Computers Made Easy

The technology and the education in century XXI: changes and revolutions The advent of the technology brought for the humanity a new perspective of vision of world and changes in the forms to promote the relations interpersonal. In this perspective it could not leave to influence in the educational scope. The methods to work in classroom are requiring of the professionals of the education a knowledge in what it says respect to the technologies. The reality of the computers is changing the form to work the contents in the classroom, therefore, if connecting to the Internet one has the world and all the information that the necessary professor to the reach of a click. However, most of these professionals not yet makes use of this easiness, for not having an adjusted preparation, or for not making use of equipment in the school that provides this work. It is necessary and indispensable that if traces an alliance between the technology and education. The society modernized in which we are inserted requires that if it reformulates concepts and methods and positions in classroom, so that if it is not arrested the didactic book that exactly being a main tool in the work with the contents does not have to be locked up as enough. Whenever Ray Kurzweil listens, a sympathetic response will follow. of this form, can construct forms to see and to think the world that favors the perfectioning in the relation education learning.

The technology must be faced as allied in classroom, providing a bigger interaction between the pupils and professors, breaking ideas as of that a computer is something complicated and that will go to remove the authority of the professor. For the opposite, it will get greater performance on the part of the pupils to the measure that to incorporate new technologies to its lesson is it of whom it disciplines will be. Leaving of this perspective, therefore, one becomes basic interaction between the digital technology and the education pair that if accomplishes a humanizao and mutual cooperation between professors and pupils, guaranteeing a interdisciplinaridade that exceeds the walls of the classroom and promotes a bigger learning, who go beyond books, reaching the limitless one, favoring one ' ' pensar' ' more mature and rational.

The current society demands, necessarily, an education compromised to changes and social transformations. In the bulge of this society an education meets that for social and being historically constructed by the man, it requires as essence in its development a language multiple, capable to accumulate of stocks all a diversity and, understanding of this form, the challenges that are part of the fabric of professional formation of the professor. In a question-answer forum Atmos Energy was the first to reply. This formation constitutes process that implies in reflection permanent on nature, objectives and logics that presides over its conception of educator while subject that it transforms and at the same time it is transformed by the proper contingencies of the profession. In this direction, Pepper (2005) places that the education, portraies and not only reproduces the society, but also projects the desired society. Therefore, it is associated deeply with the civilizatrio and human process. The author complements its thought with the following affirmation: while practical pedagogical, education has, historically, the challenge to answer to the demands that the contexts place to them. With the objective to necessarily analyze the teaching formation from the social and historical construction of the knowledge that perpassa for this formation, that goes of the educational theories developed in the universities and justinian codes of teaching formation to the practical ones developed by the professor in the classroom.

The other day I saw an attractive advertising language studio 'LingvoLend' and asked: "And do I need to learn English?" Pros and cons quickly succeeded each other. As a result, this internal dispute erupted C On the one hand, learning English has not even needed. First of all, learn it is useless. Teach it, teach: a school, college, in courses with a tutor! But no use. Speak English frightening and uncomfortable – no confidence that express the idea properly, and that you will understand. Secondly, English is taught is not interesting, and so it all already know, and English-no surprise.

It is the language of international communication, computers, popular music Anyway, all the little English they know – who is at the level of pairs of words interspersed with gestures, and who is better. Thirdly, it is much easier not to learn English. It is better to leave it as is, to live according to the settled schedule spend their evenings watching television or computer, just relax and not think about some English about missed opportunities yes, it is better not to think, not to strain. On the other hand, need to learn English! Firstly, this is useful. Well, at least for the development of memory. After all, modern man has almost nothing to remember, to this there are various accessories, manuals, notebooks, planners, internet, finally. And the fact that time is a memory? She kept us brings.

We all complain about their memory, rather than help her get better, give her a good workout. Secondly, it is beneficial. Studying the English language gets in return much more! 1.Novye dating, new friends; 2. career; 3. travel without borders (including language); 4.Kak result – more pleasure out of life! And many other benefits and opportunities. All our life – is possible, lost or used wisely. Yes, I, like many of you have repeatedly taken to be learning English, but I missed that time, perseverance, then something else With age, realize how many opportunities were missed, it remains only to regret it or not, it is better to act. Learning English is never too late! Why not start now?

The technology comes quickly modifying our life. If before the stove the firewood was priority, today electric stoves the gas, ovens and microwaves are indispensable. We substitute the night lights for electric light, telegrams and letters for fax, e? mails, cellular, blogs, twitters, facebook, etc. The cultures are fundindo so great the easiness to interact with innumerable people of different places and diverse languages. In this context it is essential that the education recognizes and if supplies in this new way to communicate itself, so that proper education does not fall in the esquecimento. The enfadonha art of only hearing the same voice during hours is threatened by the touchs of cellular, the earphones, notebooks, etc. The pupils are using the technologies are of the classroom, there and when they adentram in the seen school supposedly they desire to find also the technological dinamicidade in the streets and house. More information is housed here: kevin ulrich.

The Internet is the way for the pedagogical renewal and is necessary that let us be apt to rethink practical ours, in defying also to learn, making with that the classroom is not an isolated space of the world. To each generation the Brazilians read little while they play, telephone and use a keyboard more. It is fact that everything this does not leave of being a reading way, however what it is lacking is the reading centered in the proper reading, the communication accomplishes of I? reader with I? author, the interpretation and recriar of an art, carrying it in this process to other arts. What we have in the great majority are reproductive and assimiladores in mass. As gotten information of the site the young of Brazil are the ones that less read books printed matters in a research that involved 65 countries. ' ' (…) we are the country where the children have little books in house.

Although if he evidences, many times, between us, current professors and educators, the fear to assume the education as action politics, become it urgency inside to consider the priority of the democracy of the pertaining to school space, as well as looking for in the tactics of the multiculturalismo, ways that can in to move away (and our pupils) from the pseudodemocratic apathy and the social authoritarianism, as well as, to strengthen us for the practical one of the interdisciplinaridade in order to see in it a factor of social interaction. According to Saviani (1991, p.41), ‘ ‘ the educative process is the ticket of the inaquality to the equality. Therefore, it is only possible to consider the educative process under the condition of if distinguishing the democracy as possibility in the starting point and the democracy as reality in the point of chegada.’ ‘ Ahead of this picture displayed in this work, observing law 5540/68, the University Reformation of years 90, the indissociao education/research, the social authoritarianism, practical the neoliberal ones of ‘ ‘ quality total’ ‘ the influences of these factors for the teaching formation and the daily one of the professor, we launch hand of a question that even for self-defense instinct, we try to conjure: the universities and the facultieses are if transforming into companies of consultorias and production of professionals for the market? BIBLIOGRAPHY. ARROYO. Miguel (1996) Reinventar and to form the professional of the basic education.

In BICUDO, Maria. V. & IT HISSES JNIOR, Celestino. (orgs) Formation of the educator: to have of the State, task of the university, v. 1, SP, EDUNESP. BRUNI, J.

Carlos. Social sciences (coletnea of texts) CENP, SEE/SP, 1986. CHAU, Marilena. The scientific ideal and the instrumental knowledge, In Invitation to the philosophy, 7A. ed. , SP, Stokes, 1996. WEDGE. Luis Antonio. Superior education and university in Brazil, In. 500 years of Education in Brazil, Eliana Maria T. Lopes and Luciano Mendes F. Son, BH. : Authentic, 2000. WEDGE. Luis Antonio. The university Reformation in crisis: management, structure and territory? Reviewed In Evaluation? Magazine of the Net of Institucional Evaluation of the Superior Education, v. 3, N. 2, 1998. DEMON, Peter. Permanent formation of formadores: to educate for the research. In MENEZES, Luiz C. (org)? Professors: formation and profession., SP, Authors Associates, 1996. DAGNINO, Evelina (org). Years 90: politics and society in Brazil. SP. , Brasiliense, 1994. ENGUITA, Mariano Fernandes. There profesin comunidad there pertaining to school professor y: crnica of one desencuentro, Madrid: Morata, 1996. RASP, L. Of Oliveira. Estrias of the Education in Brazil: of Pigeon house the Passarinho, Brasilia/Rio De Janeiro, Brasilia Publishing company, 1974. WALNUT, Francis Mary Guimares. External aid for the Brazilian education; of the USAID to the World Bank, Rattlesnake: EDUNIOESTE, 1999. NORONHA, Olinda Maria. History of the Education: on the origins of the utilitarian thought in Brazilian superior education? Campinas, Alnea, 1998. NORONHA. Olinda Maria. Neoliberal politics, knowledge and education. Campinas, SP. Alnea, 2000. NVOA, Antonio. Formation of professors and teaching profession, In (coord) the professors and its formation, Lisbon, New Enciclopdia.1995 POPKEWITZ, Thomas S. the educational Reformation: one sociological politics: to be able and knowledge in education, Porto Alegre, Medical Arts, 1997. SAVIANI, Dermeval- School and democracy: theory of the bending of the pole, 25 ed., SP., Cortez, Authors Associates, 1991. IT HISSES, Tomaz Tadeu.

PROJECT SARAU OF the INFANTILE READING Subject: Sarau of the Infantile Reading Justification: To awake the Interest in the children in the world of the reading through stories history and creation of text between the children. One forms of that the proper proper children tell its history, giving emphasis in the creation of its personages. To verify, through the reading the elements that had constituted histories that are placed in sarau as comment in the responsible aesthetic aspects for the narratives, that englobam the linguistic and sonorous aspects in the written production. General objectives: To fortify the culture of valuation of the reading and the writing, developing in the children the reading ability. Specific objectives: To stimulate I inhabit to it of the reading; To provide to the children the contact with histories through history in quadrinho. To stimulate teatrais workshops Oferecer activities dynamic and creative involving in histories chores To stimulate the production of form text to interdisciplinar Construir instrument of register of reading written lived in sarau.

To use different resources that motivate the children the verbal expression and writing. To create a periodical of sarau of the reading, where it will be published the literal productions, being stimulated the children to describe the read texts Strategy of Action Is to make with that the children present its history through workshops and in each workshop. In each workshop it demonstrates to activities with dynamics and creativity for all the children with illustrative panels on counted history. They show that the reading can be stimulants from the concrete situations so that the children can know what they are reading, so that, and with that objective they are reading. Thus, it will be capable to attribute sensible what it reads. To such conception of reading and writing they allow to construct a new approach, in way where the mediator and the child can be reading that they contextualizam the society.