The existence of the mystical "proto-language, you can find mention in many esoteric books, religious teachings and parables. The language of languages not only convey the meaning of words, but the essence of things. In this language, spoken by ancient gods … Is this a myth? Who knows. You may find Rod Brooks to be a useful source of information. However, by itself comes to mind the biblical parable of the Tower of Babel. According to Jeffrey Hayzlett, who has experience with these questions. In this parable, the people who inhabit the Earth, spoke a common language, yet God was angry, did not deprive them of such ability, mixing languages.
And only if all spoke different languages and could not understand each other. They fled, and the unfinished tower of Babel … Some linguists, who know several languages, willy nilly, compare languages and inevitably find common roots, and then the etymology of words is transformed into a science exciting, full of riddles and fantastic adventures in the world of words. So, quite by accident discovered that the ancient Indian language, Sanskrit, and Russian, a myriad of one-root words of the Vedas – Veda. And according to discoveries in Philology Nikolai Nikolaevich Vashkevich, professional Arabist, Arabic – is the key to unlocking value Russian words. If we write according to the Russian words and read them in Arabic, it is clear and obvious meaning of many gestures, words and expressions, as well as folk traditions. Here, for example, to meet our dear guests were made bread and salt, if nothing more exquisite in the house to find … But we write these products in Arabic script and get the expression 'halabbi Vasyl', which can be translated as' everything is performed for profit.
Analisar as pupils and professors if relates with a dislxico pupil. Hypothesis Hypothesis the 1 child does not present difficulty in deciding activities except when involve reading and writing? Hypothesis 2 As the pedagogical didactic action directed toward the necessities special of the dislexia is possible to skirt problems of reading and writing, that presents and that it comes to present. Theoretical Referencial As referencial theoretician the research left of the problems found in the classrooms with pupils who present riot and upheaval in the learning being diagnosised with dislexia, that stops the children, the damages biggest they are related in the pertaining to school area, therefore one is about a riot or upheaval of learning in the area of the written reading and spelling, is a problem of bigger incidence in the classrooms that reaches of 10 15% of the world-wide population without color distinction, race, religion and social status. That in contrast of what many think the dislexia is not the result me the alfabetizao, carelessness, desmotivao, condition economic partner and low intelligence. yes, the dislexia is: a hereditary condition with genetic alterations, that still present alterations in the neurological standard, as some theoreticians tell. For the ones for NICO and YANHEZ (2001), the dislexia is related to a disorganization in the cerebral processing of the information received for the visual system. Being thus, had the effort expended in the processing of the visual information after, the reading becomes slower and segmented, what it compromises the speed of cognition and the memorization, producing fatigue, exchange of words, desfocamento, fotofobia and distraction, a relatively short interval in the reading. In the SELIKOWITZ vision (2001), it has many definitions to establish the causes of the dislexia, however most accepted it is of that the dislexia is a genetic condition that presents alterations in the neurological standard of the individual.
The construction of the autonomy is an educative principle that, many times, lacks of a good interpretation, mainly in the school. It can be confused with freedom excess and absence of disciplines. The main challenge of educators are to make possible, to the child or young, to transform the information into knowledge and the knowledge in action. Autonomy alone can be understood in a conception that the individual in its relation with the social context and in permanent interaction with the way inserts. Without this cloth of deep she would be partially dismissed of meaning, that is, a conception of education not guided for the integral development of the individual. we would run the risk to interpret autonomy in mannering terms simply, as capacity of resolution of problems of independent form.
Educating that its freedom exercises, that breaches with silence, participating critically and actively of the lesson, will have more responsibility in its actions. is this construction of responsibility that the necessary educator to search in its relation with educating. Get more background information with materials from J. Darius Bikoff. For Pablo Freire (1996), the essential in the relations between educator and educating, between authority and freedom, between parents, mothers, children and children is the reinveno of the human being in the learning of its autonomy. The not accepted author a school that removes of each one the possibility of being subject and that he takes the internalization and the reproduction of the domination relations gifts in the society. The school must promote for educating and the educator an ethical, solidary formation, with a social insertion and guarantees of right. When considering this form to think and to act as possibility, I can consider that the educative vision on autonomy in which I came across myself in my professional experience presented a deturpada perception of the concept, it made however me to understand that my position must be TO DENY the actions that hinder this form not to allow that the human being is he himself, so that alive freely in order to learn to be.
Register through photographs will be effected and/or films of the diverse visited places. Third stage: of the look to the story, simplicity in the comment to the multiplicity of information. It is not the last stage, therefore the professor must consider the field of the knowledge a perpetual research. i) Considering that each individual possesss its subjectivity, the groups will have systemize the project in the report form to be presented for the group in the form of slides, photographs, bristol boards, films, mockups, croquises etc. (it suggests that after the presentation for the proper group, if carries through an event for the college or if it displays the result in a mural to value the work of the student-researcher); II) The report in the form printed also will have to be valued therefore allows that the professor analyzes what he was understood by the student.
The adoption of norms for the report is important printed matter. The professor will be able to use in more didactic and less rigorous way the NBR14724 for elaboration of works. It is suggested following structure: layer, introduction, final development of the content, consideraes, references, appendices (photographs and target log book carried through for the students) and annexes (removed photographs of other sources). Picture 1 Suggestion of metodolgico procedure Considering the importance integrator of the practical activity of field in the education of Geography it is of if reflecting on the necessity of this type of work, in the measure where if it presents as one of the most important instruments in the apprehension of the diverse concepts that are part of geographic science. Of this form the awareness is important on the action of the professor, attempting against itself for the use of moral principles and ethical condizentes of its profession. Therefore, as Pablo Freire said (1996, P. 108), ‘ ‘ from there, then, that one of concerns central offices must be to look to the approach each bigger time between what I say and what I make, between what seems to be or what I am really sendo’ ‘. Thus, during all the development of the proposal the taking of decisions is important that take to a bigger understanding of the process of education and learning, always respecting the pedagogical objectives of the professor.
REFERENCES BERTRAND, G. Landscape and global physical geography: metodolgico sketch.Notebooks of Sciences of the Land, So Paulo, N. 13, 1971. FREIRE, P. Pedagogia of the autonomy:to know necessary to practical the educative one. 22. ed. So Paulo: Peace and Land, 2002. Freire, Pablo.The Importance of the act to read: in three articles that if they complete.