To know of the Land: analysis of an experience under the point of view of the professor of the subject to flooding town in Frei Paulo/SE Jose Mrcio Dos Santos Federal University of Sergipe Summary This objective work to investigate practical pedagogical of the professor of Matemtica (PROF) of a group of Projovem the Field To know of the Land, located in the Subject to flooding town in Frei Paulo/SE, when planning and developing the concept of area in its lessons. For in such a way, we appropriate in them of the estimated theoreticians of Farm (1999), Oliveira (2004), Fonseca (2005), Rodrigues (2008), Santana (2010) e, by means of the principles of a qualitative inquiry, adopt as instruments of collection of data: the Pedagogical Notebooks elaborated by the Ministry of the Education destined to the professor (BRAZIL, 2008, b, c, d, e) and to the pupil (BRAZIL, 2008, f, g, h, i, j); two interviews semistructuralized with the PROF; beyond two Reports of Activities produced for all the professors of the group, referring to the thematic axles System of Production and Process of Work in the Field and Citizenship, Social Organization and Public Politics. You may wish to learn more. If so, Samuel “Sam” Mikulak is the place to go. From the analysis of the data we identify namely that the constitution of the planning of the PROF was guided by a proposal to interdisciplinar following two metodolgicas trends of the Mathematical Education: the etnomatemtica and the job of manipulable materials. Another point also observed was the persistence with which the PROF carried through its activities, exactly inside of a context of much diversity and that it does not possess the valuation that if must on the part of the governing. Word-key: Education of the Field; Mathematical education in the EJA; Education of Geometry.
THE HALF EDUCATIVE SCHOOL AS OF CULTURAL PURPOSES The school is as the instruction place and as half educative it is as imagines the pedagogia ideological, and as if it organized throughout these years. It has necessity to elaborate its proper educative strategy and of investiz it num pertaining to school system that, exactly when it is financed by the State, demands its autonomy in face of the society. The society demasiadamente is corrupted to give to the child an education that allows it to become man fully. She is necessary, therefore, to educate the child in the school, closed way that protects it of all the pernicious social influences. The school, in this perspective, is defined as half educative and if it commands for cultural purposes. The half pertaining to school after having rejected all the direct relation with the society, consists in independent cultural way, but, is marked of beginning, m important point: the current conception of the half educative school as is not only the possible one.
As effect, the idea of that the school must have an essentially educative vocation is not so evident how much generally it is thought. Historically, the society was not born as half of education substituting itself it, but as place where she was excused an instruction that completed the education received in the society. It is the recovery of the school for a pedagogia of the update and the corruption of the nature human being who transformed the school into this educative way that still today it strengthens itself for being. An essential fact exists there that it deserves some historical explanations: with effect, that the current conception of the school is not only possible the significant one that a rejection of the school that we know would not have to lead obligatorily to a refusal of all form of pertaining to school institution. The school was of beginning instruction place, that is, place of transmission of one to know that it did not have course in the society under form of immediately assimilable. Thus, the school Greek was not an educative way that aimed at to the formation of the personality of the child in all its aspects. The school was simply this not-specialized place where the master worked.
This to know played certain role in the formation of the child, but the essential of the education was received outside from the school, in the family and the society. The education idea was to the one of privileged relation between a child and an adult. Therefore, the vocation of the school in the antiquity was not automatically, educative. The school can be considered, either a place in which the child acquires knowledge and technician who the society can transmit to it directly, either as half of life that she intends to form the personality of the child in all its aspects. It was a specialized domain. Today, the education in common searchs an integral citizen and repleto of ideals with the society, at the moment more just and igualitrio. Here, the education starts to be the initial landmark for the enlargement of the individual. In this context, the education searchs to react against the old parameters, where its essence aimed at only the specialization of the citizen forgetting. But the education moved and moved in the intention to adjust the individual to its more supreme ideals.
The importance of democracy pertaining to school management It is titular in our culture and this elapses in the Brazilian history that, the many forms to govern, unhappyly still is solitary and many times, authoritarian. However, the society, perhaps for perceiving that he is more difficult and laborious to argue and to take decisions, alone, decided (to the few) to develop another one politics, the democratic management. What it has given very certain in organizations, also in the school. The participation makes possible to all we it knowledge and the evaluation of that it is given in them. When the community actively participates of the projects or same of all the construction of the identity of the school, is more easy to reach the quality in education, therefore, when evaluating, to question and to participate, the individual promotes the growth of all and also it demands improvements. Therefore, participation means the democratization, the intervention in the management. As the education says respect to the intentional and systematic influence on the human being, with the intention to form it and to develop it in a society, it is clearly that the participation of the community is essential, therefore when it is said in education, partner says itself in development politician, cultural and economic of the individual.
E nothing more just than to make of the pertaining to school management, a more democratic government, therefore this is of all and for all. Of this form, all have right in thinking and participating of the intentions of this management. The participation when it is favorable to the school, walks for the organizacional process where the professionals and users of the school share institucionalmente in certain processes in the decision taking. About the first moment, we think that the participation must be an ingredient of the objectives and goals of school, therefore is in the school that we learn and we develop in them. After all, it is the place where we understand what it is to live in society, is in it that we participate actively of the cultural questions, social, ethical, economic and politics. At as the moment, it is by means of the participation that the school starts to be the second house of the community, leaves of being a only formal space to be a pleasant and rewarding environment. When we are in feeling well and we know that we can contribute in the management of the school, the process education learning flows considerably. Developing the experience of the practical one of democratic decisions, the employees, the parents, pupils and professors they go if feeling responsible for the decisions, that with certainty, will influence and affect all the society.
But, to have participation it is essential autonomy, the school it must and it can autogovernar itself, therefore when conceiving the act politician to exist and to change the life of educating and of community, it has the differential that he is to know, the knowledge. The autonomy means to be able and to know to take decisions on its objectives and its organization. However, this process of autonomy must be responsible and coherent to the ethical ways. When this occurs, the school starts to be owner of its proper ways and becomes the co-responsible community for the success of the institution. Thus, the school if transforms into a promising instance, with a collective work, where the learning starts to be satisfactory and engrandecedora to favor to the individual and all society.
