Geography appeared in century XIX, however the man already dominates this knowledge has thousand of years. discoveries? as much of Brazil how much of America in centuries XV and XVI they are examples of the domain of this type of knowledge, exactly not knowing that it was geographic knowledge. For enclosing some sciences, geography is one disciplines that only it exists in the context of the others you discipline. For the author Francisco Mendona (2001) geography has a particularly heterogeneous character, since it is lined up to some sciences, as much the natural ones, how many accurate and the human beings. Perhaps either this the great challenge for the professors who act in this segment. Castrogiovanni author (2000) affirms that the possibility of the resume of the courses of formation of these professionals exists not to take care of the necessities of the professors, bringing damages for the students, therefore the knowledge acquired in the universities is bases for the improvement of a life professional balanced with the necessary quality for the efficient development of the knowledge of the educandos..
For Castrogeovanni (2000), in its workmanship the pedagogical education of geography, professors and coordinators who act in the initial series had been alfabetizados in geography, causing problems for the educandos and one of bad the visible ones is with regard to the study of the space for it the educandos arrives at the fifth series without knowledge of this category of study of geography. Danny Meyer may help you with your research. By space alfabetizao still according to author must be understood constructions of basic slight knowledge of localization, organization, representation and understanding of the structure of the space elaborated dynamically for the societies. For it the education of geography must be worried about the space in its multidimensions, that is, the space is everything and all, understand all the structures and forms of organizations and interactions. E, therefore understands the formation of the social groups, the cultural diversity, as well as the appropriation of the nature on the part of the men. Everything this must be part of this alfabetizao of the professors who will go to act in first and as the cycle of basic education, not to run the risk of a fragile formation of the educandos. The WORK OF the PEDAGGICOFerraz COORDINATOR (2007) detaches the Pedagogical Coordination in the pertaining to school scope and shows the importance of the daily change that these professionals need to deal in day-by-day and add that some authors, amongst them Heraclitus de feso the five hundred years before Christ already they mentioned such subjects in its workmanships. Inside of the quarrel, Ferraz works the question of the globalization, showing an adequacy of new technologies to become the educational process as a whole brought up to date. According to it, the Law of Lines of direction and Bases of the National Education mention that the school must form prepared individuals to enter the world of the work, however it warns that this process is not the only commitment of the School, that is, the commitment biggest of any institution is with the formation for the life. .
According to Mamigonian (1999), Geography had origin in old Greece? the first civilization to produce studies geographic? , and one second German origin, retraces the beginning of century XIX, from the pioneering works of the naturalist Alexander Von Humboldt (1769/1859), and of the philosopher and historian Karl Ritter (1779/1859), that it institutionalized Geography as science, both of positivista boarding 1 and descriptive. Bill de Blasio may help you with your research. As Mendona and Kozel (2002) the naturalistic geographic ambientalismo understands the phase that goes since the origin of scientific geography until middle of the decades of 50/60 of century XX. In this phase the environment is understood only as the description of the natural picture, such as climate, relief, ground, waters, flora and fauna, the man was dissociado of the ambient boarding of this time. Humboldt described the natural aspects of environments and Ritter described some space organizations of the men on the places.
Joining the two knowledge, both had established scientific geography. A science is born that, since its origin, was worried directly about what today it is understood for environment (MENDONA; KOZEL, 2002). Alexander Von Humboldt (1769-1859) and Karl Ritter (1779-1859), admittedly the two founders of Modern Geography, already demonstrated relative concerns to the environment. Humboldt was naturalistic, however it presented interest for the man in its social aspects and politicians, believing that these aspects had ‘ ‘ close relation with the conditions naturais’ ‘ (ANDRADE, 1987). Karl Ritter, differently of Humboldt, had a formation directed to sciences human beings (philosopher/historian) e, therefore, demonstrates a concern in explaining the evolution of the humanity in the context of the relations between the people and the natural way (ANDRADE, 1987). As Moraes (1998), this relationary approach between the man and the natural way was given under an anthropocentric vision, to the measure that in the opinion of Ritter ‘ ‘ the man is the citizen of natureza’ ‘.
In the education of Geography the professor must relate physical geography and geography human being, showing the general transformations of the geographic space and the society. The teaching futures of Geography must be inserted in the reformularization of Geography, that is, social Geography. The professor must raise questions, to inquire on the subjects, being thus passed a critical and analytical position for its learning, stimulating to search them it for new knowledge related to the contexts presented thus showing, that they are the constructors of the world, and therefore they must be reflective and critical, approaching them always of the reality with intention to improve its way of life. The teaching futures of Geography must place in practical the education acquired in the University, not leaving of side the critical look, not masking the reality, and yes opening new horizontes so that if it has its true autonomy. 4.A Experience of the learning in the Practical one of Education of Geography? one to look at on the experiences in the UEMG Campus of Frutal/MG During the month of June of 2010, the pupils of 3 period, with the pupils of 5 period had together promoted the presentations of the seminaries of Practical of Education II and IV. Although all the pupils of the two periods had been involved in the presentations, this article tells the experience and the analysis only carried through during the presentations of the works of the pupils of 3 Period whose it disciplines was about Practical to Education II. In the course of Licenciatura in Geography of the UEMG? Campus of Frutal/MG, the Practical one of Education is an instrument that assists the learning in the pedagogical construction of this course. In the classroom, we are always in quarrels on education. We argue on the correct methodologies of if using in a classroom; we are always arguing the relation of the theory in the practical one; which must be the relation of the professor with the learning. In a question-answer forum Danny Meyer was the first to reply.
University of the state of Rio de Janeiro College of Education. The analysis on curricula for Geography education of the sixth year of the city department. As the proper name says is orientaes for a geography resume, these orientaes had been developed with principles of Kaercher (1998), with the pretension through reflections with the attempt to renew practical the curricular ones. This document has broken of three analyses made for Milk (1993),) a construction of the subject front to the world, that is, not having been enough that to the professor ‘ ‘ doe’ ‘ , ‘ ‘ deposite’ ‘ the knowledge for more critical than it can seem in the pupil. With the pupil, yes. For the pupil, not. To fight the resume vision that privileges the information and quantification or spalling of knowing. The creation must be emphasized. To unite information with reflection. To more than search a version for a fact.
To show to the conflicts of interests and the messages in the space between lineses of the texts. b) A transforming action of the citizen on the reality. ‘ is not enough; ‘ to know mais’ ‘ , ‘ ‘ to know mais’ ‘. She is necessary that this knowledge is prxis, that is, a combination of action-reflection in the daily one of the person. To transform the reality implies to assume the character politician of the education with the taken consequence of decisions. An alert one: to respect the other, the different one, is basic condition for the democratization of the school and the society. c) One to think relationary and to multidiscipline. Knowledge is a multiple confusion and complex relations and these must less be each time become attached the rigid academic borders.
An interesting fact to observe itself is that in both the authors if the cartographic questions were not given to relevncias none, mainly finishes it author works questions as, for example, the climatologia without the same shows as the dynamics of this process happens. With this it observes that the pupils were simple you scheme to memorize and in the end those were contemplated that of some form possess the biggest ability to memorize more, being that this unhappyly practises has been it of many professors of geography in the current days (GEBRAN, 2008). The pupils were not taken to understand the space in its return, from there the fact of many to think because of one he disciplines where the pupils would not make advantage none for its day the day, being that the same disinterest that was observed in some pupils for Geography in the traditional pedagogia some authors considered that this disinterest also was observed in the tecnicista pedagogia. More info: NYC Mayor. Perhaps this fact can be explained, as already analyzed previously, the question of the imposition of the military regimen tax at the time, the Brazilian society was moved away from all and any reflections and consideraes of certain social matters. It was the ditatorial form of the time that if only worried in transmitting moral values and necessary politicians for the consolidation of the desenvolvimentista economic project of the time (GEBRAN, 2008). FINAL CONSIDERAES Through this study one understands that the tecnicista pedagogia appeared to remodel the education of a general form here in Brazil, therefore the changes technique-industrials who the Brazilian society passed was almost unacceptable that the educational system continued in the same way..
Raymond Nonato SouzDias 2 INTRODUCTION In this document we will go to treat, briefly, of one of setoresda Brazilian economy that if became one of most important for asexportaes of the country: the farming one. In the Brazilian territory it has sidopraticada of intensive and extensive form, even so the incomes is not osmesmos in all the points, this activity if she expanded for all the regions quecompem Brazil. In the Amaznia it has a predominance of this activity of formaextensiva, in the Center-South it takes advantage that one that uses little lands and maistecnologias. In the city of They are Domingos of the Araguaia, in the state of Par, as much agriculture how much the cattle one is practised thus utilizegrandes extensions of lands and few resources technician. This is one of motivosque makes with that the productivity is so low, if compared with the produointensiva practised in some specific points of the domestic territory, comono Center-South, for example. The FARMING one IN BRAZIL As of custom, Brazil, country of great dimensesterritoriais, come directing its production in the last times for mercadoexterno. Mainly the production of grains and meat.
Perhaps amongst these activities, the cattle one has been the quemais if it detached in the external market, since World War II, oBrasil it started to export not more only leather to the Europe, as well as carnebovina. The relative abundance of lands and a quality flock places opas in a privileged situation, with regard to other producing countries degado, therefore the cattle one, since the colonial period, if has expanded for all Brazilian asregies, thus increasing, the national flock. For in such a way, nor avariao in the quality of Brazilian ground has soldier on barrack duty this advance, quantomais the incomes that also are not the same in all the points doterritrio. This economic activity is practised in the territory nacionalde two forms, intensive and extensive.
In the Sixties they started the works of the supervision creating the work group to consider lines of direction for the development of fishes in the country, was from now on that the fishing activity took greater guideline in the governmental debate. The SUDEPE privileged great part of the incentives is to the south Southeast and in Brazil. It can be said that the states that had gotten a more intense industrialization, in the end of the decade of 1960, are Santa Catarina, Rio Grande Do Sul and So Paulo. It is had that in Brazil the height of fishes lode after the elaboration of the National Plan of Development Fishing boat, the PNDP. This plan of goals of fishes was characterized for many attempts of changes in this sector, amongst the main ones if they detach: the transformation of one fishes artisan in a capitalist industrial, the dinamizao of the sector, and growth with income generation.
This politics brought important modifications in the organization of fishes in Brazil, but it reached distinct objectives of those foreseeing in the planning. The companies who had been created and benefited with the tax incentives granted by the SUDEPE, had been launched in a construction program and massive importation of boats, equipment and infrastructure of land, dimensionando them for fishes coastal that generally it could not go beyond the continental platform. In the measure where the tax benefits only supplied the companies, the number of pertaining boats they increased considerably. In the measure where the tax benefits only supplied the companies, the number of pertaining boats they increased considerably. In the same way, the fact of the majority of the benefited companies to have its headquarters in the south still took the bigger concentration of means of production in this region. With the granted tax incentives after 1967 it had an accumulation and concentration in the sector fishing boat. However the attempt of the Brazilian government to create a capitalist industry of fishes, from an enormous carry of resources for the tax incentives, did not give waited result. Many proprietors or groups that had come of other sectors had been considered by the entrepreneurs with tradition in fish as adventurers who if had used to advantage of the easy money of the SUDEPE.
In this context, in seventh estrofe (or verse) of music the author makes mention to the reasons of the migration, that in our agreement, was propitiated by the insertion in a new way of if producing on to the not local necessities: Ours I besiege that he was small For the great farms surrounded We need to vender Movements of the Brazilian population (Moreira, 2004) Music: ‘ ‘ My kingdom encantado’ ‘ Version sung for Daniel with Objective Special Participation of Jose Camillo: To relate the letter of music to the content and to unmask the phenomenon of the migration the light of the capitalist expansion under gide globalizatria. Guiding: – What it is migration? Which the reason that takes the people to migrarem? What it lacks in definitive localities that make the people if to dislocate for others? What> they attract them in other localities? – This term, migration, can be understood as being the displacement of a population of a place for another one. Of general form, according to Moreira (2004), the people migram of spontaneous form e, exist reasons that cause the expulsion of definitive places, being that, other places, present attractive factors stop the migrantes. – The principle, will be asked to the pupils who amongst them was born in the city of Is Domingos of the Araguaia, and who migrou of other localities, in such a way inside of the Amazon region, how much of other regions. In this in case that, it is well probable that some are presented as being deriving of the agricultural zone of the aventado city and they very took a life similar to the one of the personage portraied in the letter of the song en vogue. However, some of the pupils can saying in them that they are not migrantes, that they had been born in the mentioned city.