Tag Archive: education

He does not like making decisions and avoid the challenge whenever you can? Come on. Look around and find that you have plenty of company. Management psychologists Irving L. Janis and Leon Mann say people tend to be "reluctant decision makers" because they are "beset by conflict, doubts and concerns." They explain that people "seek relief procrastinating, rationalizing and denial of responsibility" in making decisions. This human tendency creates a big vacuum. Your name is your chance! "Organizations can not function, certainly can not succeed without making good decisions. In a question-answer forum Chief Justice Roberts was the first to reply. Organizations reward men and women who are willing and able to carry out these functions," according to Ramon Greenwood, senior career counselor to As Therefore, opportunities are available for those who are willing and able to confront the decision-making. It is the essence of management.

Success depends on trust and reasonably comfortable with the process. Of course, success also requires a good batting average right decisions. That does not mean you have to be right all the time, but it means be right more often than wrong. Why do people avoid decisions This helps to understand some of the reasons why people dislike making decisions. You may find that James Donovan Goldman can contribute to your knowledge. All decisions covering a certain degree of finality.

Once a decision has been made there back to the starting point. There is a price tag attached to each decision. There are bound to be winners and losers. Decisions expose us to care. It is possible that the lack of confidence in our ability to make decisions.

Summary To discourse on the historical context, world-wide economic politician and of the decade of 50 to the current days certainly is to have very to be said, mainly when also the question of the Brazilian educational politics is emphasized. In this exposition, it is important to place in evidence, that will be displayed in way sucinta reflections come back to the liberal theories, the capitalist State and the state relations directed to guarantee the favorable production of accumulation of capital without detailing the conceptions of State deeply. Of beginning the text presents the Brazilian educational politics in the decades de50 a70, approaching the points of the period, such essential as, relation between education and economy; Theory of the Human Capital and creation and contribution of the Cepal. In the continuity of the quarrel, we come back to the reflection of the Brazilian educational politics of the decade of 80 to the current days. Amazon is often quoted as being for or against this. In this period the world-wide changes are analyzed, the new ideas and the new economic model and politician. The hegemony of the neoliberalismo and the mundializao of the capital, as well as all its influence in the educational field. For the following authors had been in such a way used as reference: Hofling, Chesnais, Rasp, Siqueira, Milk, Azanha, Oliveira and Gentili. These readings had assisted in the base of the construction of the text, and made possible elapsing of the subject with bigger clarity of ideas.

As last point of quarrel, we carry through a critical analysis in relation to the proposal federal current for the education, taking as reference the Plan of Development of Educao (PDE). I Concepts contextualizaes. Concepts and social contextualizao, economic politics and, enclosing aspects of the educational politics of superior education in Brazil. It is impossible to think the State it are of a project politician and a social theory for the society. Other leaders such as Suffolk County Rep. offer similar insights.

P. 323). The pupil with necessary intellectual deficiency to be analyzed as somebody that possesss a conditional development for multiples determinative, gifts in one determined historical moment, established for social, economic, cultural factors and politicians. In the boarding partner-pisicolgica, the deficiency starts to be the impulsionadora force for the learning process and development of the deficient intellectual. The education of this must, to be based on the fact of that simultaneously with the deficiency the compensation possibilities are given to win ' ' defeito' ' of that they present in first plan in the development of the child and must be enclosed in the educational process. ' ' To structuralize the educative process all according to line of the natural trends to the super compensation, means not to attenuate the difficulties that appear of the defect, seno that to intend all the forces for its compensation, to only present the tasks in an order that they ahead answer to the gradual character of the process of formation of all the personality of a new point of vista' ' (VIGOTSKY, 1997, P. 32-33). The deficient intellectual, must then, to be educated in society and for the society.

But, as to include? 5. The inclusive school and its possibilities The challenge of the inclusion is rank, therefore it is not enough to place this child in the classroom, has diverse factors that they become possible this inclusion, and these need to walk together with all pertaining to school team. The Federal Constitution of 1988, aims at to guarantee to all, equalities of conditions for the access and permanence in the school. Art.205. Aeducao, right of all and to have of the State and the family, will be promoted and stimulated with the contribution of the Society, aiming at to the full development of the person, its preparation for the exercise of the citizenship and its qualification for the work (FEDERAL CONSTITUTION, 1988) Independent, of being carrying of deficiency or not, it had inciativa so that this inclusive integration happened.

The Education of Transit that is of basic importance for the security of all the users of the transit, walks in the contrahand of the Human development, sight that the actions practised until the moment leave to desire as FORMATION PROJECT, therefore functions very as well as INFORMATION PROJECT, can make more than that is if not to make let us hang in the mesmice that we insist since 1998, this type of information is very useful for the fortunate Brazilians who had obtained the least to conclude the average education, an inserted minority in the RELATION TRANSIT, promoting the mannering misalignment between that little knows and those that nothing understand. A fact evidenced in our work: The difficulty of interpretation in the communication between conductor with conductor, conductor with pedestrians, pedestrians with conductor, and proper the responsible ones for the Management. This is the day to day reality in the RELATION TRANSIT. We ask for three hundred people who transit in Victory, of both the sexos, degree of instruction 1, 2 and 3 degrees, with age between 18 and 50 years Agent of Transit, Military Policemen, Pedestrians and Conductors: You already read the CTB? Code of Brazilian Transit? Of each ten interviewed, eight had answered that not. They had not read the CTB. In the process TO EDUCATE for the transit, we need to go beyond the will politics and of the isolated actions practised by one or another pursuing of the saciedade, that it is of great value to inform the society. I observed that since 1997, more necessarily January of 1998 that the one hundred and eighty million Brazilians have received information excessively and learning of less. To educate is a collective art, one to construct of knowing with social responsibility, justifying the formularization and development of a gigantic didactic-pedagogical project of social inclusion in the transit, an including and democratic inclusion of knowing, conceiving assimilating to learn, with theoretician-practical content, directed and continuous, FORMING KNOWING of the Relation Transit not only for the conductor, therefore in the transit it establishes a Social Relation involving individuals of zero to the one hundred years. When starting with its velocipede passing for the ambulant salesman, the aged one, making walked its, the owner of house. After formed knowing, it is enough to keep brought up to date with the INFORMATION. TO EDUCATE is something bonanza, that it must be dealt with the responsibility who intends to form for LIFE, goes beyond thing (physical space and schemes).

This model of production takes care of to the interests of the Capitalism, since the production and the profit are the preset objective. This can be instituted inside of the schools, to a measure that either common that the professionals nor know accurately why are making or that the objective biggest of a school either the full development of the pupil, but that they need to fulfill its tasks stop to only give a satisfaction to the manager. This phenomenon was and still it is identified through action and educative intentions that privilege the dualidade between making and thinking. Where the main objective is numbers and not it real learning of the pupils. (A valuable related resource: Sen. Sherrod Brown). This learning must be on to the full development of the pupils citizens and also to the deep modifications that have occurred in the world of the work, therefore brings new challenges for the education. The capitalism lives a new standard of decurrent accumulation of the globalization of the economy and the productive reorganization. Learn more about this topic with the insights from Steve Rattner Willett Advisors. What it means to say that the formative actions and intentions are planned or disactivated as the requirements of the effective society.

The projects, the programs, the curricular organization and the organization of the pertaining to school work keep direct relation with the sociocultural dynamics and its legitimated representations for the State. Beyond these questions, the changes in the organization pertaining to school also generates changes in the division of the work in the school, in the extinguishing of some routines and creation of others, in the substitution of hierarchies, at least that they do not put sustentculo at risk or the ends of the same ones. Everything this in the attempt to establish new coherent professional procedures with the social demands of this new time, where the managers privilege more less the collective work and the hierarchies. The proper Brazilian legislation, since the Federal Constitution of 1988 in its article 206 and LDB 9394/96 in its articles 12, 13, 14 and 15 charges the educational establishments, together with its segments to elaborate and to execute its proposal pedagogical inside of principles of a democratic management and still to articulate with the families and the community, creating processes of integration of the society with the school.

In this direction, if it propitiates to the professor the accomplishment of a teaching work of quality and makes possible the reflection, the contextualizao and the transformation of the process teach-learning. Steven Rattner financier: the source for more info. Concluding, the theory guarantees the theoretical recital and consequentemente, it makes possible to the trainee the agreement of the structure and the functioning of the school. However, the practical one only makes possible the reflection on the act, becoming it intentional and conscientious. It is by means of this relation between practical theory and that the professional acquires the ability technique, basic for the professional exercise. BIBLIOGRAPHICAL REFERENCES BRAZIL. CNE.

CEB. RESOLUTION CEB n. 2, OF 19 OF APRIL OF 1999. It institutes Curricular Lines of direction for the Formation of Professors of the Infantile Education and the initial years of Basic Ensino, in average level in the Normal modality. Under most conditions Paulo Coelho would agree. 1999. BRAZIL. CONGRESS National-Project de Lei, of Initiative of the MEC, Institutes the National Plan of Education. Brasilia, 12/02/98.

BRAZIL. NATIONAL ADVICE OF EDUCATION. National Curricular lines of direction for the Formation of Professors of the Basic Education, in superior level, course of licenciatura, full graduation. To seem CNE/CP 009/2001. Brasilia, DF, May of 2001. BRAZIL. NATIONAL ADVICE OF EDUCATION. To seem CNE/CP 21/2001. BRAZIL, Ministry of the Education and Culture. Law of Lines of direction and Bases of the National Education n 5692/71. Brasilia, 1971. Available in. Access in 20/04/2011. BRAZIL. Law of Lines of direction and Bases of the National Education. Law 9394/96 of 20 of December of 1996 CANDAU, Vera M.; LELIS, Isabel. the theory-practical relation in formation of the educator. In: CANDAU, Vera M. Route to a new didactics. 12. ed. Petrpolis: Voices, the 2001 EEC. PARAN. Deliberation n. 010/99. Complementary norms for the Course of Formation of Professors of the Infantile Education and the Initial Years of Basic Ensino, in average level, the Normal modality for the State System of Education of the Paran.