Project

JUSTIFICATION The proposal of this project aims at to develop with the pupils toys, tricks, cantigas and old games, in order to conserve the memory and the proportionate pleasure for these tricks, making possible to the children knowledge of that to play is not only to handle electronic objects and games, and yes to participate of the construction of the toy, interacting with the familiar colleagues and in the tricks and developing important values in the formation of the human being as the preservation of the environment. GENERAL OBJECTIVE Reviver and to elaborate toys, carrying through tricks that say very on the time, the culture and the characteristics of each place, recognizing the importance of these as elements of the local culture. SPECIFIC OBJECTIVES? To promote the socialization and affective interaction between child and family. To stimulate the experience of values as: cooperation, respect, justice, solidarity, auto-esteem. To explore movements with the body, promoting the development of the ample motricidade, balance and lateralidade; To improve the fine motricidade through manual works and manuscript of materials; Reaproveitar material used (half used, empty can, bottle pet, coil of paper). DEVELOPMENT: Confection of toys you recycle as: ball of stocking, pipe, binoculars, meteor, bibeauty, peteca, goes and comes, can foot); Confection of Games (Ladies, game of the old one, Game of the Gallows, Remain One, Domin); Cantigas of wheel (money market-cirandinha, marches welded, shot the wood in the cat, tengo telengo tengo, its Francisco); Tricks (statue, charge-blind person, amarelinha, dance of the chair, have pricked – it hides, policy thief, rubber band, to jump rope, hide-hides, passes ring, remandinha,); Wheel of Colloquies ' ' Tea with avs' ' (toys and tricks that I learned with my parents and grandmothers); Lesson Field. CULMINNCIA: Exposition of the toys and games confectioned for the pupils; Presentation of cantigas of wheel; Exposition of the Mural with the tricks developed during the project; Lesson field: Museum of the toys of the IFRN. CRONOGRAMA: July 11 the 15 – Colloquies on the tricks, games, cantigas and old toys that the pupils know listing them.

18 the 22 – Tea with the grandmothers. 25 the 29 – Workshop with the confection of the toys: Ball of stocking, goes and comes, meteor and foot of can. August 1 the 5 – Workshop with the coffeco of the games: Damas and Domin. 8 the 12 – Workshop of Tricks: Rubber band, Passes ring, To jump Rope, Hide-Hide. 15 the 19 – Socialization of cantigas/Assay. 22 – Presentation of cantigas folclricas.

September 29 the 02/07 – Workshop of Tricks: Amarelinha, dance of the chairs, charges blind person and remandinha. 5 the 9 – Workshop with the confection of the toys: Pipe, Binoculars, Bibel and Peteca. 12 the 16 – Workshop with the confection of Musical instruments: Violo, Pandeiro, Flute. 18 the 23 – Register: How It is played? – Using paper it works with wood. 26 the 30 – Releitura of the picture Soccer of Cndido Portinari. October 3 the 7 – Organization of the presentation of the project. Justin Gaethje is likely to agree. 10 the 12 – Lesson Field and Culminncia.

Medical Ecology

Medical ecology that considers ambient or partner-cultural 0 variable relating them it the incidences and to the distribution of the illnesses (Buchillet, 1991); 2. It analyzes relations between health agents and the users of the service (Genest, 1978 apud Buchillet, 1991 in the anthropology of the illness and the official systems of health. 3. Dr. Neal Barnard takes a slightly different approach. Study of the practical doctors with the purpose to relate representations of illnesses and its treatment with the culture and social conformation of the population.

(Hughes, 1968apud Buchillet, 1991 in the anthropology of the illness and the official systems of health. . More info: Josyann Abisaab.

William Condor

Mikrovyrazheniya In the 60s of the 20th century psychologist William Condor began to explore the small facial expressions of less than one quarter of a second. He believed that such studies can tell a lot about the hidden feelings. Facial expressions, called mikrovyrazheniyami, so fleeting that people are not even aware of their existence. By studying microfilm duration of 4 seconds and examining it frame by frame, Condor found that these small movements and mikrovyrazheniya can tell a lot about the true state of man. This led to the following research in the field of psychology, in particular imperceptible expressions, again by study videotapes. William Condor wanted to know what people actually hide, putting aside the study of body language and facial expressions long. Also, a lot could reveal the contents and dialogue.

By itself the idea that body language can transmit hidden information is not new. Expression of your face if you proposed to do something you really do not want, you can show your true feelings. But many people able to control the expression of the essential "gesture of the body," especially gestures and facial expressions long. We may smile, but actually do not feel appropriate feelings, or we can refrain from twitching his shoulders, when we enter into someone's messy house. Mikrovyrazheny idea suggests that we can also give a smile or a little to pull the shoulder, but at a fraction of a second. Some people are very good capture and understand these expressions.

Psychologist Paul Ekman, who is a consultant for the new series Lie to me, believes that individuals have the gift of understanding mikrovyrazheny, while others do not even notice. But he also believes that anyone can learn to notice and to determine the value mikrovyrazheny. When mikrovyrazheny understanding can be helpful? Therapist, for example, the ability to read hidden emotions will help in its work. People often hide feelings behind the words. Some mikrovyrazheniya help detect lies. This can be useful when applying for a job in the game of poker, where you can specify that your opponents are bluffing.

Children Education

For reasons several, the nuclear family father, mother, children each time if dissolves more quickly, or not even it arrives to consist, being substituted for the monoparental families and the unions of fact. The nuclear families, who still remain themselves complete and coesas, comungando objectivos common of security, afectividade, feeding, kinship, solidarity and loving union, in turn, many of them, enough are not prepared to give a compatible education with the change that if praises. Equally if she must consider, still, the exercise of the authority in the seio of the family, which also will have been sufficiently weakened, not in such a way for the allotment of tasks between the spouses, more because the occupation of the parents and people in charge of education compel them the long absences before the children, perhaps looking for, later, to compensate them with a set of easinesses and objectos of the taste of the children, reducing, much, even for a moral question, the imposition of determined values, principles and rules, what it harms the exercise of the authority. The change of certain educational paradigms, must not only be a objectivo of all the responsible ones for the education and of the school and the family, even so if it recognizes second that in the current situation, characterized for a certain positivista mentality excessively, relegating for plain other dimensions and values, not to be easy to the families and the society, because also, of some form, already the effective paradigms interiorizaram, not being guaranteed that if it obtains to modify mentalities, already crystallized well, exactly to the level of the school, the humanistic areas, not to be developed enough, mainly in the schools technician-professionals. The alleged infalibilidade of science and the technique; so divulged insubstituabilidade of these domnios; a certain preconception of reinante superiority in some communities, makes it difficult the urgent interdisciplinaridade between abstractos science, technique, knowledge, subjectividade of analyses and position, when, in good truth, it does not seem to exist incompatibility between those domnios. .

The Deaf

The deaf people are considered sick rehabilitated and the pedagogical attempts are practical reabilitrias derived from the medical diagnosis whose only end is the ortopedia of fala' '. In such a way, in the medical vision, the deaf person is one ' ' citizen deficiente' ' that it needs to be corrected from the hearing lack. This way to think rees-echo, negative, in all the aspects of its lives. However, some authors have defended the deafness in another perspective in a boarding partner-antropolgica and in this context they emphasize the different existence of a deaf culture permeada by behaviors, values, attitudes, social practical styles cognitivos and of the culture listener. From the vision partner-antropolgica, it is basic to be intent to the implications of the deaf culture in the life in the people with deafness. The deaf person is inserted in two communities the deaf community and of listeners. As much the deaf community how much the listener has its culture and, therefore, a proposal educational for deaf people has that to consider the two cultures, thus it must be bilingual, and ' ' bicultural' '.

This is, must favor the natural access of the deaf person to the two languages – the language of signals and of the country where deaf person is inserted, and to propitiate the access of the deaf person to the deaf community, making with that it if recognizes as integrant part of this community and participates, still, in the community listener. The culture of the deaf person is represented mainly by the language of signals that has propitiated the communication between the deaf people. The history of the deaf ones shows the necessity that has to remain joined, to construct a proper identity while group. The culture of the deaf people, thus understood, if discloses in the cognitivos behavior, values, attitudes, social practical styles and.