INTRODUCTION In virtue of events that had taken the favorable situations of the use of histories in quadrinhos in classroom, appeared the choice for this subject, in the direction to privilege diversified activities and creative, that propitiated moments of pleasure and discovery and histories in quadrinhos are one of the medias that the man created, a time that despertam in the pupils the taste for the reading, comment of the colors, say of them, the headings, the transmitted ideas and the rhythm of histories. According to Flag (2009, P. 1): In the basic and average education, the quadrinhos not yet are enclosed as content programmarian in the pertaining to school resumes, and not even as didactic methodology to teach others you discipline such as Portuguese, mathematical language, geography, etc. Are observed that in the etrias bands of basic and average education it has great consumption of quadrinhos for the estudantil public. The quadrinhos help to the children and young to consolidate its habits of reading and understanding of ideas, without speaking of the potential of the quadrinhos in working curricular contents because of its great acceptance. In the present time to work with histories in quadrinhos can be a proposal of incentive to the development of the language in Portuguese language, as well as stimulating the abilities of reading, dramatizao, artistic count of infantile histories, and presentations, as main pedagogical resources. In this direction, the general objective of this work is to search the Use of HagQu Software as Pedagogical Tool in the Creation of Histories in Quadrinhos: a strategy of education for the pupils of 5 series of the municipal school Shining River, located in the Avenue Lourival Barbosa, n 882, Olmpico Quarter in the city of Shining River, the Golden Region, the year of 2009, period this delimited for the development of this research. The choice for this subject if gave for professional reasons, therefore being teacher of Arts of Basic Ensino and Room of Educational Technology I come working analyzing activities related to the use of histories in quadrinhos as didactic resource in the search to extend the knowledge of the pupils on comicses, its elements and in varied activities, mainly those come back toward the construction of the reading and writing, involving the technological tools.
Over all, to stimulate practical continuous innovators and that surpass the problems in the division of knowing. We detach, therefore, the importance of the university professor to have conscience of that its necessary methodology to be reviewed, considering as requisite the approach of the content to be given to the experience of its pupils, committing itself to the changes and ruptures in all the activity levels human being. It is in this perspective that (CHESTNUT, 2000, P. 87) it affirms: ' ' The education in all the levels necessary of a new position. Traditional education gradually comes giving to place the practical alternatives that must lead to the global development of educating and light entusiasmo.' ' Analyzing for this angle, the university professor who wants to modify practical its in classroom, covers a zone of transistion of paradigms, developing a new position that includes new metodolgicos procedures, as it recommends CHESTNUT (2000), when pontua that the main focus of this new paradigm is the professor, for being contextual social a historical citizen and politician, who must be understood and be considered to understand its practical professor.
Still in this line of analysis, we find reinforcement: Involved university professors with innovation in the university have a conception of knowledge that involves flexibility and movement, understand the knowledge in construction, stimulate the doubt, value the error and work it on the basis of. Click kevin ulrich for additional related pages. provisioriedade, the multiplicity and the moment permeiam cotidiano.' ' (WEDGE, 1998, p.107) Being thus, the doubt in classroom that was seen as an error, failure, unfamiliarity, currently is part of a context of construction of the knowledge, since that it has subsidies for its development. Basically, a necessary university professor beyond dominating the content to be worked, to understand the motivation of the learning as a daily pay condition of the learning and from developing techniques and procedures there that stimulate the interest of the pupils for ' ' aprender' '.
Another one aggravation, ally to this constatao, verifies in the referring questions to the reading and the literal production. The claim of the lack of domain of the grammatical norms praised by the language standard and of literal strategies is unanimous. Beyond, as it is known, the argumentativa lack of legal capacity, of not the exercise of the formularization of ideas, concepts and proper opinions. We can also affirm that to read it means not to be only in what they say the texts, but to incorporate what they bring to transform our proper knowledge, developing it, of form that if improves beyond the knowledge, to know intrinsic to the social life. It can be read of superficial form, but also if it can interrogate the text, to leave that it considers new doubts, questions previous ideas and induces to think in another way. Compagnon defends that the reading has to see with empatia, projection and identification, fitting the reader to make its choices of readings, when these are imposed, it finishes for if having an imperfection in the interaction of the text with the reader, this, reading and interprets, only and mere, for obligation if not dedicating or abstracting from the text what it has of news. We verify that the paper of the reader, today ' ' it is free, bigger, independent: its objective is less to understand the book of what to understand itself exactly; by the way it cannot understand a book if it thanks to its does not understand proper livro' ' (COMPAGNON, 2003, P. 144), in this we verify the effectiveness of the reading in the formation of the criticidade of the reader, as well as a deep recognition of itself in its readings, abstracting from them what of essential it possesss for its personal and partner-cultural formation. Analyzing literature contemporary, we make possible certain concern with paper of the reader and as this interacts with the text, verifying as crucial the mediation and orientation of the professor and its strategies so that the reading is become fullfilled in efficient way.
In our lexicon the word "creativity" comes from the west at the time when the fallen "Iron Curtain" and the country began to actively absorb all the foreign technology, automatically learning from and with all the relevant terminology. Mitchel Resnick recognizes the significance of this. We also have and my word – creativity. The term creativity is derived from the English word create – create. Additional information at Mitchel Resnick supports this article. Creativity of words to create, creator. Basically the same thing.
When I say the word work – most people have The following associations: crafts, painting, sculpting, writing poetry, acting. When I say the word creativity – there are several other associations: unusual haircuts, original, bright clothes, artsy, unusual, defiance; show; music videos, fashion movie. Let's be clear: in the future by the words, creativity, and creativity we mean the same thing – creating a new product. Product may be all that everything: home, machine, hair, pictures, books, emotion, etc. Each of us has in our lives that is creating, and of course, wants to make it more successful. It is about how to make this process more successful and will be discussed later. Mankind has long praised the cult of "genius creator." As part of this cult concepts such as talent, genius may seem a gift from God, a gift from birth. This leads to the fact that the average person is very often stifled in his impulses toward creativity simply because it does not feel like a genius. How can this be done? You can accept this point of view: all the "geniuses" are ordinary people who could very well create your own products that sooner or later become a very popular humanity.
The technological supports are several and the possibilities of multimiditicos, intermiditicos and transmiditicos resources also and always increasing, ahead of a chain of creativity of contents, applicatory and interatividades in an environment of technological convergence of the communication. Here, Viktor Mayer-Schönberger expresses very clear opinions on the subject. Thus, the relation apprentice-learning in the cibercultura meets favored by the greater capillarity of the pedagogical mediation. The professional apprentice technician can have access to the thematic universe of its area of choice for desktop, notices and netbook, tablets, cellular and others gadgets. However, for next the four years, I would bet in tablets and the cellular ones as the capilarizados ways of access to the apprentice. The university would have to search platforms of integration of the communication and the sharing of its content and process of learning with these gadgets, tablets and the cellular ones, mainly these last ones. In classroom we have frequent problems with pupils using its cellular ones, ' ' atrapalhando' ' the lessons, violating the tests, deviating the attentions, ' ' prejudicando' ' the learning.
Then, the proposal is not new, but it fits to face it of definitive form: how the cellular one (and tablets) could in fact contribute for the learning process humanistic technique and of our pupils? For this we need to understand as our apprenticees use its cellular ones? Mine comments and make me to experience to tack: to contact dear people (namoradas or boyfriends, familiar friends and) and to play. To have access to the Internet for cellular still is privilege of a minority group of students of the superior schools, already I tried to work, in this year, without success with this tool that is more present in modems of operators and the WiFi nets disponibilizadas by the universities (that to the little aid in the accesses of cellular with access the nets without wire). How to start? Throughout a quarrel in lesson, to open the search of the reply or the colaborativa construction of the room of a subject considered in the context of the lesson, being fulfilled aspects of the education plan.
This is not the idea, would be an excellent chance of the professors to learn with the pupils, with this gesture could teach that, no matter how hard if knows a substance, it always has something to learn in another one. Zagury (2006, p.203) affirms: The method can be moved and techniques of education for the other most modern ones, without this improves the quality of education, because it is not the method that makes a good professor; he is the professor who makes any method to become effective. What it does not annul nor contradicts the necessity (only reinforcement) to play all ours ' ' cartas' ' in the recovery of the teaching quality. The professor is who teaches e, to teach with quality, needs itself to believe what he makes and that they believe it, demonstrating extra respect, devotion, security and abilities. Psicopedagogo must play different roles in the development of educational practical its, over all in the direction to make possible significant changes in its prxis comunicacional.
Thus computer science comes contributing for the significant changes in the world of the work that had resulted one more time in the alteration of the paradigm of the production and also in the education. 2,2 Pedagogical update of psicopedagogo How much to the computerization of the education, it is agreed to Motta (1986, P. 123) when it judges that the effort of the education in the direction to form free, safe individuals and responsible, capable to think on account proper, it will be necessarily bigger and more difficult in the future of what already it has been. The computer has provoked a revolution in the education because of its capacity to teach. The possibilities of implantation of new techniques of education are practically limitless and are counted, today, with the relatively low financial cost to implant and to keep laboratories of computers, each time more demanded in such a way for parents how much for pupils.
It is what it characterizes the popular culture: the learning obeys a system of traditions and customs. In this direction, it is interesting to think as the popular culture, through its more diverse references, can show to the Education, or to other sciences, that the predisposition to the learning becomes more detached the more significant will be the study object. To the educators who work with the small children, de0 a6 years, valley to retake, to consolidate this relation with the popular culture, the principle whom playing characterizes as activity where if it estimates a propitious relation to the process of integral development: partner-affective-intellect-emotional. In the practical one, she is necessary to be intent to the possibilities of redimensionamento of the strategies and the materials that we have by hand for the planning of activities that come to contribute, effectively, with this operacionalizao. Under this optics, Playing To fold Paper between Cantigas and Contos is an activity, but it could well be thought as a system: from the choice of pertinent a practical instrument the tricks (in the case, the paper and the possibilities of its transformation for the process to fold it), are developed flowing of infantile discoveries and/or retaken of cantigas and the verbal narratives. Remembering that already a popular song exists very (' ' ' was a funny house very; '), the educator can lead the initial trick exactly to strengthen what he has of funny in this house does not have soil, does not have window etc.
-, with the intention to become livings creature the verses of music. If the song not to appear spontaneously, nothing hinders to present it the group, teaching to it what it says the letter. To illustrate the possibilities of this activity, let us think about a simple model of folding, that all must know the house. It is a sufficiently classic figure.
In recent years it had a significant increase of the inclusion of pupils with deficiency in the regular school. Although this advance appears a new challenge: what to make to potencializar the learning of these pupils? Detaching the visual deficiency that if applies in the blindness forms and low vision, where the blindness means the loss total of the vision and low vision means the illnesses or errors of refraction that implies in the quality of the vision, the playful activity is presented as one allied and collaborating fort for the learning, therefore from the moment that activities are developed that they include and they propitiate the full pleasure of the child, increase the possibilities of that it learns what was considered, where the result will be satisfactory. However which must be led in account are the methods used for the application of the activity, because for blind pupils, for example, total visual activities or that they depend on the vision for its development, will not propitiate for these, the necessary learning, but they will have been adapted (placing objects in high-relief, for example), the blind pupil will have the possibility to use the tato to understand the activity. Already for pupils with low vision, the alive and intense colors must be gifts in the classroom, therefore they are important for one better visual perception and the professor must be worried in knowing that type of visual deficiency the child possesss to effect the activities that if adjust to its necessities. Valley to stand out that, more than what to apply practical and strategies of learning, the professor has the duty to make with that the pupil feels itself received and valued, emphasizing whenever all are capable to learn independent of its deficiency.
So, we make a kind of tour of the choice of methods and forms of learning English. You are already confident in his desire to begin to learn English, but while you're still not quite sure what method is most suited to you, to your rhythm of life, abilities and preferences. So, you already know that there are plenty of current and long-standing ways of learning English, you are also well know the advantages of learning English using audio books, but here, for example, training for the audio book you are not quite arranged, well, at least, because you need a real teacher. Again, tutor you on some reasons to hire or do not want, or you have no chance. Then, in this case, you have a wonderful way out of this situation. Namely, as an additional English language you might well choose – learning with computer technology. Incidentally, this method has great advantages over other methods of learning English. This efficiency, accessibility and availability of your personal teacher. Now we talk about distance education, namely, having to 'armed' computer and internet choosing this method of training, you can quickly perform any request to the system, and as soon as possible to get an answer, a new job or to obtain a detailed analysis of their mistakes. In general, it is very long and tedious to enumerate all the advantages of this method, but it seems that no special explanation is clear as far as convenient and beneficial distance learning English.
Our universe is finite and small! The discovery by NASA scientists! Already found that the structure of our Earth dodecahedral. Dodecahedron – a polyhedron consisting of twelve regular pentagons. But the understanding of the universe were, until recently, quite vague. Throughout all stages of human development the word 'universe' was present in the thoughts and images as something unimaginable eternal and infinite. And when the man had a two-dimensional consciousness, and three-dimensional, all told him that the universe is something that defies even the most daring flight voobrazheniya.No flew century, space flooded with satellites and space stations.
NASA scientists spent a great scientific work on definition of the term 'universe' and what it represents, to date. The universe is finite and small size. Yes, our universe with all its galaxies and stars, with its black holes, dark and light matter, with the planets inhabited and uninhabited, is a creature of space, of course, the scale, but small. Only because of our very limited perception of (and this is only 0,5% of what we surrounds), we believe that it is infinite. Changing times, changing and reporting.
In ancient times it was believed that the earth is flat, stands on three elephants, or whales, and hangs in space. Further, Einstein put forward to mankind the idea of the closed world to himself. That is, if you fly in one direction, then in the end, arrive to the point of departure. The U.S. probe WMAP (Wilkinson Microwave Anisotropy Probe), working in orbit since 2001. to study the cosmic microwave background microwave radiation, conducted several studies. If the universe were infinite, then the range of these fluctuations would be restricted. But data collected by sensors with WMAP, have led astronomers into confusion. Computer simulation data confirmed that the scale of our universe is small. And the fact that our universe is still closed on itself, and is a 'mirror space', where all objects are reflected to form a lot of mirror images.