09/07/2012

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Colonial Nuclei In the Amaznia the creation of the Colonial Nuclei, in the second half dosculo XIX, constitutes governmental actions that they search to take care of essasdemandas. To analyze the elements that stimulate the formation of the ColniasAgrcolas and that in the aid to think the constitution of landscapes agrriase the processes of appropriation of the land is the task that we occupy in them; understanding that, beyond a question of consumption and production, the NcleosColoniais in the Amaznia if denovas had evidenced as experimentation spaces productive techniques, better exploitation of the land, exercciode domain of the bushes, promotion of the povoamento and disciplinarizao involved social dossujeitos in the construction of this space. For this communication we occupy in them only in presenting some questions around the implantation of the Colonial Nucleus of Benevides, in the second half of century XIX, thinking these spaces as consequence of a reorganization position of the agricultural activity about Brazil, that is, to think the implantation of the colonial nuclei and its valuation, as in affirms Mary to them Del Priore and Renato Venncio is to think about the dimensions or degree of importance that agriculture will go to take in this period (DEL PRIORE & VENNCIO, 2006:140 - 144). Our proposal of work has left of the conception of that the quarrels around the creation of the agricultural nuclei and its effectiveness ahead of the problems that involved agriculture, mainly how much to the use of the ground, guaranteeing the use of new techniques of plantation and optimum exploitation of the forest resources, had finished for influencing the creation of some measures in the colonial nuclei, as the ones that defined the type of plantation, election of seeds, use or not of seasonings, credit for the workers, batch size, conditions for acts of receiving...
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Literary Culture Then it appears plus a question. How to make children and adolescents to feel pleasure with the reading? Ezequiel Theodoro Da Silva (1990, P. 20) in the ones of the one important track: Literature: word in freedom, of infinite ways and directions, pulling the interlocutor for the practical one of participation of the pleasure. Unhappyly the participation of the pupils is not verified, what it is really observed are professors pronouncing knowledge acquired and closed on the workmanships, without giving the chance for a dialogue where the pupils can display its reading, that first reading, subjective, without concerns with the literary theory properly said and less still with the intentions of the author. That pleasant reading But not, the pertaining to school reality is to compel such reading so that the pupil fills a reading fiche, which still demands accurate answers or through the literary text, used only as excuse, to impose grammatical rules. The professors if forget the subjective enjoyment of the reading of each pupil, forget that to hear or to read fiction he is to participate producing facts of our skill. (He hisses, 1990, p.27). then we have an only utilitarian reading the nothing, nothing candy, to the step that it would have to be useful and candy, to teach but also to delight. Perroti (1990, p.16) of the very clear definitions to differentiate the Culture Literary of the Literary Enjoyment: Literary culture is knowledge of with priority rational bases, is domain of intellectual references of workmanships, authors, periods, etc., literary enjoyment, in contrast, is sensible, emotiva, with priority affective experience. It is evident that as much the Literary Culture how much the Literary Enjoyment has its importance. However, great part of the professors, currently, is preocupadssimos with the Literary Culture, forgetting itself that the enjoyment also...

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