National Education | Daniel Patinoflor

Paraphrasing the poet Fernando Person we can say: ' ' We want to be able to imagine the world as it never foi' '. 4,1 Education for the Support We conceive that education is a process for the formation of new mannering values of the human being in relation to the ambient space of life, aiming at To reconstruct the relations man-nature, culture? nature as condition for the support. For LEFF (2001), ambient knowing problematiza the knowledge to refuncionalizar the economic and technological processes, adjusting them the objectives to it of the ecological balance, to social justice and the cultural diversity. It still comments, on the impossibility to solve the increasing and complex problems ambient, reverting its causes, without before a radical change in the systems of knowledge, values, the behaviors generated for the dynamics of existing rationality occurs, established in the economic aspect of the development. Moacir Gadotti argues on the necessity of ' ' alfabetizao ambiental' ' for better apprehension of the social reality. The ambient education is a process that aims at changes of mentality in relation to the quality of life and is directly on to the type of convivncia that we keep with the nature and that it implies attitudes, values, action. One is about an option of life for a more healthful and balanced relation, with the context, the others, the environment next, to start for the domestic environment and of work.

The reflection on practical social and its problematic one, from a context marked for the permanent degradation of the environment and its ecosystem, propitiate a necessary joint with the felt production of on the ambient education. This ambient dimension is configured as a question that involves a set of actors of the educative universe. The school as one of the educative and privileged spaces for the construction of the knowledge, must take the analysis and reflection on the model of effective economic development, on the culture of the wastefulness and consumption society, including the analysis of the determinative ones of the process. To know the residues generated in the school, in the residence, to analyze and to reflect on the volume of produced garbage and its final destination will be able to take the pupil to understand better its partner-ambient space of life, taking to search it alternatives of resolution for the problems that involve it and the local community, generating alternative of improvement in the quality of life. To think on the ambient complexity opens a stimulant chance to understand the gestation of new social actors who if mobilize for the appropriation of the nature, for articulated and compromissado educative process with the sustainable development. All this concern represents the possibility to generate social sociopolticas changes that do not compromise ecological systems and that support the communities, to guarantee an ambient support. The new Law of Lines of direction of Bases of the National Education? LDBN, of 1996, indicates to the educators the necessity of the construction of ambient knowing. The national curricular parameters point with respect to the necessity of contextualizao of the local socioambientais problems and the establishment of relations between these and the contents to discipline. The approach of the ambient education must search one perspective of holistic action that relates the man, the nature and the universe, having as reference that the natural resources if deplete and that main the responsible one for its degradation is the human being. 4.2 The mathematical knowledge. The Mathematics while it disciplines of Basic Ensino portraies ample camp

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