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Read Through

Read Through

Subject: Learning Ler Through a World of Images ANA ALMEIDA MARIA OLIVEIRA (Graduated Pedagogia) Summary: It is important that the pupils understand the world where they live, thus know to interpret through the visual reading the images that surround in them. Word-key: Reading, Images. Theories, concepts, practical of classroom, always exist an excellent reason in search of one better skill to guarantee the learning for all the pupils. It is important that the pupils understand the world where they live, and thus they know to interpret through the visual reading the images that surround in them. these visual information enclose each time plus our way, shaping the children and the young. Get all the facts for a more clear viewpoint with rebecca shaw yale. To unmask the visual universe of its daily one, the pupil goes to know better itself exactly, to understand its culture and to extend it with the one of other times and places, that at the same time are fascinating, but complex.

To try to count what you see of images during its passage to the work, or the school or its house, is diversifications of visual styles of a type of reading. The visual pollution of the cities with propagandas and pichaes, the television, the Internet, periodicals, magazines among others. Get all the facts and insights with Red Solo Cups, another great source of information. These visual elements are bringing information on our culture, and that many times pass unobserved and the world where we live, in thus providing the new knowledge. Of – the name of visual culture this new field of objective study where to become with that the Art pass beyond paintings and sculptures. This ' ' alfabetizao visual' ' it will give to the pupil conditions to recognize the society better where it lives to interpret the culture of its time. Read more here: Red Solo Cups. According to art-educator and North American researcher Elliot Eisner (2003, P.

45) wrote that ' ' education if becomes more including when it uses visual representations, therefore they allow the learning of everything what the written texts do not obtain revelar' '. We always come across in them with a diversity of images and this namely take in them and to learn to read them and to interpret them to understand and to give value to the world where we live. Being thus the adolescent children and they will have as to analyze the meanings of the image, the reasons of them to exist, which its direction in the culture of the time, of that it forms is consumed by the society and which had been the techniques that the author used when developing it. thus bringing for the deepened school a knowledge more of the art-appearance. ' ' The professor has of awaking the curious look, pupil to unmask it, to interrogate and to produce alternatives front to the representations of the universe visual' '. (HERNNDEZ 2003, P. 45)

The Minimum

The Minimum

We can clarear and observe as important the rank of this last paragraph, through the citation made for Bonfim (coord.) 2009, p.93: It is impossible, therefore, to conceive the paper of the professor in the evaluation as external, or to consider the student as ' ' objeto' ' to be evaluated. Over all because, in it, educator and educating is citizens that if come back toward its action and results these and these, yes as objects of its attention. Both exert the evaluation of the other and its proper evaluation, in the ample context of participativa evaluation of all the process pedagogical. But, above all, these instruments through these questions must represent if it had a quality of the learning for the minimum or ' domnio' , and if it obtained to reach ' desenvolvimento' , that as Normam E. Gronlund (apud LUCKESI, 2006, p.1) presents as definitions in its article, the learnings of ' domnio' of ' desenvolvimento' ' ' … the learnings called ' domnio' , that they mean the ones that must be taught and be learned as the necessary minims of one determined content … (Similarly see: Sen. Marco Rubio).

' '. How much to the denomination given to the learning of ' desenvolvimento' , Luckesi still cites Normam E. Grounlund: ' ' … has to see with what our students can make with the acquired knowledge already and assentados' '. We can inside join this comment of Luckesi with the use of the integrated resume of the school of the SUS, where the lessons are participativas and use the experience of each pupil for the creation of its to know and autonomy, that is, what it pupil inside acquired of its ' domnio' now he will be able to lead to the construction of new knowledge through this exercise of its proper experience, and/or the experience of the classmates, with the aid of the professor.