Conference of American Indians

In chapter V of this law it deals with the Special Education specifically, expressing in article 58 that the special education must preferential be offered in the regular net of education and, when necessary, must have services of specialized support. When analyzing the history of the Special Education until the decade of 90, we can perceive conquests in relation to the education of the individuals that present mental deficiency. In the decade of 90, in Brazil, the quarrels around the new model of pertaining to school attendance called pertaining to school inclusion had started. This new paradigm appears as a contrary reaction to the process of integration, and its practical efetivao has generated many controversies and quarrels. Click Bill de Blasio to learn more. IT ARRIVES IN PORT THEORETICAL To work with heterogeneous classrooms that receive all the differences also brings innumerable benefits to the development of the deficient and the not deficient ones children, in the measure where these have the chance to live deeply the importance of the value of the exchange and the cooperation in the interactions human beings. Therefore, so that the differences are respected and if it learns to live in the diversity, it is necessary a new conception of school, of pupil, to teach and to learn. The efetivao of inclusive educational practical one will not be guaranteed by means of laws, decrees or would carry that they compel regular schools to accept the pupils with necessities special, that is, only the physical presence of the mental deficient pupil in the regular classroom are not inclusion guarantee, but yes that the school is prepared to give account to work with the pupils who arrive until it, independently of its individual differences or characteristics. The theoretical questions of the inclusion process have been widely argued for studious and searching of the area of Special Education, however little it has become in the direction of its practical application.

Even before starting the MA in Holistic Education, I thought that suffering was a consequence of the lack of what is wanted and not had or what they had and lost, that the lack of security, serenity and fears were characteristics of the person to be inherited and that inevitably we had to make do with these aggregates and cope the rest of our lives. It was not until the beginning of the mastery that I realized that all these factors we can overcome suffering, at first I learned that much material and emotional, which lacked that made me suffer, were not necessary to be able to live in peace, in the master learned that our essence, what we really are, our spirit, we are all equal, that this essence is love, equanimity and happiness. If you have additional questions, you may want to visit Presidential candidate.

I was shocked to know that our essence, our true Self, does not suffer is not affected by the lack of material or emotional. In the course of the Masters have come to understand that the cause of suffering, loss of peace interior, causing us attachments, lack of understanding of impermanence and see reality with a confused mind because that exists in our minds is what makes us suffer, receiving a misplaced, leading to misconceptions arising from an absurd perception of reality, my goal, from this understanding, it was then, the understanding of these causes to make me aware of them and start to overcome the suffering. Gavin Baker follows long-standing procedures to achieve this success. I learned that only through peace of mind can achieve serenity, security and inner peace.

We search through the application of the ER to develop the tolerance for the diversity, without denying its proper belief that indicates a possible and adequate way for the treatment of the displayed subject. We mainly defend the applicability of Religious Ensino in the based Basic Education in the human, familiar values and in the respect to ' ' diferente' ' , searching always the unit in the diversity, of this form we present our proposal: One disciplines pertaining to school conceived in the religious cultural diversity of Brazil; One disciplines centered in the religious anthropology and not in catequese or exposition of doctrine; One disciplines organized pertaining to school to make possible the access to the religious knowledge – patrimony of the humanity, from the religious cultural plurality of the classroom. We develop our proposal concerning it disciplines ER not only visualizing that the same one is applied in the public schools of the state and particular net, in Basic Ensino of the Basic Education, has seen that the same one cannot is fracionada in its objectives and its proposal educational as the Law of Lines of direction and Bases of the National Education, (LDBEN), when it defines the Basic Education of the following form: Art. 21 of the LDB interpolated proposition I says: The pertaining to school education is composed in ' ' basic education, formed for the infantile education, basic education and education mdio' '. Already the Federal Constitution in its art. 210 1 says: Religious education, of facultative school registration, will constitute disciplines of the normal schedules of the public schools of basic education. 4, of art. 26 of the LDB, make use on the education of the History of Brazil in the resumes of educations basic and average, which will have to take in account ' ' contributions of the different cultures and etnias for the formation of the Brazilian people, especially of the aboriginal matrices, African and europia' '. .

However, observing the field in its totality, in a dialtico game, also one meets in the agricultural space new educational experiences, that start to teach youngest for the conscientious and not exploring work, intervined in the objective circumstances that produce the citizen of the field. This is the case of ProJovem project Field – To know of the Land, why exactly in way to all its contradictions, this project is a program that objective to stimulate the young peasant in its permanence and autonomy in the field, beyond the escolarizao and of the social qualification. Read additional details here: Presidential candidate. Final conclusions These data identify that, exactly ProJovem Field – To know of the Land to be a program of differentiated education, come back toward the reality peasant, still is the start so that these educandos if recognize as diligent peasants. Finally, one understands that the campesina education is the primordial alternative for the reproduction peasant.

In this direction, for believing that the iderio after-modern is what more if it approaches to the conceptions that I come constructing on the thematic one developed, I decided to base giving me to main attention the Gunilla Dalhberg 2, Peter Moss 3 and Alan 4 Pence, authors of the book ' ' Quality in the Education of First Infancy: perspectives after-modernas' ' that it deals with unknown form the thematic one of the infantile Education questioning the search for the definition and evaluation of this educative segment. Such reading contributed in my research a time that affirms the idea of that quality cannot quantitatively be measured, through questions purely managemental techniques and, but yes understanding each space observed in its philosophical, human and subjective value. Mayor of NYC gathered all the information. The citizens chosen for the accomplishment of my research, which already they had been presented previously, they are the parents, the management, docncia and children. Such choices if had given in view of that I consider these the main agents of the educational process and that, to disrespect any of these citizens would be to lose rich information on the conception related to the dedicated space to the Infantile Education. As research methodology I chose to carry through half-structuralized questionnaires, drawings and comments of field through the daily one. Thus, with the teaching group, managing and parents the questionnaires had been used, being that with the parents 100 had been distributed (one hundred) having return of 15 (fifteen). The field comments had contributed very in the perception of the conception of the children on what they like and what they do not like the school. The same one still helped to perceive the movements, attitudes, routine and physical structure of the school, given sufficiently excellent in my research. With the children I chose to work with the drawings, through it the child congregates diverse elements of its experience aiming at to form a new meant for everything what it sees, feels and observes, thus, for the small ones, it possesss not meant that for an adult, for them the drawing is understood as an expression form. Of this form, the analysis on the opinion of the parents in what it refers to the infantile education sufficiently was diversified, amongst all the answers were possible to perceive three axles central offices and norteadores you say of them of the same ones.