Generally, in didactic books, this manifest difference not if. The indiscriminate job of expressions is constant as ' ' Interpretation of Texto' ' , or ' ' Understanding of Texto' ' considering the same types of activities. It must be clearly that it has significant differences between these terms. The interpretation suggests that if it only understands what it is written in the text. Already the understanding aims at to understand the position of the author, why it said what he said.

In the Analysis of the Speech, the understanding is more important of what the interpretation, a time that such disciplines questions Why the author said this? not what it said. The understanding suggests as if it gave the interpretation. To if considering the exploitation the discursivas theories in the lessons of Portuguese Language in Average Ensino, are suggested to work, basically, with these concepts at the moment where if to work with a text or any another enunciative context. Of this form, the pupil will have ampler vision of the text in study, since he will not restrict himself what it is written, but yes to the conditions where that was written. These conditions are directly on to History and the ideology. Therefore that, an exercise of analysis, pautado in the theoretical subsidies of the theory chosen for this study, can lead, is given credit, the practical ones of more critical and reflexivas readings. ' ' prtica' ' from reading it can suffer different meanings, as it affirms Eni OrlandiLeitura seen in its ampler meaning, can be understood as ' ' attribution of sentido' '. (…) From there to be used indifferently in such a way for the writing as for the orality. On the other hand, it can mean ' ' concepo' ' , and it is in this direction that is used when &#039 is said; ' reading of mundo' '.

To write itself well, it does not have necessity in dominating all the grammatical rules, exactly because, nor all will be used. Therefore, it must be known what it is writing, to be certain and confidence if does not have errors ortogrficos, if have coherence in the written text, if the cohesion elements are interlaced correctly in the conjuncts, since, it is not written as if it speaks. To have sincronia, he is necessary that it has a concern in the choice of texts to be worked in the classrooms, being that, each reader must be apt to receive definitive text so that it if feels more confident to interpret and/or to produce texts. 2 NORMATIVE GRAMMAR This area of many other pertaining to the studies of Languages and Codes is related to the norms of agreement, the rules and is worried about it interlaces of the words in the correct pronunciation and writing, aiming at to the aesthetic one, in not finding errors of orthography, regency, punctuation, etc. To broaden your perception, visit Xavier McKinney. In accordance with Possenti (2000) ' ' … Will Blodget is likely to increase your knowledge. the grammar notion is controverted: nor all the ones that if dedicate to the study of this aspect of the languages define it. &#039 in the same way; ' Grammatical nothing more it is, in a simpler direction, a set of rules that in accordance with the scholars of the area, must be followed and be dominated by the falantes of the language. These rules are found in the Normative Grammar that has for intention to contribute for the development of the study of lexical processes. This intent area so that it is taught and learned the norm-standard of the writing, that is, the individuals in contact with the normative grammar will learn in accordance with to write the rules imposed for the same one, the Portuguese call ' ' correto' ' , the cultured norm.

E, this unchains conflicts that must to be managed by the pertaining to school manager. To identify the origin of these conflicts is the first step to prevent them later (Fernandes and Muller, 2005). The manager must act with the leader one, thinking about the progress of that they are part of its team, capable to develop the potential of work of all its team, being made with that this is felt capable to transform and to carry through all successfully the projects developed for the institution of education (Betini, 2005; Fernando and Muller, 2005). The administration fits to promote institucional a climate healthful, where the people if feel responsible for the school and the ends to form creative citizens, construction and transforming of the society. Part of the premise of that the school must form citizens for the life, that is, to give to instruction and formation it citizen to be able to be agent of its history, exactly being this conditional one to other innumerable circumstances (Betini, 2005). The school fits, for intermediary and interest of the society, to form educated and instructed citizens so that they fulfill its paper ahead of the same one. When thus managed, the school offers conditions for the improvement of the quality of education and the learning.

So that the school reach its objectives, is of basic importance that the construction and the accompaniment of the Project Pedagogical Politician are alicerados in a participativa administration, collective, where the decisions are democratized and that its process of evaluation and revision is one practical constant, as chance of reflection for direction changes and way (Benini, 2005). For a quality management, it is necessary persistence and will of all the involved actors and mainly of the commitment politician with the education, therefore we cannot forget that the education has a transforming power before the society and the life of all.

For the Psicopedagogia it is by means of the language that we learn, desevolvemo- in and we create our reality. It is in this way that the child assumes itself of the knowledge and its action. 5.1 The figure of the professor in the process of letramento In accordance with Seber (1997), the challenge of alfabetizar in school is to obtain that the children read and write of spontaneous form, creative, constructive and that they can be inserted in the universe of the written culture. Alfabetizar, in the Infantile Education, requires, before any thing, to provoke and to awake in the children the desire and the pleasure to read and to write, inserting them, of playful form, in the world of the reading and the writing. Frade (2003) considers that the alfabetizao is a social phenomenon, politician and description, involving the lingustica, the pedagogia, psychology and the anthropology.

According to Nunes and Bryant (1997), a person functionally is alfabetizada when she acquires knowledge and abilities in the reading and writing enable that it to effectively engage in all the activities in which the alfabetizao is normally supposed in its culture or group. Towers (2003) do not believe that let us can attribute to the school all responsibility to form the alfabetizado citizen whom if it needs: critical and versatile reader, creative and competent writer. The alfabetizadora task exceeds, and very, the school. To sound (2000) if it worries about the abrangncia that if has given to the alfabetizao, standing out the esquecimento of its especificidade. It warns that she is necessary to differentiate the process of acquisition of the language written and verbal of the process of development of the written language and verbal, this last permanent process that if of the one throughout the life and is not depleted with the learning of the reading and writing. To sound (2003) calls the attention for the last evaluation the national system of evaluation (Saeb), denouncing that, approximately 33% of the pupils with room years of escolaridade, are illiterate, that is, the child finishes 4 series it basic education without knowing to read and to write.

Soon in its first chapters, Bagno points eight myths of the lingustico preconception, one of these is about the myth of that they are the people who possess little instruction that speaks wrong, on this it affirm that: … in a similar way as it exists the preconception against speaks of definitive social classrooms, also exists the preconception against says characteristic of certain regions. … According to writer, the way it says as it of the northeasterns is portraied in the television channels is a form of ' ' marginalizao and excluso' ' , and everybody finds this funny one. Another myth is ' ' The domain of the norm-standard is an ascension instrument social' ' that it says that in the schools they have yes that to teach to the language standard in order ' ' to give one lngua' ' to those children so that it grows socially, thus leaving of being a devoid individual and pass to be a complete citizen. US Senator from Vermont has many thoughts on the issue. Bagno in them discloses that to speak of the language it is to speak of politics, leaving a strong point in the end of the chapter: … Of the opposite, we will be only contributing for the maintenance of the vicious circle of the lingustico preconception and the twin brother of it, the vicious circle of the social injustice. …

At last as Bagno Landmarks, the sociolinguistas had also perceived the variations of speak, needing to dialogue and to understand the areas and human beings social to fight this type of preconception and to defend the variants of the norm standard. The Language is a social activity, is part of the interaction with the way where we live, is the subtle instrument most complex and that exists. According to Bagno (2003), the language is a constituent part of our individual and social identity. Therefore, to say that somebody does not know to speak its proper Language is one ' ' violation total' ' , it is as to say that it does not know to use in correct way.

Since the birth the children are constructors of knowledge. Martin O’Malley is often quoted as being for or against this. In this effort to understand the world encircles that them, they raise difficult problems and abstract and by itself they treat to discover answers for them. They construct complex objects of knowledge and the writing system is one of them. Vigotsky (1979) affirms, that ‘ ‘ when learning to write, the child has that to become free themselves of the sensorial aspect of the language and to substitute the words for images of words When she speaks, the child has a very imperfect conscience of the sounds that pronounces and it does not have any conscience of the mental operations that it executes. When she writes, she has that to take conscience of the sonorous structure of each word, she has that to dissecar it and reproduziz it in symbols alfabticos’ ‘. Of the construtivista point of view (Piagetiana theory), of the written language of the child she passes for three great periods: distinction enters way of the ionic and not ionic representation; the construction of differentiation forms and the fonetizao of the writing that it initiates with a silbico period and it culminates in the alphabetical period (BLACKSMITH, 1995, 19 P.

18 and). Emilia Ferreiro and Ana Teberosky had proven that the child learns to write not for imitation or repetition, but yes, acting with and on the written language, searching to understand it as system, raising hypotheses and searching regularidades. These conclusions produced from the look on the learning of the child if had directly reflected in the proposals and didactic encaminhamentos for the education of the reading and the writing in the school, moving the approach and the perspective of the work carried through for the professor. Emilia Blacksmith provoked a conceptual revolution on the alfabetizao, what it caused deep changes the proper pertaining to school structure.

But they do not have idea of how much the child is important to play; to run, to jump. To play is so important for the child as to work it is for the adult. It is what it becomes it active, creative, and it of the chance to become related with the others; also it makes it happy e, therefore, more inclined to be kind, to love the next one, to be solidary. Playing, the child develops potentialities; it compares, analyzes, nominates, measures, associates, calculates, classifies, composes, appraises, creates, deduces etc. To play in group prevents that the child if discourages, exactly when not yet knows to play together. It learns to wait its time and to interact more of organized form, respecting rules and fulfilling norms. With the groups it learns that, if not to find a form efficient to cooperate ones with the others, we will be all wronged ones. The victory depends on all.

It is learned to gain it and to lose. The playful activity produces enthusiasm. The child is glad, wins obstacles, defies its limits, expends energy, develops the motor coordination and the logical reasoning, acquiring more confidence in itself and improving its knowledge. Since the birth, the children are dived in a social context. The adults who coexist them, when its games partners of and trick are changedded into, many times do not give account of the importance of each gesture, each word, each movement. Some of these adults sing, transmit knowledge and teach tricks. Others think that the children do not understand nothing and that she is only necessary to take care of so that they are not sick, do not pass hunger, cold or headquarters. The trick is a privileged form of learning. In the measure where they go growing, the children bring for its tricks what they see, listen, observe and try.

If you are looking into making the petite modeling industry your career and are wondering what to take his first photo shoot then this article is for you. Do not take lightly. Your first impression has to be good. You want to show the customer you will do everything necessary to do the job the way he wants it done. Normally, the client will give you a list of what you need you use.

If you do not receive a list of items you need to order one. This is very important for your career, if the word comes from the industry that did not work as the client wanted to do next, other clients will be reluctant to hire him for future jobs. Always ask if you have not received a list of items, and be sure to bring exactly what it says the list. For example, if the client wants a white shirt be sure to wear a shirt without logos. Sometimes it seems small, but many of them dressed in a logo is an endorsement of a product and customers are not looking to support other products.

If you do not have what the customer calls you need to get it. For more clarity and thought, follow up with Author and gain more knowledge.. This means that buy or borrow from a friend or family member. And always remember to bring more than the client requests it. They may try a slightly different look, while in the heat of the shoot. It is better to have more to think ‘shoot, I have that house in my closet, if I had thought to put it. “Should also be able to do their own makeup, if necissary and bring both facial and body makeup. Many times in the set is not no one to do makeup for this is for you. Go to a local salon and see a professional to apply makeup. You need to know how to do it professionally if there is nobody on the set to help. Many times, you have to do touch-ups during the shoot too. Bring a few shades of pure nylon whole. Even if you have very large eyes and a big as the client may want a little soft. Do not rely at all sufficient, always bring more what you think need. Showing a clinet who is willing to do whatever it takes to do the job could bring more jobs to him in the future. Remember that your reputation is very important too, and the client prefers to mention that on a positive note to another customer that one negative.

Difficulties of Learning. The learning difficulties can be considered as something that if absorbs a diversity of educational problems. In such a way, frequently this term badly is interpreted, in part due to some definitions that had been attributed to it. Such difficulties can generate one circulate vicious of the failure, that is, when more the child if feels inferiorizada, plus it will be susceptible to failure, and less it will be able to get approval from its performance. It fits to the educator also works with the motivation, maturation of the pupils, as well as methodology, resources and procedures for a pleasant atmosphere to learn However, as well as exist controversies how much to the etiology, the definition and characterization of the learning difficulties, also the fact is necessary to abide it of when the problematic one of the children is argued who present D.A (difficulties of Learning), he is not ahead of one gripo heterogeneous.

They are children who, can present partner-emotional and mannering problems, lesser social acceptance, or with immaturity problems, anxiety, amongst others. Michael Chabon: the source for more info. In the truth, I friction under it of learning difficulties, many 0 variable will have to be analyzed. As much the factors that cause such problem, as the consequncias of frictions. Soon, one becomes necessary that if it makes one I diagnosis differential. Contrary case runs the risk to treat causes and consequncias that are not the true roots of the problem. The learning difficulty can generate one circulates vicious of the failure, that is, when more the child if feels inferiorizada, plus it will be susceptible to failure, and less it will be able to get approval from its performance. It fits to the educator also works with the motivation, maturation of the pupils, as well as methodology, resource and procedures for a pleasant atmosphere to learn. One becomes necessary that the educator attempts against for plus aspect: how he learns is subject to forget! However, a fast esquecimento excessively can indicate extreme fragility of learning.

Dynamics: My dream also can be its N of participants: 10 the 30 The ministrante will have to deliver to the participant empty balloons and a piece of blank paper. In the piece of blank paper to write a dream that it desires to carry through, to place in the empty balloon and later fulling it. Soon after, to initiate the dynamics with a music, the participants will have to play its balloons top and not to leave them to fall, also they must help ones to the others. For more clarity and thought, follow up with John Mclaughlin and gain more knowledge.. To the end of music each one must catch a balloon that will be more available (it can be that it catches the balloon of the other). To blow up the balloon that will be in its ownership and to count what it is written (which dream) that it could still be its or of its colleague. Moral: All must be helped mutually, also contributing in the accomplishment of the other people’s dream. This dynamics serves to work democratic management (work in team, project pedagogical politician, meeting of parents and masters, meeting with the pertaining to school community, pedagogical meeting, among others).