APRENDENDO A SER E A CONVIVER PDF
Aprendendo a Ser e a Conviver. Uploaded by rivanei moura. dinamicas. Copyright: © All Rights Reserved. Download as PDF or read online from Scribd. aprendendo a ser e conviver pdf. Quote. Postby Just» Tue Jan 29, am. Looking for aprendendo a ser e conviver pdf. Will be grateful for any help!. Síntese das reflexões e das contribuições extraídas da 46a Conferência Internacional da Educação da UNESCO, Genebra, Suíça, de setembro de
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Educação: um tesouro a descobrir, relatório para a UNESCO da Comissão Internacional sobre Educação para o Século XXI (destaques). Corporate author. All the jntu syllabus books are available in the pdf format which would be very Livro aprendendo a ser e a conviver pdf · Free download ipmobile software. View the PDF of the full publication in Portuguese . Through Aprendendo a Ser e Conviver ("Learning to Be and to Live Together"), a manual for educators.
The thirty chapters relating to the articles from the Universal Declaration of Human Rights intend to serve as a bridge among the Declaration, the Brazilian Constitution, the country's laws, and the daily exercise of these rights in real life.
This book will certainly constitute a source of meaning and support for the Volunteer Civil Service Program, as a planting bed for the sowing and growing of an authentic citizenship spirit within our hearts, in the minds and in the transforming action of our young population.
In fact, there are very few people who can, within their line of work, change their way of looking, understanding and acting — in other words, who can truly change the way things are done. However, in order for the big paradigm changes to move on from its initial conceptual stage to become a practical reality, a special type of person or organization is necessary — the paradigm pioneers.
The pioneers are the ones who actually embrace an idea still in its initial stage and put them into practice. They make this idea happen and disseminate it in a significant scale. And, in order to do so, they invest time, money and energy into concepts that, for the majority of the people, are merely remote possibilities. The pioneer person or organization is thus characterized by three attributes: the courage, the intuition, and the long-term commitment, as opposed to a short-sighted approach to things.
The courage to navigate "through seas never before sailed", to open up pathways with their own feet. The intuition to believe in an idea when there is no sufficiently solid database to rely upon yet, to ensure that it will work.
And, finally, the ability to overcome short-sightedness, a medium or even long-term commitment, which will enable that initial concept to evolve and, through tests and validations, acquire technical maturity, social recognition and political legitimacy. Ever since Jacques Delors' Report established that the four pillars of education in the 21st century are to learn to be, learn to live together, learn to do and learn to know, the teachings — as a transmission of knowledge that, since the Ancient Greece has been the core of western education — now shares its space, formerly monopolized in the curriculum, with the practices and experiences that substantiate and express the development of personal and social skills to be and to live together.
As a consultant, I have had an opportunity to follow the making of this manual and to interfere a few times in its drafting. Portuguese BR. Writing this book was for me an opportunity to live a rich, diverse and rewarding process.
It has originated from the effort to systematize Odebrecht Foundation's practices, implemented throughout twelve years of fruitful operation devoted to the Brazilian teenagers.
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Today I realize I have only been able to see, to hear, and to understand the wealth that was right in front of me because the elements conducive to a new paradigm in dealing with the young population were already present in my own pedagogical practice, in working directly with teenagers. I soon realized, however, that the two most thorough pedagogical works I had produced until then — Education through Work and Presencial Pedagogy — could not reach the complexity and the richness of the practice developed by the Odebrecht Foundation's team.
It would be necessary — I did not have the least doubt — to develop a theoretic mark, capable of encompassing any and all qualitative news in the series of concepts and actions which I was, gradually, being exposed to. That is how, during a trip to Central America, I became acquainted with the ideas of the American social psychologist Roger Hart regarding the protagonism by children and teenagers.
I was amazed by the clarity and concision of his ideas.
There were, however, some aspects that I thoughht did not seem consistent with the concept of citizenship of the child and teenager population contained in our Child and Teenager Statute. The most important of these aspects, but not the only one, was the consideration of risk situations, such as life in the streets and child labor, as types of protagonist action. So I reached two decisions. The first one was to base my work on whatever was comparable in Hart's work.
That is why in this book there is a supplementary reading dedicated to his ideas, as a tribute to his original thought and to the importance of his contribution.
Without his book, mine would certainly be very different. My second decision was to try to study the historical development of youth protagonism, based upon these underpinnings, so as to establish a theoretical mark that could account for the extraordinary quality of the work developed by Odebrecht Foundation. These decisions were followed by several years of comings and goings until the text we have in our hands today was ready to be published.
During this period, as a way of testing and validating the approach adopted in this book, several prior versions of it were used in my classes at Modus Faciendi or distributed to interested educators from different regions of Brazil, so the ideas contained in this work are already somewhat familiar to certain segments of our education professionals, interested in this issue.
Ifeel compelled to highlight the works that introduced the ideas which have structured my own work: The simple and practical Aprendendo a Lidar com o Adolescente "Learning to Deal with Teenagers" , by the evangelical educator Jamiel de Oliveira Lopes, whose work with youngsters seemed very consistent to me, has also been very useful.
The contents of this work are divided into three parts, distributed in sixteen chapters.
The first chapter presents an overview of the main concepts covered in the book. The other chapters in Part I deal with issues related to education and young people, which are the two axes of protagonism. Part II presents a more in-depth concept of protagonism and the conditions necessary to its exercise. Part III presents spaces and situations in which the exercise of protagonism has taken place, guiding the educator in a more prescriptive way in connection with the development of protagonist actions with youngsters.
Teorias do Curriculo e Avaliação
The supplementary readings, which follow the chapters, are excerpts of works by other authors, broadening the approach of the issue. The annexes report concrete protagonist experiences and present testimonials by young participants, which illustrate the potential and the strength of this new paradigma.
I am aware of the shortcomings and limitations of this work and I claim responsibility for all of them. My hope is that, in spite of all that, this first book I have written on the issue may be able to fulfill the purposes that motivated its writing in the first place:Temas de psicologia: A carga afetiva desempenha um papel fundamental no processo de ensino-aprendizagem.
Rev Educ AEC.
aprendendo a ser e conviver pdf
Discutimos sobre como sistematizarmos melhor a nossa coleta de dados e a entrevista, de tal forma que ela se torne mais objetiva e concisa. Sometimes I asked myself if all this zeal was really necessary.
The pioneers are the ones who actually embrace an idea still in its initial stage and put them into practice. The other chapters in Part I deal with issues related to education and young people, which are the two axes of protagonism. It differs from the other works on this same topic because of its didactic presentation, in a plain-language style, easily accessible to the teacher, combining theory and practice through a series of concepts and methodologies, including dynamics, systematized based upon three experiences with groups of teenagers in Salvador.
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