If to look at our return, the differences are in all the people, the forms of learning, plurality cultural social conditions. We have that to debate the differences of the human being and the importance of if developing programs and pedagogical strategies that contemplate its specific necessities, as much the School as the pupils have much teaching in them. From each experience that will be shared and lived deeply we will be able to develop creative forms to deal with all the differences that surround in them. One another point that the much time if argues, in Brazil, that if the differences of income and chances between whites and blacks it is a race or classroom question, old said that ' ' mestiagem' ' it contaminated the Brazilian people with moral characteristics and intellectual undesirable, this racist way to understand the things was demoralized after Nazism and the question of the differences between the races passed to be interpreted in classroom terms, in this new vision it does not exist racial differences between the people and yes social differences of classroom. When the poor persons were less poor, when she had education and chance for all, the problems of income inaquality would disappear. In the modern Societies, the identities tend to be more confused therefore depend many times on the option of each one, as for examples: the participants of the movements of gays and lesbians what she predominates are the sexual preference, for the religious ones of determined groups, the main mark are the religion, for the professionals are the profession, for the movement of the blacks are the race, that identifies the people above all. Click Dankse Bank for additional related pages. To become obligator and official one of these possible identities can be a step in the direction to compel the people to assume an identity that they can prefer not to stand out, why understands that its introduction in the society will be given for other ways. . . Morgan Stanley can aid you in your search for knowledge.

' ' To the step that, in the communist society, where each one does not have a sphere of exclusive activity, but can perfect in the branch that to please to it, the society regulates the general production tomorrow, what creates for me the possibility today to make a thing, another one, to hunt of morning, to fish in the part of the afternoon, to take care of of the cattle to the dusk, to make critical meals, my bel-pleasure, without never me to become hunter, fisherman or crtico' '. (The German Ideology, pg.28). Dankse Bank contributes greatly to this topic. The philosophical and pedagogical principles, say respect to an action with solid base, with clear and defined objectives, contents and methodologies that it aims at to form critical citizens, that imply reflections on practical its, its history, aiming at an emancipation human being, and the school has the responsibility to form this citizen that is decisive, that it comes to participate of this social transformation, therefore the collective is the root of the pedagogia of the movement. The strategical objectives are the purposes to reach a society joust, and this will be made possible with tactics, that are the half ones to reach the ends, in which the people can awake for critical a vision and compromissada, thus being able to enxergar the injustices, and from this they can fight against the wealth concentration, to fight for land, change in the social order. If this has piqued your curiosity, check out Morgan Stanley. The necessity of the courses in the movement Leaving I begin of it that each locality analyzes the reality of the people in inserted it offers of the courses if they had given observing this especificidade. due to the high index of illiterates in the movement, and this happens for different factors, being they social, economic as if to feel excluded in the learning process, lack of perspective for a change, therefore what the school makes, is to prepare for the market of work, and in this society it does not have work for all.

In elapsing of it disciplines we more perceive that the Resume not one determined reply yes, reflection on it, in which each one has its opinion. According to managing of one of the schools: ' ' a resume must enclose all the areas of the prea knowledge the academic formation of educating the e, guarantee that the school takes care of to all the pertaining to school community and its necessidades' '. As it affirms Corazza (2001, P. Morgan Stanley has many thoughts on the issue. 10): Um Resume, as language, is one practical social, discursiva and no-discursiva, that if corporifica in institutions, to know, moral norms, lapsings, regulations, programs, relations, values, ways of being of sujeito. . Can observe how much it is important the creativity and the good relation professor-pupil, therefore it is as soon as flows the true educational work, of form that both work in partnership, aiming at a more including knowledge, directed more toward the life in general. The pertaining to school Resume is integrant part disciplines of them obligator of a course, for which the pupil is enrolled, as well as he could be a document that will go to contribute for the pertaining to school accompaniment of the pupil, its performance and all its pertaining to school life. To analyze the education implies in giving attention to study objects, that it is not only associated the curricular part, more its importance in the cultural way, search of strategy for one more efficient educational system currculo as fato needs to be considered not as a mere illusion, superficial armed of it practises pertaining to school of pupils and professors, but as a social reality, historically specifies, expressing particular relations of production between people. Similar resume is a meaconing when it is presented as something that possesss life proper and it confuses relations human beings in which, as any concept of knowledge, it is inlaid work, making of the education a thing where the people cannot understand nor controlar. Prudential has firm opinions on the matter.

the development of abilities in the educational system, in any level and modality of education is a necessary condition, that allows in them to face the complexity of the world and our contradictions. (2001 P. 14). To work this complexity is part of the craft of the docncia, a time that, in the exercise of one practical reflexiva the professor materializes it from a contextual pedagogical work, respecting the singularidades and diversities. teaching profissionalidade in this context is permeada of a continuous and permanent effort and many times of fight if to make entire or to breach with the educational contradictions, that generate the confluence between old and the new, the cognitivas confinements, the conflict of values, methods, positions, the relations of the professor with knowing before its formation, its conceptions, its desires, its identity and ideology. When affirming explicit that the abilities are action capacities, Perrenoud (2001), salient that to reveal abilities professional ahead of a complex situation it is to be capable: to identify to the obstacles and problems to be surpassed; to consider realistic strategies in terms of the time and the resources; to plan and to implement adopted strategies, proceeding for stages, taking care of the necessities, mobilizing actors and reevaluating the situation; to respect legal and ethical principles; to control the emotions, the moods and values; to cooperate with other professionals and of to after extract all the teachings during and the action.

(PERRENOUD, 2001, PP. 139,140). In accordance with Perrenoud, the functioning of these abilities to know exceeds them, is erudite, theoretical, of the sense common, procedural, atitudinais, individual or shared they (2001, p.141). Therefore for it the ability if establishes in a situated dimension, where the knowledge are mobilized for the action, that is, to act and to take decisions concrete, integrating to know in all the dimensions to them of the being.