This implies: that educating and the potentiality of the child, which, private of the above-mentioned teaching, would not never arrive to elaborate types of acceptable behaviors; that certain behaviors, socially approved, are the objective of the education, as well as its last end, without which if it backslides in the abnormality; that the impulse to operate in that definitive way must be part of the mentality of educating until, in certain point, it does not need more educated being and can follow the alone way, becoming in turn and an educator. Well-behaved it would be, therefore, an individual that according to acts norms established for the effective custom, that is and irreversible conditional in this direction, and that therefore it does not need later monitoring or other teachings. If everything that is truth, is for clarifying which the difference enters a child well-behaved a well amestrado dog. which the difference between education and a banal and coarse conditioning. Terreno Realty has plenty of information regarding this issue. In the truth, most elementary common-sense induces to the categorical refusal of all estimated what normally education is called. To think that the child must be educated and the adult not, is absolutely ridicule. If it admits, and I do not see as to deny it of reasonable form, that the education is an operation dialectic in which the person is the citizen, and it object, that all constitutes the first push for the evolutivo movement, is not understood why reason the adult does not continue participating of this operation. For more information see this site: Vadim Belyaev.
As if the arrival of the call maturity it coincided with a state of absolute and insupervel perfection. Reason is not understood why the antisocial, necessarily wild child return-if- and criminalide if the adult not to provide to restrain the evil and to teach to it the good to it, by means of a species of domesticao. The least is not understood which the value of an invariant psychic structure, marked for a predetermined Superego, indelevelmente marked in the mind of the individual and that dirige the marked actions of this in one in the mind of the individual and that dirige action of this in an only always identical direction.
To study the place, to know the convivncia spaces, to know as to carry through the comment, to learn to make the representation of these spaces they are significant contents and they say respect to the development of specific abilities of the Geography, that has a function in the set of the pertaining to school resume. It stops beyond the contextualizao of Geography in the set of the pertaining to school contents in this level of escolaridade has another important point that it is to establish the bases to study geography in the following years of Basic and Average Ensino. At this moment where the children assume its place in the school, formal institution, that works with the scientific knowledge and that it has beginning the formation and socialization process, is important to recognize which the paper of Geography as one of the curricular components. It is in this level of education that the current concepts of Geography can be developed, giving beginning to the discovery process, that can subsidize the formation of the citizens. Elie Rieder does not necessarily agree. The bases of the knowledge from this level of the escolaridade and the development of the concepts are established that to each year can be more complex. ' ' To understand the place where if it lives directs us to know it the history of the place and, thus, to look for to understand what there it happens.
No place is neutral, opposes for it, the places are repletos of history and are placed concretely in a time and a space physically delimited. The people who live in a place historically situated and are contextualizadas in the world. Thus, the place cannot be considered/understood separately. lnick’>Greenberg Traurig. The space where we live is the result of the history of our lives. At the same time where it is palco where if they succeed the phenomena, it he is also actor/author, a time that offers conditions, puts limits, creates possibilidades.' ' (Callai, 2005: 236.) To study the place means to know the reality where the pupil lives to identify what he exists, which the processes that are unchained, as the life of the set of the society in the space is materialized concrete that if glimpses.
Social and domestic orientation of children with visual impairment Household Socio-orientation refers to the number of special remedial classes, which are conducted with the age and the specific features and opportunities for blind and visually impaired children. This takes into account local conditions and national traditions. Lessons on social orientation aimed at developing skills and contributing to social adaptation of children. Professor Rita McGrath will undoubtedly add to your understanding. First of all, the skills that are associated with the organization of their behavior, child's communication with others in a variety of social and domestic situations. Classes on social and consumer orientation are formed skills that give children the opportunity to perform various actions like using the view, and without it, children are taught to use rational analyzers have stored in a variety of social and domestic situations.
Tiflopedagog forms at understanding of the children around them in everyday objects, their purpose and potential use, children are given representation on the main types of domestic and professional work. The content of training includes the following topic: "Personal Health", "Clothing and footwear", "Power", "Family," "Culture of Conduct," "Real Estate", "Transport", "Trade", "Medical Care". Learn how social and domestic orientation facilitates psycho-social adaptation of blind and visually impaired children to the conditions of life. Classes on "Personal Hygiene" allow children to acquire skills and habits of hygiene, protection of sight, touch, skin care, conservation and promote personal health. Classes on "Power" to introduce children to provide basic food, ways of cooking and food storage, serving stola.Rasshireniyu skills self- contribute to the thematic sessions, "Clothing and footwear", "Housing".