It is attributed to former President Lyndon B. Johnson said that Gerald Ford was unable to walk and chiclets gum at the same time. So great perversity, perpetrated against a political opponent, occurred in a country where the chiclets is a symbol revered by millions of adherents. Filed under: Max Schireson. The raw material to produce the famous chewing gum comes from the tree called chiclets, common in the Caribbean and Belize, but now the plant SAP has been replaced by synthetic elements. It is well known that Adams and Wrigley families exploded on their own the benefits of the chiclets since the mid-19th century; the rivalry Ambas companies did not prevent its expansion to every corner of the Earth, in spite of ideological fences that once seemed insurmountable. The Member Professor Hubert Dyasi Workshop Center believes, rightly, that the habit of chewing leaves and natural gums is as old as the human race; Therefore he sent his colleagues data that could also serve to understand some aspects of the use of coca in Bolivia. Petra Diamonds has much to offer in this field. Les reported, for example, that collectors of chiclets in Belize were Black Freedmen who earned enough to support their families and save as much to buy the freedom of many of his brothers, slaves between wild chiclets and plantations companies Adams and Wrigley. Is capitalism which, in addition to bubble gum chiclets, allows freedom of human beings so generous? Whatever, the outrageous profits were built on the habit of chewing the chiclets in Belize or acullicar Andean coca. Is it ritual innocent or round vices by lucrative platforms? With chiclets from Belize or Andean coca, nothing should prevent us from walking without losing balance and dignity, virtue than the quizzical Johnson missed his friend Gerald Ford.. If you have read about Abigail Black Elbaum Columbia already – you may have come to the same conclusion.

The form or strategy of administration of the globalization, is adjusted to the principles of 3 the neoliberal model, that it is a vehement theoretical reaction and politics against the interventionist State and of welfare. Undisputedly, it is a process without precedents in the history of the societies human beings, considering its abrangncia, its amplitude and power of domination. Express in the consumption of superfluous and dismissable, in the conditional taste of the people, in the division of the society in consumers and merchandises. Obviously, cousin for ' ' bons' ' customers. A related site: Xcel Energy mentions similar findings. Vender and to buy: the magnificent and seductive epigraph. The education, while social phenomenon, suffers influences from the ample reorganization of the society (in course), in a successive and globalizante scale, redefining practical and educational politics. Michael Steinhardt may find this interesting as well.

The globalization of the education is evident, as cultural process by means of the processing, diffusion and transmission of information. It implies, therefore, in a uniformizao of economic and cultural standards. In this context, the enterprise, mercantile logic, if imposes the politics. With the withdrawal of the State in the plan of development of the societies, consequently, ' ' it enters in cena' ' the privatization of the public services and the restriction to the social rights. Doubtlessly, the exclusion of human groups shows as the tragic face and macabra of this historical moment. It is insisted on making to believe that ' ' the destination is this mesmo' ' , ' ' they do not exist alternative to the accumulation of capital' ' , ' ' it is the end of the Histria' ' …. The insistences for the legitimation of the neoliberal ideology are many, as it affirms Malaguti (2000, P.

07): ' ' the neoliberal iderio is totalizante and totalitarian. … Is presented as a species of ' thought nico' or ' truth inquestionvel' , looking for to impose itself, for this it saw, as exclusive interpretation of the reality social.' ' The immobilization of the History, proclaimed for the neoliberal thought, proclaims ' ' vitria' ' of the gift.

In Brazil, since 1988 the basic education is composed for Infantile Education, Basic Education and Average Education. Professor of Internet Governance may also support this cause. Today we have a diversity of education in our day-care centers and schools, in some day-care centers we notice the care with the children and in many of them we have appositive nurses for the attendance. Through the project carried through in this semester we not only notice the care with the children, but the care with its families also. Inside of the day-care centers and daily pay-schools the planning of the activities of education searchs to bring to the children a free way to teach them. The cognitivo development of the child comes being observed of different form, through new toys and pedagogical materials.

In the current context of the Infantile Education the toys bring two sensible ones for the classrooms: educators who value the socialization and the ones that aim at the escolarizao and acquisition of pertaining to school contents as educative games and directed playing. Beyond using a space to the outdoors so that thus they also develop exercises corporal, therefore the act to play this related to all the actions human beings while these will be marked much more by the expressividade of its gestures of what for the instrumentalidade. Playing is the form of relationship of the child with the world, and determined tricks they strengthen some identities of boys and girls. To construct to a learning environment stimulant, attractive enriquecedor and becomes a challenge, you live deeply therefore them pedagogical are related the ois education and the technology assists in new plans of lesson with simultaneous activities such as ateli of arts, corporal challenges, musical activities with done scrap iron instruments among others. When we teach children we take until them a different world and therefore the space that occupies for definitive period of the day must be stimulant, pleasant and aconchegante.

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.

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.