Crisngela Gardnia Lamb of Oliveira Hercules de Oliveira Blacksmith SUMMARY the present work deals with the story of experience lived deeply in Supervised Period of training III, in space not-deed of division of Education, as requirement of the resume of the Course of Licenciatura in Geography. It approaches the partner-space importance of the Ambient Education and its implications in the context of the Education not-deed of division, whose proposal Connection was pautou in the organization of pedagogical workshop in the Project Life, that is kept by the Association of Mothers of Candeal-BA, this project attends devoid children by means of feeding, education, health and leisure. Thus these stories have for base to reflect the process of developed pedagogical intermediao during all workshop in planning term, evaluation, methodologies, technique of education, relation trainee-pupil, difficulties and successes. For if dealing with one practical pedagogical one carried through in an educative space not-deed of division, that characterizes as place differentiated how much to the learning process, the objectives of the developed activities were pautados in the experience of the participants and/or daily reality. It was adopted conception partner-construtivista who presents as central point the premise of that learning and development are products of the social interaction, considering the construction of the experience knowledge on the basis of the practical ones. At last, the choice of the thematic Ambient Education appeared of the necessity of formation of ecological citizens that they search to critically know the importance of the environment in the quality of life, implementing in its practical daily conscientious and ecologically correct attitudes..
For in such a way, as analysis methodology, it is used of the exposition of photos of a workshop carried through in the project, as well as the stories of the different participants in as the same alunosgraduandos, academic professors and professors of the state net. It is standed out that throughout the existence of the project, workshops for different professors in different cities doEstado of the Espirito Santo Brazil had been oferecidasoutras, however the analysis to be here will expostapartir of when the monitor it entered the same one. These workshops have to comocarter the search for the continued and initial formation of professors eprofessorandos, enabling them with new methodologies of education. Porfim in what it refers to the contributions to geographic science we can detaches relevance that the project has in the context of the formation of licenciandoda geographic academy of the UFES. Also we want to stand out the importnciada education in the formation of the geographic identity, therefore the separation dacincia between bacharelado and licenciatura, as it happens in vrioscursos of graduation in Geography, for Brazil it measures, it can generate umaviso of rupture and spalling in the collective construction of the pensamentopor part of the learning in involved them. The present text aims at to present the experience story, relativa pupil experience permitting, monitor scholarship holder of interdepartamental extension noprojeto ' ' Geography-foot it road ' ' , coordenadopela teacher Ms. Marisa Pink Terezinha Valladares, of the Departamentode Education, Politics and Society, of the Center of Education and pelaprofessora Dra.
Giseli Girardi, of the Department of Geography, of the Centrode Sciences Natural Human beings and, both of the Federal University doEsprito Saint. Therefore, the same it has for objective to socialize reflexesacerca of the passveis learnings to be propitiated nodesenvolvimento of projects of this nature. For in such a way, it is intended, aolongo of this text, beyond displaying the characteristics of the project, describing its main activities, searching to establish the devidasconexes between the academy, the project, the monitor/pupil and the white public, with emphasis in from there decurrent learnings.
The school must provide an environment favorable to the experience to know and flavors, contributing for the construction of a healthful relation of educating with the food. It is considered of great importance that educating, already in the Infantile Education, understands and assimilates the transformations that occur in the environment where it lives and that it can contribute in the conservation of the nature and its health, by means of a healthful and nutritional feeding. Word-key: Feeding; School; Health; Life; Culture; Quality. 1 INTRODUCTION This work intends to mostar as the school it can contribute stops the formation of good alimentary habits in its pupils, therefore the school practically occupies one tero of the active life of the pupil. 2 HEALTHFUL PERTAINING TO SCHOOL FEEDING the Pertaining to school Feeding requires conscience and responsibility and to take care of to these basic requirements the school must supply an feeding adjusted under the nutricional, hygienical and sanitary point of view. The secret of the good feeding is in the variety of foods and the combination between them. From the six months of life, with the food introduction new, the child starts to form its alimentary habits and learns to eat some types of foods.
The ideal is that the child makes six daily meals. The snack of the school this between these meals. We know that the children like salgadinhos, cooling, stuffed biscuits etc., however, they are very far to represent a healthful feeding and between a snack another one the child can be giving to a step route healthful Feeding is feeding of course colored.
It is believed that when we speak of scales and chords we are talking about two things or two different parts, as poorly done. Harmonically it is exactly the same, and our staff member brain better if we join this concept because we recordariamos better. We say chords out of scales or vice versa, in the study of jazz is believed that scales out of chords, since the chord formed by triads as per example: when one touches one chord either, what one does is play the 1st, 3rd and 5th note of a scale not true? so be in the guitar or the piano, this would be the basic chord. In this chord we can define the species of the same; If it is major, minor, diminished, semidisminuido and or altered. But that only put up the triad 5th? What if we would continue with the triads: 1st, 3rd, 5th, 7th, 9th, 11th, 13na, we can say that when we add triad from the 5th are chords with tensions, although in jazz music the basic chord is 4 notes IE arrives until the 7th, then if we study a chord that goes up to the 13na, Let’s note that in fact we are seeing that chord scale by intervals of triads, because the 9th is the same note as the 2nd, the 11th is the same note as the 4th and the 13na is the same note 6th, ultimately we have the scale replacing tensions, 9th, 11th and 13na by the 2nd, 4th and 6th. That is why the scale leaves the chord with his triads to the 13na. The harmony study tells us that every chord is a scale or each scale is a chord, always we are talking about the same thing, when one touches a chord, this has its corresponding scale, and when one touches a scale, this has its corresponding chord, so that no separate scale and chord since the only difference this in its execution. Very soon my web page in the relationship to jazz! Best regards!! Original author and source of the article
PROBLEMS OF TRANSPORTS the technological advances and the new social conditions impose continuous changes in the way them transports and the necessary controls for its good functioning. However, the difficulties of financing on the part of the public treasure, the lesser economic growth, the civil wars and the natural calamities contribute for the weak development of the transports, and for its successive problems that they come across themselves where we will go to sign up after that: 6,1 Railroad problems of transport. Fraca density of the railroads; Elevados investments in the maintenance and functioning of the system railroad worker; Grande dependence in relation to the neighboring countries (South Africa and Zimbabwe); Descarrilamentos; taken Sabotagem the handle for the neighboring populations; Textura of the ground; Curvas pressed; Problemas of traffic flow; Problemas in the commercial speed; Os itinerary is fixed; (Xitimela Maputo, 1996). 6,2 Road problems of transport. Congestionamento of the traffic; Maior index of pollution due the release of carbon monoxide (CO), that they exceed the vast limit of 8 ppm (small molecular particles); sonorous Poluio in great ratios; Dispendioso when one is about long distances; Salvat library, great Subject S/D 6,3 maritime Problems of transport. very slow. the overflow of merchandises and passengers Exigem.
Fraca load capacity. A scarcity of cabotage ships; Limitaes of space and constant delay of sending and reception of merchandises Salvat Library, great Subject S/D 7. COMPLEMENTARIDADE OF the TRANSPORTS the transports continue to be a way to answer the necessities of displacement of populations and its activities as in the centers problems are generated with high frequency derived from one strong search on the net of transport whose the expansion if finds each time more conditional enters the remaining use of the ground, for the opposite, the areas of low density, generally conotadas as periphery, they present a lesser density of nets, and also of some scarcity of it offers of chances if comparative with the previous ones becoming the attractive territories in this way it saw if that the complementaridade was important since it complements other.