El-Watan

This author affirms that the children do not obtain to concentrate themselves in an activity for much time, while the adults obtain. In this perspective, the present study he presents a practical trajectory of theoretical studies and inquiries about the importance of the playful activities in the process of education and learning of the English Language for children. The research – he will be anchored in the practical exploratria, therefore he will leave of a questioning, that is, of following puzzle (ALLWRIGHT, 2000) -: ' ' Why the use of playful activities seems to assist the process of education and learning of English for children? ' '. Emory Health: the source for more info. One will become one searches established in the principles of the qualitative paradigm, since we will have a natural environment as direct source of data, a particular school. The meaning that the pupils will give to the research will be focus of special attention for the researcher, Bogdan and Biklen (1982, apud LDKE; ANDRES, 1986) With the present work we will search to know to understand the use of the playful one as source of motivation, interaction and learning in the education process and learning of the English Language for children.

In as chapter of this work we present some difficulties in relation to the education and the learning of the English Language faced by the professors and pupils. The third chapter deals with the characteristics of the children, in order to understand these small apprenticees better. Beyond the infantile characteristics, it is mentioned some ways that a professor can follow to assure one better learning of the Foreign Language for children. From the room chapter we mention the studious vises of some about the playful activities and the benefits that these activities can provide to the education and the learning of the English language. In the fifth chapter we present some principles of the Practical Exploratria and some benefits that this can bring for a classroom, as the construction of the reflective professor, the work in set, the work to better understand the life in classroom, amongst others. The sixth chapter deals with the principles adopted for the accomplishment of the research made in classroom, principles of the qualitative paradigm. Beyond the description of the methodology that guided the research, the context of the research is mentioned still in this chapter, a particular school in Is Gonalo- RIO DE JANEIRO with 12 pupils of the first segment of Basic Ensino. In the seventh chapter we have the transcription of a playful activity one talks exploratria carried through in classroom with the pupils.

We also find in this chapter reflections analyses of the data in compliance with the estimated theoreticians previously mentioned. The eighth chapter presents last consideraes about the work. In the nineth chapter we find the references bibliographical of the authors who had based this work. Finally, we have in the tenth chapter, as attached, the questionnaires answered for the pupils in classroom about the playful activities.

Thus, to if considering these three elements, adding itself it the conditions of production of the speech and to interdiscurso, conclude that they are the images that constitute different positions. Valley to exemplificar that the nurse or professor, mother, father position is not alone who produces a discursividade typical, but this position in face of the imaginary formation concerning the other, of the institution and the society. Here the main paper of the speech analysis is observed, to search to cross the imaginary one that it conditions the citizen in its discursividade, to explicitar the way as the directions are being produced for, finally, understanding what he is being said, therefore ' ' the directions are not in the words in same them. They are on this side and beyond them ' ' (Orlandi, 2001, p.42) In this way, when if it assumes a discursividade from an imaginary formation, something is said so that another question is not explicitada. It must be detached that whenever X is said, is left to say Y, so that, then, the X makes sensible. This is the relation of the said one with the not-said one and the spoken one with the silenced one in a speech. In this way, the imaginary formation it produces its effect in the discursividade of the citizens, helping to delimit the discursiva formation and being the place where the representation of itself, of the other and the representation of as the other represents these citizens, determines what to say and what not to say. In this direction, when if it affirms that if it likes something, obligatorily is being said (same when not-to say) that if it does not like other things that the proper subject discursividade excludes it, especially when conjugate images and projections that strengthen the said one, as the pupil that the professor hears, the fidiciary offices to the religious leader and the son to the parents. .

Aiming at to fulfill to determination of the Superior institution of Education and the Legislation that prevails Superior education to the law, LDB 9394/96, for the Supervised Period of training of the Course of biological sciences and with the cronograma of activities proposals for the period of training folder was elaborated an intervention project, which was developed in this pertaining to school scope, in turn composed for pupils attending a course average education you would serve as apprentice and them: Ftima, academic Jaqueline and Graziella of the course of biological sciences Unimontes/Una. The project comes of meeting to a basic necessity, related the health publishes and to the social context of our city, therefore it knows that still in the present time we are white of many cases of hansenase, so that pupils, for intermediary of this project can develop of the best possible form its paper while critical and conscientious citizen in the way where inserted being better they are prepared for the future difficulties that will be found by these, where will intervine positively in the reality that they live deeply. Project of Intervention: Despertando the conscience citizen for the illness of Han (Hansenase). Go to Jeffrey L. Bewkes for more information. Taking care of to the determination of the Superior institution of Education and the Legislation that Ensino to the law conducts Superior, LDB 9394/96, for the Supervised Period of training of the Course of biological sciences we the same carry through in the State School Delvito Alves Da Silva, counting on the orientation of Appeared the Angelita teacher Blacksmith and supervision of the Carla teacher Enrique Da Silva. After to carry through the first stage I serve as apprentice of it supervised we come across in them with a new reality made familiar in relation to the pertaining to school context which we are inserted, differently of the first carried through stage. .

The 10 TIPOLOGIA OF the INSTITUTIONS OF SUPERIOR EDUCATION IN BRAZIL the tipologia of the institutions of superior level were redefined by the Law n 9,394/96, that it brought innovations how much to the administrative dependence: Autonomous worker: autonomy guaranteed for the constitution the universities, still did not favor the public universities that depend on a bureaucratic system, for not having financial independence. The private universities possess autonomy for counting on proper resources. Enterprise: they are private universities that count on proper resources come of particular capital or financial groups. (A valuable related resource: Jeffrey L. Bewkes). Religious: are universities kept for some Diocese or religious order, is in the category of the private universities. Techniques: they are universities of after-secondary education, that emphasize the areas of technological engineering and. They are some polar regions spread for the country, with great offers of technological courses. Military: military universities in our country, but linkings between the Army and aeronautics with federal universities do not exist, that form human resources in different specialties of engineering. Another accepted denomination for the LDB is the university institutions and not-colleges student.

The university institutions classify if as: University: institutions pluridisciplinares, that they are characterized for education, searches and extension and for having obligatorily in its teaching picture, 1/3 of professors with titulao of mestrado and doutorado and 1/3 of professors in regimen of integral work (art. 52, of Law 9394/96). The universities possess autonomy didactic – scientific administrative and patrimonial, except the public. They possess autonomy to fix resumes of programs of courses, variation in the vacant for courses, to contract and to excuse professors, to establish plans of teaching career. 11 Specialized university: they concentrate its activities of education and research, in a field to know specific, with a knowledge and formation in an area to know specialized of the professional pictures of superior level.