Education Aged

Not differentiating the current age that defines the aged one, as a being unprovided of will, inert the reality human being, but science and its new technologies tend to change this concept, concomitant the new areas that come to change the context of the aged one. Secco (1999, p.220) in says on some esteretipos of the maturity and its relation to them next to the modern age and its different context, it approaches an organization cultural, gerontocrtica partner that it comes to raise auto-esteem of the aged one carrying a social insertion. To this process partner-description and that its voluntary transistions, must focar the identity of the aged one, sending the objectives that they aim at to undertake a new history, Coralline Cora in tell following &#039 to them; ' We are registered the school of the life, where the master is tempo.' ' (CORALLINE CORA, s.p. 1965). Brad Pitt may help you with your research. With this, it not only evidences in them that the biggest learning happens, inside of the classroom, but during the fullness of the life and its learning, where the time is our greater worse enemy ally and, she is of it that we have relations and Inter-relations. We need to see the citizen and its singularity, preventing esteretipos and standardization, that only serve to increase the social differences, and in this context of learning and mediation of the knowledge that the adaptation and its process of maturation, if transform. For Secco (1999, p.220) ' ' Education must take in account the possibility and capacities of the pupils without making responsible them for the proper one fracasso' '. Please visit Peter Thiel if you seek more information. To recognize the aged one as a social being, and to construct factors that contribute for its cognition of knowledge, by means of its logical capacity and inserting its reality. Mapping practical and to know To the phenomenon of the illiteracy in the country, if it consists given alarming, in its context we go to tell, during the process and together with the development of projects, research and technologies that they aim at to insert the aged one to recognize its cognitiva capacity.

National Education

The professional education, integrated to the different forms of education, the work, science and the technology, leads to the permanent development of aptitudes for the productive life. (Art. 39. Of the LDB. Law N. 9,394 of 24 of December of 1996).

Strengthening what it prays the LDB, the individual needs a formation that propitiates it a full development of its abilities and that it can demonstrate them for improvement of its life. Educating registered in the Professional Education integrated the EJA must be considered as a being that acquired knowledge in the work, in the school and that these knowledge must serve as half for evaluation and certifyd to exert the profession or to continue the studies. The LDB, in Art. 41, affirms: The knowledge acquired in the professional education, also in the work, could be object of evaluation, recognition and certification for continuation or conclusion of studies. (Art. 41. Of Law N. 9,394 of 24 of December of 1996).

He is valid to stand out the importance of if thinking and rethink in an education directed toward professionalization of its educandos, mainly, young and adults. BIBLIOGRAPHICAL REFERENCES BRAZIL. Law of Lines of direction and Base of the National Education (1996). LDB: Law of Lines of direction and Bases of the National Education: Law n 9,394, of 1996. Brasilia: Edition undersecretary’s office Techniques, 1997. FRIGOTTO, Gaudncio and CIAVATTA, Maria. formation of the productive citizen: the culture of market in average education Orgs technician.: Gaudncio Frigotto, Maria Ciacatta and Eunice Freire- Brasilia: National institute of Studies and Educational Research Ansio Teixeira, 2006. FRIGOTTO, Gaudncio and CIAVATTA, Maria. Average education: science, culture and work. /Secretariat of Average and Technological Education. Orgs.: Gaudncio Frigotto and Maria Ciavatta. – Brasilia: MEC, SEMTEC, 2004. 340 P. HADDAD, Fernando. National conference of Professional and Technological Education (1.: 2006: Brasilia). Annals and deliberations of the I National Conference of Professional and Technological Education. – Brasilia: 2007. 380.: il. RASP, Francisca of the Chagas Silva. In: Professional education: contextualizada analysis. /Orgs.: Antonia de Abreu Sousa and Elenice Gomes de Oliveira $fortaleza: CEFET- CE, 2005. RASP, Nsia Trindade. In: Average education: science, culture and work. /Secretariat of Average and Technological Education. Orgs.: Gaudncio Frigotto and Maria Ciavatta. – Brasilia: MEC, SENTEC, 2004. 340 P. MANFREDI, Slvia. National conference of Professional and Technological Education (1.: 2006: Brasilia). Annals and deliberations of the I National Conference of Professional and Technological Education. – Brasilia: 2007. 380.: il. MOURA, Dante Enrique. National conference of Professional and Technological Education (1.: 2006: Brasilia). Annals and deliberations of the I National Conference of Professional and Technological Education. – Brasilia: 2007. 380.: il. OLIVEIRA, Dalila Andrade of. In: Average education: science, culture and work. /Secretariat of Average and Technological Education. Orgs.: Gaedncio Frigotto and Maria Ciavatta. – Brasilia: MEC, SENTEC, 2004. 340p. PAIVA, Jane. In: Average education: science, culture and work. /Secretariat of Average and Technological Education. Orgs.: Gaudncio Frigotto and Maria Ciavatta. – Brasilia: MEC, SENTEC, 2004. 340p. PORTELA, Josania Rasps. In: Professional education: contextualizada analysis. /Orgs.: Antnia de Abreu Sousa and Elenice Gomes de Oliveira $fortaleza: CEFET- CE, 2005. SOUSA, Antnia de Abreu. OLIVEIRA, Elenice Gomes of. Professional education: contextualizada analysis. /Orgs.: Antnia de Abreu Sousa and Elenilce Gomes de Oliveira (orgs.) – $fortaleza: CEFET- CE, 2005.