General Objective OBJETIVOS3.1 To stimulate changes in the attitudes of the educational professionals, ahead of the cultural quantity can foment the positive as for procedures extra and intra-pertaining to school changes, which will sobressairo from the teaching attitude in relation to the attitudes of Objective language of educando.3.2 EspecficosEsclarecer the professionals of the education to leave to believe in the error of Portuguese and to start to perceive yes, that in the miscegenation of the existing cultures in some regions of Brazil; Possibilitar knowledge to the educators so that the same ones recognize the phenomena of variation and lingustica alteration in more consistent way; Preconizar to the professionals of the education that our language materna possesss lingusticas variations to each day that passes and due this does not have as to exist a language standard it enters the falantes of some regions of the Brasil.4. REFERENCIAL TERICO4.1 the Lingustico Preconception as Suscitador de Crises de Social and Cultural Identidade the existing lingustico preconception in room of lesson it significantly affects the growth of then the child-pupil, harming intellectual and erudite its construto, in face of a introspective behavior that the same one starts to acquire of course in elapsing of its existence as learning, provoking in its bulge the perpetuation of a social characteristic takes that it to the margeamento of its life as citizen, front to the society. From there to appear symptoms of fragility in the interpersonal relationships in the school, until as choke of intellectual growth. However, if they use unconsciously of behavioristas actions when correcting, without any escrpulos its pupils, in more tenra age, when, for induced fruit of its teeny experience of life, and for being many times in etria situation where they express the first psicopedaggicas reactions, they pronounce phrases or words without the formal context that ours demands Cultured Norm, producing phonetic an action said incoherent, fruit many times of the simplicity of a familiar seio that not access to adjusted educational evolution, if also not apercebendo that, of these same homes are many deriving times.
In general way, it can be said that, how much bigger infestante community will be the period of convivncia culture -, bigger it will be the interference degree. However, this is not total valid, therefore it depends on the moment of the cycle of the culture where this period of convivncia occurs (MESCHEDE et al., 2002). The handling of the harmful plants is essential for the development of the culture and can be made through diverse methods. It is of basic importance the knowledge of the appropriate period for the accomplishment of this handling, that is, the period in which the presence of harmful plants will cause posterior damages (MESCHEDE et al., 2002) How much to the periods of convivncia between the harmful and cultivated plants, three are distinguished: total period of prevention of the interference (PTPI), period of previous daily pay-interference or to the interference (FATHER) and critical period of prevention of interference (PCPI) (KOZLOWSKI, 2002). The FATHER is the period where, from the emergency or sowing of the culture, this can coexist the infestante community before its productivity or another characteristic is affected negative. The PTPI is the period, from the emergency or sowing of the culture, where this must be kept free of the presence of the infestante community so that its productivity is not affected negative. The PCPI corresponds previously to the maximum limits between the two cited periods and if it characterizes for the period during which it is essential to carry through the control. The study of these periods it determines the period where effectively the control methods must act (MESCHEDE et al., 2002). The critical period of competition is the period of time where measured of control they are necessary to prevent the continuity of the interference between the harmful culture and plants, preventing losses in the income (MELO et al., 2001). The objective of the work was to search and to understand the concept of matocompetio and its interference in determined annual cultures.
In this variegado panorama of concepts, resources, intentions and aspirations, are difficult to define unitariamente what it is Visual Culture. It is not enough to place ' ' visual' ' in the center of the concerns. On the other hand, the visual culture is a new idea, in part, because of the current inventory of images and technologies associates to global the virtual culture, of the new relations between human beings and its experiences as citizens in net and of the new levels of teorizao on visualidade (FREEDMAN & STUHR, 2004). On the other hand, the visual culture is an old idea painted with new inks, in part because of previous works in the art education of U.S.A. treating the relation between popular culture, new medias and social theory (CHAPMAN, 1967; LANIER, 1966a; MCFEE, 1961). In 1966, Lanier sharpened its critical on the concern of the art education with the erudite art arguing that some professors inculcam in pupils one ' ' standard of formulated taste stops adultos' ' (1966a, p.76). The conception of a cognitiva regression when, to an imposition of thoughts in the field of education and cultural learning.
To the look for the art as a possibility of study of the social one, being worried about the understanding of the possibilities to teach, to develop methods and of justifications for the study of the visual culture, McFee anticipated the education of the visual culture contemporary, affirms CHALMERS (2005, p.10). It seems evident in contrast for Duncum that the visual culture only is not interested in dealing with the appearance, but, with all the other forms of sensorial communication. Again, Duncum (2002b) observes that the social phenomenon of the visualidade shelters interactions between all the directions and, in this manner, the visual culture can not only direct its attention to the facts and visual devices you observed, but also the different ways and diverse contexts of the vision, the visual representation and its mediaes.
UNIVERSIDAD DEL SALVADOR? BUENOS AIRES ARGENTINA I – EDUCATION DAY CULTURE AND Adilton PEOPLE Days of Santana Words Keys: Education? Popular education – Culture – Beliefs and Crises Article produced in the Day of education, Culture and People, carried through in Buenos Aires, the USAL- Universidad Del Salvador, day 16 of July of 2011, in the fields situated in the street Hiplito hirigochen 2400, Quarter center. I always present some reflections on the subject of the day, turning on popular education, culture and people in Latin America. Navarrese Oprofessor of the viceone of the USAL? University Del Salvador in Argentina makes a briefing cuts of the history of the popular education in the Argentine, citing Sarmiento, who was one of the pioneers in education in the capital of the province, Buenos Aires, for Navarrese the popular education always walks with the politics, therefore all education has scienter politics. In the history of the Argentine the popular education had as function to exempt the society of the Barbarity, thus, was necessary to educate the masses to live itself in society. Another moment was considered in the modern age as popular education a campaign of alfabetizao in the year of 1973 in the Argentine, according to consideraes of the professor; The educative system of Argentina was constructed having as base the European culture, example of U.S.A. and Europe, in such a way, if it configures as a species of pedagogical, ideological and symbolic settling. Therefore, the popular education would have as mission to carry through the task of European pedagogical descolonizao, according to Argentine theoretical Pern. The popular education is a polissmico subject, with some sources, facetas, crises, concepts and methods. The popular education is a method question, that according to thinkers must be participativos, democratic, and includentes. Popular education without a theory that bases practical its, in this in case that does not exist we cite Pablo Freire as one of the thinkers of the subject in Latin America.
ON THE INSIDE OF THE SCHOOL: CONTRADICTIONS LIVED FOR PROFESSORS AND PUPILS IN THE CULTURE OF THE UNCERTAINTY 1 Arnaldo Nogaro 2 Lucina E.C.Francio 3 SUMMARY: The text ' ' On the inside of the school: the contradictions lived for professors and pupils in the culture of incerteza' ' , it has its gnese in a research project 4 and has objective to reflect on the paper of the school and the professor in the contemporaneidade. The current scene, with its contradictions and transformations, reheats the debate around the institution school and of its protagonists. The access is not enough to the school, is necessary that the pupil learns, acquires to know and knowledge, develop abilities who allows to construct itself it as human being and also to prepare themselves to face the challenges that excite in this new context. The tradition of the school is seated in the culture of the certainty, but it comes across itself with the necessity to work come back toward the culture of the uncertainty, bigger characteristic of the current times. How it will develop its work? Which difficulties face and will face? What it is reserved the professor? What one expects of the pupil? The questionings are infinite and the search for answers has taken off the breath of educators, theoreticians, thinkers who if ask on which the responsibility and parcel of contribution that parents, professors and pupils must give in what we call to educate the new generations.
PALAVRAS-CHAVE: Uncertainty. School. Professor. INSIDE THE SCHOOL: CONTRADICTIONS FACED BY TEACHERS AND STUDENTS IN THE CULTURE IF UNCERTAINTY Abstract: The text ' ' Inside the school: contradictions faced by teachers and students in the culture of uncertainty' ' has its genesis in research project and aims you reflect upon the rolls of the school and the teachers in the present.
Cultural 1-Concept of Landscape and Spaces: The formation of Geography Culture and its methodologies the concept of Landscape first appears with intention to represent the forms of the relief for the physical gegrafos, however she is in geography human being that we go to search explanations to understand the landscapes socially produced. In such a way, the description of the landscape evidences the variety of the forms associates to the activities human beings, where the parcelamento of land now is not more in aspects naturalistic of cartographic details that can be measurable, more yes of historical arcabouos left in marks constructed through the agricultural explorations and places inhabited throughout its cultural trajectory. This vision of the reality of the landscapes is visible for the gegrafos that can be interpreted through the perception live deeply in the places, however can perceive that the symbols are atrelados the cultural contexts that many times are invisible to the eyes of the laypeople. Only, in associative interpretations we can understand that in a forest landscape that improves they are inhospitable, has a set of simbologismo that in the souvenirs send to them without the least we had lived in this place. In this way, the souvenir detailed in landscape takes care of of if transferred to this landscape that configures the culture of the different places.
The places in turn when transmitting souvenirs to the gegrafo become it a cultural critic of the responsible population for the infinite variety of the landscapes. The gegrafos formed you discipline in them of the look? what know to pass of the horizontal or oblique vision of the passer-by, sensible to everything what it arrives to it at the look, to the synthetic vision offered by the vertical perception? they are always reticent when them they are proposals cultural interpretations: they have the feeling of that the functional boardings that had learned to develop go more far and allow to enter more deeply in the privacy of the social facts and in its space translation, DEMAGEON, et. apud. CORRA. In such a way, easy to understand the paper of the landscape for the gegrafos of cultural geography being given an instrument of culturally produced symbolic interpretations of the landscape through the times for the social facts that are distributed there.