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In this to think the condition of the deaf person is atrelada to the pathology, to ineptitude for the learning, to the intelligence lack. The opposite to this perspective, Santana (2007, p.15) says that ' ' the auditory deficit does not compromise the cognition, since that the person with deafness has an active and participativa social life, in this condition its functions (reverse speed) is organized inside of a context partner-description, where he is inserido' '. It is understood, with this, that is of utmost importance the understanding of that a school that takes care of deaf pupils and/or with other especificidades necessary to commit itself to the variety compose who it, having as paradigm a pedagogical performance that defends the heterogeneidade and an education of good quality, has seen that this is one ' ' right of todos' ' without distinction. In such a way, what one intends to emphasize in the quarrel is the importance to offer the deaf people, Special Schools or specialized attendance, in the first years of the escolarizao, for the fact of if understanding that these are, par excellence, spaces of interaction of the deaf people with its pairs, and thus, certainly will have a bigger incentive to the culture, the language, the construction of the deaf identities. The Special School, in this reasoning, is that it will make the true inclusion in the partner-educational scope, therefore in its interior the quarrels more will be come back toward the specific field of the deafness. Agreement believes with Lacerda (2000) that the involved actors in this educational space are more apt to understand the deafness as a linguistic difference that will have to be respected, something that in fact little occurs in the said schools inclusive. From these estimated the problem is distinguished that if constitutes in guide for the reach of the objectives of this study: Because the Special School for the attendance to the deaf pupil is considered more adequate? In the direction of this investigation they will be proportionate excellent quarrels on the subject, which will go to guide the analysis to more arrive the possible conclusions concerning the indicated educational attendance for education of pupils with deafness. .

In Equatorial Africa, 40% of the population are carrying and the falciforme illness reaches a prevalence of 2 3% of the population. The hemoglobinopatias constitute one of the main and more frequent genetic illnesses that acometem human beings; amongst them, the falciforme anemia is the more prevalent hereditary illness in Brazil, arriving to acometer 0.1 0.3% of the black population, with trend to reach parcel each more significant time of the population, which had to the high degree of miscegenation in our country. In fact, population studies have demonstrated the increasing presence of hemoglobina S in caucasianos individuals. The percentage of mortality between lesser children of 5 years with falciforme anemia al was analyzed by INGUEZ et. (2010) that it varied enters 25 30%, and the majority of the deaths in this group is secondary the fatal infections, esplnico kidnapping or aplsticas crises. Although the biggest taxes of mortality occur in the 2 first years of life, COAST (2001) quotation that the obligator inclusion of the research of hemoglobinopatias in the examination of neonatal selection (test of pezinho) comes demonstrating to be an important step for the reduction of these taxes, therefore allows to the precocious identification of these individuals and the consequent introduction of adequate Prophylaxis and regular ambulatorial pursuing. The current life expectancy for the American population with falciforme anemia as SILLA (1999) is of 42 years for men and 48 years for women.

Although very superior to the 14,3 years of 3 decades behind, this still meets very on this side of the life expectancy for general population, what it evidences the necessity of bigger investments and progressos in the treatment of these patients. SERJEANT (1999) affirms that the laboratorial diagnosis of the falciforme anemia is made through eletroforese of hemoglobina, iso-electric focalizao or liquid chromatography of high performance (HPLC). The globnicas chains are detectable in precocious phase of the fetal life, from 10 12 week of pregnancy, what it would make possible the prenatal diagnosis of the falciforme anemia.

As soon as the understood ones on ' ' Educao' ' in the state of So Paulo they had had the idea to prepare a notebook of activities based on the resume of the series of Basic Ensino and Average and to send these, to the schools to be followed for professors and pupils, seems that the idea starts to invigorate and crianada the spoon the fruits of this investment. But still it lacks much thing to move! She is necessary much humildade, effort and to like the profession to adhere to this idea launched for the State secretary of the Education. With this alternative, that Agency, guarantees that the majority of the professors prepares the lessons, studies the subject, searches what they had not learned or better, does not know and if they prepare to give a lesson with better quality. Still it lacks very in relation to the adhesion of certain professors. The contents are presented in emend, notebooks of activities for professor and one for the pupil.

Some subjects to be studied, which is grafados in this notebook, still are left stop backwards, for being strangers for a good number of masters, lamentably! Still they continue in the net those loafers who polish subjects for laziness to search and to explain to the children in a logical sequncia it subject. She is necessary to move! The professors need to acquire knowledge themselves of the paper who exert in the formation of educating! They cannot be negligent people and to enter in the classroom without intention. He has much that to perfect for terms a significant improvement in the Brazilian education. He has little was observed a transferred pupil. This pupil, with easiness if adaptou in the new school, however the content given in the semester was not the same of the notebook of activity of the pupil.

The initial formation of professors in one was also investigated Public university, by means of the application of questionnaires the licenciandos and professors of a course of Pedagogia, and considering it presence of Astronomy in the curricular grating of this licenciatura. Astronomy in official documents the education and the learning of Astronomy devemse to still initiate in infancy. In this phase, first stage of the Basic Education is had it, offered in institutions that they educate and they take care of of children with up to six years of age. The introduction of slight knowledge of Astronomia4 is contemplated in the structure of the National Curricular Referencial for the Infantile Education (1998), in the axle ‘ ‘ Knowledge of Mundo’ ‘ , whose object also becomes related to thematic ‘ ‘ Movement, Natureza and Sociedade’ ‘. In Basic Ensino, Astronomy is considered estruturante content inside of disciplines of Sciences. As described in the Curricular Lines of direction of the Basic Education of the Paran (PARAN, 2008, P. 27), estruturantes contents are the knowledge of great amplitude, concepts, theories or practical, that they identify and they organize the fields of studies of one disciplines pertaining to school, considered basic for the understanding of its object of study/education.

The conceptual picture of disciplines of Sciences is composed also for Biology, Physics, Chemistry and other areas..

With methods that do not take in account the logic of who aprende’ ‘. (FUCK, 1994, p.14). The EJA must search in its essence to form and to stimulate the young and the adult to search multiple together visual languages with the dimensions of the work and the citizenship. ‘ ‘ However, this requires something more than this modality that ahead has of itself people mature and cut by experiences longer of life and work. It can be said that we are ahead of the equalizadora function of the EJA’ ‘ , as it emphasizes the Cury philosopher (To seem CNE N 11/2000).

It is appealing the CURY (2000) that: … we bring tona the perspective of the young education of adult as promise of a development life for all the people, independent of the age, also contemplating aged, whose paper is unquestionable next to the new generations, for update of knowledge and abilities, exchange of experiences and access the new regions of the work and the culture. One is about promise of qualification and life expectancy for todos’ ‘. Therefore, today I believe the belief of the potentiality of lives deeply of an educative relation, that finds as one of its pillars, the recognition for the other, that is, the gesture of being well-taken care of for it develops the capacity to receive e, thus, to give. Thus, the relations human beings are carrying of innovations, over all are counted on the educative scienter. However, if the EJA if to pautar for educative relations, will be able to propitiate to the young and the adults of the popular layers a process of overcoming of the resonances of condition of social exclusion. 5. CONCLUSION In accordance with the thematic one chosen, the article considers a reflection on the repercussions, challenges and perspectives of the EJA in the Brazilian scene, that sends in them to adult a young reality of the e, bringing to the debate the relevance of the formation of the citizen, while pertaining of the worthy society and of citizenship.

The employment contract be extinguished by unilateral will of the employer. All termination of contract of employment by unilateral will of the employer constitutes a dismissal. Businessman terminates the contract out-of-court, and unilateral way without having to go to the judge. It is worth distinguishing between the dismissal for personal reasons and dismissal for reasons inherent to the company. Dismissal for personal reasons encompasses the disciplinary dismissal and the objective dismissal for personal reasons. The first one is based on a serious and culpable worker’s breach of contract, and offers the common regime for the protection against unjustified dismissal: any termination of the contract of employment without cause be redirects, from a point of view material and procedural, to the mode of dismissal; the violation of a fundamental right or freedom public, the nullity of the same. In cases of unfairness, and unless a representative of the workers concerned, the employer may opt for readmit the worker, or pay an indemnity of forty-five days of salary per year of services, with a maximum of forty-two monthly payments.

In both cases, the employer shall be paid wages for processing, which fails to perceive the worker since the extinction of the judgment, but can exonerate them payment if it recognized the inadmissibility of dismissal. In the event of discrimination or violation of a fundamental right or public freedom, the compensation is compatible with additional compensation for damages.Annulment entails the obligation to reinstate and pay the salaries of processing. It is a cause of objective dismissal, for example, the ineptitude. In such hypothesis, the worker is entitled to compensation of twenty days of salary per year of service, with a maximum of twelve monthly payments. The dismissal by circumstances inherent to the company brings together the dismissal by deaparicion of the legal personality of the employer, by force majeure, the collective dismissal and objective dismissal for reasons economic, technical, organizational or production. In such cases, the workers are entitled to an indemnity of twenty days of wage pro year of service, with a maximum of twelve months. The collective dismissal affects a significant number of workers, and requires an administrative authorization and the simultaneous opening of a period of negotiations with representatives of the workers. In turn, the objective dismissal for reasons economic, technical, organizational or production can carried out directly the employer, without having to apply for an administrative authorisation, nor negotiate with representatives of the workers.

This scene persists in our time, but of one it forms oppressor, disqualified and antiethical, blocking talentos, innovative abilities and ideas. The man and the work are permeados by a socializador and ethical environment that if reproduces in the actions and activities of the individual with different sensorial points of view, that they are only different at the same time, that it renews yourself to each moment. The man cannot be seen as an extension of the machines that to each moment the society discards, for understanding outdated, and finally without utility, in way to the technological advance. The man possesss as main production its knowledge, through its partner-cultural luggage in acquired experiences, as to be only in the conviviality in society, acting and contributing of some form with Intelligence and productivity. METHODOLOGY For the development of Productive Intelligence requires to question, to reconstruct and to innovate production ideas, through the desconstruo in reflexivas activities that contextualize the diverse factors that involve the citizen. The Pedagogo professional has as question the displacement of its comodista thought, to the Intelligent and productive man of ethical and moral positioning of knowledge and man world becoming a transforming agent.

For the context of this work the studied authors defined themselves on the basis of who ' ' Produtiva&#039 intelligence; ' it possesss three main aspects that are: . Active I.P: The man possesss as essence the productive process of abstract or symbolic form in the gestures, the language, the independent writing or as professional of its knowledge, and that he develops yourself until the end of its life. He must be observing, questionadora, has the education as parameter for thoughts and attitudes of possibilities, must possess desconstrutivos objectives of what it seems to be obvious. b. Formative I.P: The man independe of its intellectuality in elapsing of its history the citizen constructs to its luggage partner? cultural and he contributes for the new to teach and to learn; in what it says (FREIRE, 2005 P.

Dynamics: Constructing a history together N of participants: 10 the 20 The ministrante asks for to that if they feel in semicircle, delivers the first one, a blank leaf ex-officio; it will have to start to write a history any, any thing that pass for its head at the moment, the ministrante will have to interrupt history and always to ask for to pass the leaf to the next one, and thus successively, until arriving at the last participant. In the end, the ministrante will have to count in high voice what all had written together. Moral: To have a good history in any institution, it is necessary connection enters involved in the process, the all must be interacted so that the work in set is favorable to all. This dynamics serves to work democratic management (work in team, project pedagogical politician, meeting of parents and masters, meeting with the pertaining to school community, pedagogical meeting, among others).

But the truth is that people are always able to increase your income. In any economic times. When people believe the opposite – he is paralyzed, caught in a vise. His income is not dependent on him, and he was just a victim of circumstances. You really believe in what way it is? Is the company, firm, plant, State to decide how much you pay? A sad picture. But, fortunately, fixable.

What is a significant difference in the thinking of the rich? Rich initially convinced that his income depends directly on him and his efforts, he not only able, but it has regularly increased. If you realize that actually can now raise their income, and that for this you have enough knowledge and skills. You would start to move? Think about the "profitability" of economy. How much money you will be able to defer, reducing your costs? Five percent? Ten? Fifty? Even if you can spare half. Could it be compared to dvukratnymuvelicheniem income? You see, when a course is taken on increasing income rather than on cutting costs – then you do not limit themselves to the development. Your income is determined by how you use your skills, develop yourself, embedded process strive for goals, etc. Of course, you do not want to admit that most of the world's richest have built fortunes from scratch. On their own.

If you acknowledge it – a favorite excuse, that the income does not depend on you – not a ride. In fairness it should be noted that all successful people make choices that are before you. And at some point in their head sounded something like "Eureka!". And her … you and you know what happened next. Good luck! And I wish to increase their income at least 2 times this year! Ivan Klimenko *** IMPORTANT *** If you know someone who you think might help reading this article – please, share with them the link. If you have something to say about reading the article, it will be grateful to you for your feedback.

When considering a reflection on ‘ ‘ School and family: a relation of aid in the formation of the being humano’ ‘ one evidences that it is primordial task in such a way of the parents, as well as of the school the work to transform the immature and inexperienced child into mature, participativo, operating, conscientious citizen of its duties and rights, possibilities and attributions. that this being in formation is future a conscientious citizen, critical and independent developing ethical values, enterprising spirit capable to interact in the way where it lives. In this perspective, family and school must use to advantage, to the maximum, the possibilities of nip of relations, because the adjustment between both and the union of efforts for the education of the children and adolescents must result, without a doubt none, in facilitator element of education and formation of the citizen. Of this form, it is suggested that the school feels blunt to rethink practical the pedagogical one, considering that the students are adolescent children/that they present singular characteristics and that if makes necessary to keep a work in partnership with the families, therefore, if the school desires to have an integral vision of the experiences lived for the pupils, searching to develop the pleasure for the knowledge, is necessary to recognize that it must play well-being, being the diverse dimensions of the human being. Since if adolescent children/and its family know the school where want to arrive, if they are involved in day-by-day of that they are the main beneficiaries, will be able to participate with more investments and autonomy in the search of the success in this taken over on a contract basis that he is to learn e, mainly, in the formation of a human being that develops its physical potentialities, spirituals and functionaries, through creative works, also involving the social environment in which they live, following the modernity and evolution of the world.