Columbia University in the City of New York

State Teaching

To be teacher always was my dream. Thanks to God and my mother, I obtained to carry through it. I am a very happy teacher. Me I feel carried through yes, I love excessively. It is a personal and professional accomplishment, I feel as useful the people, carried through. Taste to be with the people, to feel me important while professional. (Teacher F). To be professor is without a doubt desgastante yes, but it is possible if to prevent and to prevent complications that possibly come to move away it from the classroom. In this direction the participation of the State becomes necessary, of the society and the educators, detaching the importance of the dialogue, in the search of concrete measures that have for purpose the valuation of the education, the teaching and mainly that it gives to the necessary conditions of work and human beings to these professionals. Conclusion When analyzing the questions brought in this article we perceive that to if dealing with quality of teaching life, it must be considered when evaluating the conditions of the professional exercise, all the elements that affect, directly or indirectly the health of the worker. It is important to think that the activity of work is strong on to the process of adoecimento of the workers, Valley to remember that the insatisfaes, constaints the one who are displayed throughout its professional history, are one of the reasons that come to cause some damages for its physical health and mental being that the teaching activity is demanded daily the physicist and the psychological one, in such a way it is clearly that the work conditions, the precarizao of I teach and the perception that the professor has on its reality professional, has direct relation with its health mental physics.

Basic Education Bentonit

OBJECTIVES: Ahead of the object of research as delimited here, we define as objective generality: To analyze if the partnership enters the Municipal School of Basic Education Bentonit Union and the Bentonit Company Northeast Union Industry and Ltda Commerce is interventionist a participativa relation or in the educational management, identifying to its contributions and/or implications in the pedagogical action of the school. For the reach of this ampler objective, we leave of the following specific objectives: To know the vision pedagogical of the company stops with the school, to point the main forms of performance of the company in the school, to argue the public-private relation in the direction to follow its contributions (or not) for the development of the school, to argue on influence of this partnership in the pedagogical action developed for the school. MATERIAL AND METHODS Correspond to a bibliographical research and of field, including the documentary research. It arrives in port it theoretical was subsidized by Camacho (2011), Comparato (2004), Ferreira and Aguiar (2001), Rasp (2007), Sacristn (2001), Hisses (2006) and Sousa (2000) amongst other official documents as the Federal Constitution of 1988, the Law of Lines of direction and Bases of the Education (Law n 9,394/96) and the Federal Law n 11,079/2004, that it specifies the general rules of the public-private partnerships (PPP). The case study Union, located in the City of Good Sight, integrant of the municipal public net of that locality was carried through in the Municipal School of Basic Education Bentonit. The collection of data was operacionalizada through the consultation to documents of the school (Politician-Pedagogical Project of the school with its pertaining to school description and main given of characterization) and of the application of questionnaires to the Manager of the school and four teachers of the initial series of Basic Ensino (one of them is not more teaching in the related school).

Bolivian Multinational State

The values respond to principles which supreme and universal are recognized by all but at the same time not always applied, in as much the values they respond to processes of partner-historical accumulation and cultural reason why these vary according to the context, situation, moment, stage and cultural process. In the same way we can mention that the values respond to a type of ideology and political thought, economic, social, religious, pedagogical, etc., but so that we mentioned to the pedagogical one like almost last because a great majority of our cultures and respectively societies does not take into account the pedagogical thought and much less its positioning, last point from which leaves to this theoretical contribution practical position in consideration. Reencaminando us in the thematic one of values, we will establish a referential frame delimiting us in the present own and personal definition influenced by the experiences, knowledge and rescues of accumulated, constituted and constructed saberes, modestly influenced by the limitations own of teaching, not along but to short it of these years. In as much the values understood as the accumulation of honest and healthy practices that they allow a good and better individual and collective development-desenrrollo of the person with itself, with its pairs and their nature (organic surroundings to be more specific, ecosystem) as much in the planes: corporal-biological, spiritual-moral, social-cultural and empirical-pedagogical. Also the organic interactions are values that emanate of the being and they are pronounced psychic-affective-spiritual-biologically and socially, allowing a complementariness in the antagonistic reciprocity of the material with respect to the ideal. Reason why the values acquire in itself and in a context specific and determined his own value which variable therefore is put considering its reliability reason why pitifully they are quantifiable but in its essence its qualification adduces to a minority that turns out to be the majority. We will enter ourselves to a theory of the values by opposes consider following dynamic like proposal of work in and outside the classroom since its own use and application try to respond and to position themselves within the processes of educative revolution that confronts our multinational state, hoping they are not added and they are constituted in re-involution processes but we are optimistic and propositive with these contributions that us make productive worthier and.

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