Human Rights Second (SIMES, 2009 apud AGUIAR, 1999, p.68) She consecrates express, protection of rights basic articulated in great conquest that the bourgeoisie got in face of the absolutism, that if legalized in the famous Declaration of the Rights of the Man and the Citizen, of 1789. Thus, as the federative constitution of 1988 Art. 5 All are equal before the law, without distinction of any nature, guaranteeing themselves it the Brazilians and to the resident foreigners in the Country the inviolability of the right to the life, the freedom, the equality, the security and the property. For the perfect exercise of the citizenship, equality, not only legal is required, but of chances; physical freedom and of expression; education; health; work; culture; leisure; full job; healthful half-environment; universal and private suffrage; legislative iniciative by a non member parliament of laws; amongst others rights that compose the picture of the Human Rights. 3 - Social rights In accordance with Simes (2009, p.72) the conception of the Social Rights was accomplished for the institution of the social Democracy and the State of Social welfare, in the bulge of first the great crisis of the capitalist system and the acirramento of the fight of classrooms. 4 - Environment and practical Citizenship the reflection on the social ones, in a context marked for the permanent degradation of the environment and its ecosystem, reflect problems ambient, collating itself with ' ' paradigm of the society in risco' ' , provoking a direct impact in the quotidiano of the citizens. Therefore the Ambient Education reflects que' ' A life s in an environment is, constitutes, certainly, one of the aspirations more sustainable human beings of planeta' '. Of this form, as Jacobi (2003) the concept of sustainable development appears to face the ecological crisis, detaching that the ambient...
The Actions Valley to say that, while the excessively professional professors and of the education will be sharing of the global and specific decisions of the school, assuming responsibility for this for these decisions and acting jointly to implement them, will be learning to act participativamente more good, establishing itself, of this form, the formation of the participativo citizen (Prais, 1990). ... (p.66-67). ... 2.43. Dimension technique On behalf of the historical conception - critical of the education, many professionals, when intending to detach the value of the dimension politics had denied the technique. When making it, however disqualifying it proper dimension politics, a time that both are complementary dimensions of one same reality if carries through reciprocal. ... Must be recognized, therefore, that without ability technique it is not possible to carry through any pedagogical project. The dimension technique is not an end in same itself, but it is basic for being to constitute I propagate in it for the reach of results. (p 68/69). ... We can suggest that the adoption of a method consists in necessary mediating circumstance in this interrelation a time that the method consists of a clear conception of the reality, associated to the way to act to carry through it. (p.69). ... Leaving of the beginning of that participation is conquest, as considered for Demon (1988). As well as of the recognition of that we are culturally not accustomed to participate in way I suffer, it competes to the pertaining to school managers opening space to guide this conquest, instead of if charging the participation for execution of the actions that already have been previously determined. To the professors, pupils and parents of pupils fit to perceive that they construct realid

Recent Comments