05/28/2014

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Organization Theory When if it approaches the item Profile and abilities, the interaction of the relation between the theory and the practical one acquire ampler, collective and transforming character: It is proven, in this context, the necessity of if dedicating special attention to the orientation of the professors, by means of courses of formation that prioritize the theory-practical relation, in a space of collective construction of knowledge, favoring the integral success and development educating of the process teach-learning. The practical one for being transforming of the reality is creative, that is, the professor in formation, ahead of one given situation, analyzes alternatives and creates solutions, being this creative, unexpected, indeterminate and only process. (IEPEP, 2008 p.7). Salient despite, in the axles norteadores of the curricular Organization, a specific one exists to deal with the question of the unicity of the relation between the theory and the practical one that it affirms ' ' all to make it implies a reflection, and all reflection implies one fazer' '. The project of the formation course must ' ' to foresee situations didactic where the future professors place in use the knowledge that had learned at the same time where they can mobilize other deriving of different natures and experincias' '. Therefore, the relation between practical theory and is one of the manifestations of the significant learning, that has as characteristic the union and the entailing enters these axles in simultaneous and reciprocal relation of autonomy and dependence. In this perspective, the relation between both is indissocivel, however, having each one of them its particularitity: The theory more does not command the practical one, does not guide more it in the direction to become it dependent of the ideas, as well as is not become fluid in the practical one, annulling if same itself. The...
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The Society First of all, it has not accredited the remunerativas scales of the professors with the stipulated thing with the Law, in which an educational one of fourth level must win what a Vice-minister of State wins. It has not been increased either budget for the sector Education as it stipulates the law to it that would have to be bordering the five percent, being this one to the percentage sum of 2.5 percent of the GIP. Then where it is the privilege that says gives its government to the educative system. There is no privilege, rather exists the idea of desembararze of the load of the educative system, in order to make reality the neoliberal notion of which the state must be smaller, consequently the state Educative sector is very great and would abrira a space that would be leaving this one sector. But there is a problem here, that is let feel. One says that a great part would have to be taken by the municipalities and another one by the Deprived sector, consequently the no longer serious education a right if not a Service that could be supplied according to the demand. First we see, if the municipalities are in the capacity to become position of the muertito, almost very few, exceed the fingers to enter that would become position of this one sector, the great majority have a great incapacity in management of its communes, is no management of the same. Many at present confront problems of generalized corruption. And like therefore a sector can be transferred that is vital for the development of the society, that is undeniable that is impossible; but what attention calls is entrance of sector prevailed to do position of rest of sector, which implies the directionality towards where it scores, To...