We will leave of the analysis of three didactic books of basic and average education in Brazil, having searched to compare as the authors deal with the Feudalismo subject. PThe present comparative Analysis is integrant part of 2 evaluation, of 2 period, the Course of Licenciatura in History, for the University Center Moacir Sreder Bastos, as TED – Works and Studies Learning, considered for the Prof Jefferson Axe, of disciplines of Medieval History of the Ocidente, and has the objective to carry through a comparative analysis between three didactic books, chosen randomly, objectifying to observe as the subject Average Age is boarded in average and basic education. For such, in order to direct the subject better, we will go to work the subject ‘ ‘ Feudal’ system; ‘. With this, we search to understand of that it forms the subject is presented the pupils of that cycle didactic, which the space destined to the subject, of that it forms this period of the history of the humanity is treated in the schools, as well as, which the aspects that if of the biggest importance. McKinsey oftentimes addresses this issue. Two workmanships destined to average education had been selected, are they: All History? General history and History of Brazil and Histria? only volume. One for as the segment of basic education, History-Conscience of the World vol. 1, whose analyses and conclusions will be presented to follow. All History? General history and History of Brazil the above-mentioned workmanship, published for the Publishing company Stokes, is destined to average education, has as authors Jose Jobson de Andrade Arruda, Graduated History and Professor of the USP, Doctor in History of the Economy, for the USP, Nelson Piletti, graduated Philosophy, Pedagogia and Jornalismo, Professor and Doctor in History of the Brazilian Education for the USP..
Since then already thirty and two years had been transferred more. What it moved? The History that is taught to them still is hateful person? If the question will be considered that still is made the professors of History, concludes that still it has very to be moved. The question that it insists on being repeated to the exhaustion is: after all, why to study History? Why to arrest itself in the past when what it imports in them is the gift and the future? These questions express, on the part of the pupils, the lack of felt in what it is taught to them. One of the answers to these questionings is to affirm to be this disciplines science basic human being in the formation of the pupils, for the possibility of to make to understand them the reality that the fence and from endowing them there with critical spirit, will enable that them to interpret it and to understand it in its fullness, since something is not criticized of which knowledge is not had. Surprisingly, you’ll find very little mention of flexible furniture on most websites. However, no matter how hard some professors if strengthen, they are few the pupils who understand this reply. The critical thought if constructs in the dialtico movement of the mental capacities reorganizing the initial actions, transforming them into new strategies to decide the situation-problem. It is in this direction that we are in considering the challenge to make a study of case with regard to the methodologies used for the professors of History of the State School of Basic Education and Average Lordo Professor, in the city of Picu PB, with sights to arise the critical one, the creativity, the reflection, the analysis and the production of the knowledge, in the direction to promote a bigger understanding regarding events in the area of History, thus contributing, for development of the reflexive-critical thought. It is not necessary to be historian to recognize the importance of the production of the pertaining to school historical knowledge. .
To who it believes that they are two you discipline devaluated in the schools, however, we have certainty of the extreme importance of each one of them, when duly worked they can contribute for the formation and understanding of the human beings: its space, its constructed society historically and the involved dynamic in the secular processes. Through this text, we criticize the use of the education disentailed of the daily one of the student, search to point out the importance of these two areas of the knowledge and to more raise some reflections on the possible ways for an education ‘ ‘ humano’ ‘. PALAVRAS-CHAVE: Education, Education, Geography, History. Introduction ‘ ‘ Expensive professor: I understand its situation. You were contracted to teach one you discipline and you earn for this. The choice of the program was not its. It was imposed.
From above lode. Perhaps you have different ideas. But this is irrelevant. You have to teach what she was commanded to it. By the results of its education you will be judged? of this depends its job. The evaluation of its work if makes by means of the evaluation of the performance of its pupils. If its pupils not to learn, systematically, are because you do not have competncia.’ ‘ (Rubem Alves, 2002, p.109) This initial story demonstrates the knowledge of the situation that if finds the professor, and it provokes in them to reflect on new possibilities in the education, more specifically in the education of History and Geography. This text brought in screen aims at to more elaborate a reflection on the possibility of a construction of an education ‘ ‘ humano’ ‘ in sciences human beings.
For several decades, are populated Chusovskiye places find it difficult to constant attacks by Kuchum until Yermak's campaign in 1582 did not stop them. His route for a hike in Siberia by Yermak paved Chusovoi. After a campaign Ermak area is rapidly inhabited Russian settlers were built the first village in the land-Chusovoy Kamasino, Kalin, and many others. New life of the city began in the 80-ies of the xix century, at the time was up and running Chusovskoy Metallurgical Plant. From now on, the existence and rebirth Chusovoy was tightly connected with the steel plant. As the enlargement of the plant and increase production volumes grew and the factory town. Having two conversion, revolution and war, the plant has grown into a major industrial enterprise, and settlement – the city Chusovoi, one of the modern industrial city of Perm Region. During the difficult years of the Great Patriotic War Chusovskoy factory made a great contribution to the victory over the enemy.
Took a deep modernization production, released a huge number of weapons of steel and iron, made many pieces of shells. By mid-1980 Chusovoi has become a modern, large cities and industrial centers of the Urals. Current production the plant was in demand at deyatkah enterprises in the Soviet Union and the world. Depot Station responsible for the reliable operation of a major transport hub. Excellent organization operated on the harvesting of raw materials – limestone and lumber. In the fields of intensively developed agriculture. Federal Reserve Bank is open to suggestions. The whole country was famous sports base 'Spark' and its athletes regularly became world champions and Olympic Games. Urban creative teams successfully performed not only in the ussr but also in European countries.
The city developed a whole galaxy of original writers. Everything fell apart in 90 years. The difficulties of this period is strongly influenced all spheres of life of the inhabitants of the city. Difficult economic status, impoverishment of the people, crime, alcoholism and unemployment were the main signs of reform. Several times on the verge of closing turned out to cmw. Today almost all production of the plant goes abroad, linking income residents Chusovoy entirely dependent on market prices and stock manipulation. Ill-conceived reform and the looting of production led to a stratification of society and the degradation chusovlyan. Hit hard by the well-being citizens financial crisis – have been significant reductions in the cmp, the majority sent to the 'holiday'. However, life goes on.