thegoodfellas/blogset-br huggingface dataset:
aos muros/muralhas da escola, da sala de aula. O professor educador transpoe esses limites trespassando os horizontes expansivos do cotidiano movente da vida. O professor instrutor professa voto de fidelidade as aliancas cultuadoras das burocracias que tendem a domesticacao e a subjugacao. O professor educador concebe a necessidade minima de burocracia, sendo esta, mero instrumento que deve estar a servico dos direitos e liberdades fundamentais do ser humano.O professor instrutor busca as competencias tecnica e teorica, a inteligencia cognitiva. O professor educador busca as competencias tecnica e teorica, mas, principalmente, as competencias eticas e esteticas, as inteligencias cognitiva, intuitiva e emocional. O professor instrutor tende a intolerancia e ate ao abuso de poder, fala muito e quase nao escuta. O professor educador prima pelos principios da tolerancia, da etica da solidariedade e da escuta sensivel.O professor instrutor prima pelos vaos do ter. O professor educador prima pelos desvaos do ser. O professor instrutor busca a reluzencia das performances externas dos individuos. O professor educador passa pela exterioridade como caminho que conduz as dimensoes mais profundas da interioridade do ser, ao autoconhecimento.O professor instrutor acomoda-se nas linhas retas e regulares das planicies. O professor educador aventura-se pelas curvas e acidentalidades das montanhas. O professor instrutor habitua-se a rotina das tartarugas e das galinhas que rastejam e ciscam a superficie da terra. O professor educador, como a aguia, nutre-se das energias da terra e alca seus voos bailantes pelos ermos do incomensuravel.O professor instrutor privilegia o desenvolvimento das dimensoes mais instintivas que traduzem os aspectos mais materialistas do ser humano, as quais, isoladas, fomentam o espirito de competicao e de arrogancia que desembocam em brutalizacao e barbarie. O professor educador assume as multiplas dimensoes do humano, passando pelo instinto e atingindo o coracao e o espirito de fineza fomentando a solidariedade e a amorosidade. O professor instrutor confina o humano apenas a esfera do material/fisico, do imediato e do visivel (pedagogia do Sao Tome). O professor educador educa para a imanencia e para a transcendencia, para o invisivel, para os valores humanos a espiritualidade.
infantil. Os brinquedos ja vem prontos. Tudo e industrializado, so e preciso manusear. Campeonatos infantis sao uma atracao, ja que as criancas devem apresentar otimos resultados de placar. E quanto a alimentacao nao ha mais distincao entre o lanche do adulto e o da crianca, todos devem saborear os deliciosos "hamburgueres" em qualquer tempo. Sem falar da literatura infantil, que tambem esta mudando. Ate as ruas, que antigamente eram lugar de socializacao, hoje refletem a falta de relacionamento e interacao entre pessoas;Ambiente familiar. As familias devem saber oferecer as criancas as molduras necessarias a sua protecao contra essa massificacao. Mas, ao contrario, os pais estao imputando as criancas decisoes que deveriam ser de adultos. Isso esta acontecendo muitas vezes por um despreparo das familias para lidar com essa nova realidade. Os limites foram afrouxados e as criancas hoje, em grande parte, sao quem ditam as regras em casa. Na minha opiniao, as regras e os valores sociais estao em crise na sociedade moderna.(Cristina Silveira)
According to Penny Ur, Grammar may be roughly defined as the way a language manipulates and combine words (or bits of words) in order to form longer units of meaning. In her book Grammar Practice Activities: A practical guide for teachers (Oxford, 1991) she presents some ideas of classroom practice. Ur also consider grammar as a temporary basis for classroom, in other words, the learning of structures is necessary to manipulate the language as a whole, but it cant be the only point of knowledge. The author also divides the learning/teaching of grammar in four stages: presentation, isolation and explanation, practice, test) and considers some classroom requisites to grammar acquirement, as well as teacher assistance and backgrounds and interest of the students. Eventually, she describes some practices at class that can activate students learning and lead teacher postures and choices of methodologies. Agreeing with Penny Ur, I believe grammar is not or should not be the main point to teach/study English, although it is too much important. Learning/teaching grammar must build a systematic model of the language not only focused in a book exercise, but also in all kinds of uses of the language. In order to this, as language is alive, cannot be attached to the idea that English ends in grammar and they just need to know this. For me, grammar is a basis for learning a language. It is a helpful tool to start the systematic knowledge of the language that thence the speaker or the speaker to be - will develop the abilities producing the language. Without grammar, the learner has no good domain of the language, but only with grammar, the learner just domain it. There must be a balance for it works. I use to teach grammar after students have used the structures with the knowledge or when they still no realize regularities on the language point being used. When I started teaching, I predicted all the grammar points and I used to give them clues and it was mechanic. I changed this when, in a language school methodology based on it, made me experiment this inversion of posture. It was very successful and now, I adopt it using grammar to clarify what students already know how to use. According to Telma Gimenez's article, the notions of socialization and education are not only present in the beginning of teacher's career, but also when they are still acting like students, interacting and sharing practices with other teachers in teacher education programmes. This process of socialization happens most of the time in implicit ways, incorporated by the teacher starting their profession. But the process of learning how to teach doesn't occur only in the course, it's continuous. In this sense, teacher education programmes, as 'Letras" course, represents the phase in teachers lives that they're transiting between roles and changes, and the course, involving language learning and teaching, characterizes educational experience besides apprenticeship and it can be a context to the development of teacher's pedagogical awareness related to teaching and education. School time brings me good and also bad
memories related to the experiences I have had studying. When I was at high school I had many good teachers and my bad experiences are more related to subjects that I hated to study to teachers' treatment or attitudes at class. I have a few memories of extra activities, games, technologies or something not strictly connected to the scholar book or grammar topics. Specifically in the English classes, what I remember that was attractive and rewarding for my learning - and I believe, the class revenue - were the songs, the movies or documentaries and also, dynamic activities. The schools I studied also showed me a standard of behavior, solidarity, and citizenship, as well as the teachers and the environment of learning, and this impression is not felt in all the contexts I've been teaching since I started my career and also during internship. Generally, in observed classes, teachers are used to follow strictly the scholar book and pen drive TV and audio materials are the only input material at class. What really reinforces the importance of learning the language and what makes the class good, it is the teacher. But what is realized when a teacher in formation is studying or observing classes, is that their responsibility related to classroom is not to become repetitive and abuse of input at class, making fun with the students and also supporting them, as if it was the main goal. Practicing these tips is very difficult and it does not guarantee that the class is going to learn and love you. Teaching nowadays is something complex and teachers must be up-to-date and bet on technology support to achieve their students respect, attention and even good behavior. Reflecting the profession considering my experiences as a student, I can connect them to what I am going to offer to my students. On the other hand, I can affirm that in my time not a long time ago a song or a game to perform in pairs was a very nice and worthy way to learn, what has become very different. During my formation and in internship studies it is a topic that we teachers must discuss. Our beliefs come to class of our past experiences at school and when we are shaping them up to teach, it changes them all. We now are facing the other side: the teachers side. Based on real experiences, the teacher formation program role is helping us in our career. But there is a lack of attitudes versus a lot of advice and theory. Instead of reading and discussing about what kind of activities are nice to perform at class, it would be very important using our experience and creating some methods to deal with bad behavior, students level difference at class, teaching kids or something that with a great and very interesting prepared class or with a scholar book unit to work with we all are supposed to deal with anyway, in a teaching practicum class our at our job.
At first, as we know and we could imagine since the beginning, we'll never gonna be rich. But teaching can be a beautiful, exciting and embarrassing situation. It's lovely! You must be patient, doesn't matter your problems, the weather, if you're hungry, you are the teacher and that's all. You must be kind of like mom or dad sometimes - and it's the beautiful part: when it happens, you have someone that trusts on you, and you became a friend! You're an example for the students, and you feel not only responsible for their learning but also for their humor, behavior, respect, friendship. That's the exciting part: you can build creatures that love you or hate you, depends on you. Is it exciting? Not exactly, but the excitement is the feeling! This profession is embarrassing, because you are supposed to be an actor, a master that they're going to follow, and it claims besides the knowledge, a little bit of your crazy ideas and that kind of humor you just have inside a class. And a fashion style too, that makes you closer to them. And where is it embarrassing? If you have some extra spectators, you will see how it can be embarrassing. However, teaching is as good as a chocolate bar: dealing with people's feeling in a sweet and nice way. During vacation, again, I come to write in this blog. Maybe you - teacher such as me - have the same feeling when you are on vacation: I did not have time enough to live my life during the school year. And it's absolutely truth. But it's not that bad! While your students are on twitter, facebook, orkut, messenger, in front of TV their whole vacation, and you can read tweets such as "no classes anymore!", "I don't want to come back to school!" or the rudest "I hate my teachers and I don't need school!", you get a bit upset with all these intonations and feelings, but you know the benefit: it means that both - you and the students - are not at school! Some days ago, I was reading Michael Lewis, when a minor idea made me mull for a great deal of time. In his words "teaching is, on the whole, organised, linear and systematic, but it is a mistake to think that learning is the same. Learning is complex and non-linear, and although the result may be a system, its acquisition is far from systematic." And I read it for many many times, because it really summarized what teaching is. Books, articles, professional opinions, and almost everything else deals with teaching as mechanic as learning. But as Lewis also said, we cannot control our students learning. It goes over the way teachers teach. The failure to consider the learning process in a classroom as only one is a huge mistake. All the students' cognitive will be facing the same issue, but it does not mean that each single student will be learning at the same quickness, level of understanding and attention. The main question
is: how can we teachers deal with students'cognition differences? No, we don't have a single answer for it. Yes, we temper classes and turn it into something special for students'as well as we can feel their preferences, difficulties and easiness. Once again, teachers, we are the responsibles.
We, teachers and/or students, are facing a paradigm between three different points of view related to ELT: International English (IE), World 'Englishes' (WE), and English as a Lingua Franca (ELF). IE consists in a variety of English used in formal contexts and basically, it is used in education and teaching, considering English as Foreign Language. WE is associated to the varieties of English culture and identity, and eventually ELF, where English is a communicative tool between countries, native or not. Considering the private schools and language courses, which I am engaged teaching English, I adopt a Standard English to teach, with some focus on the sociolinguistic reality of the countries where English is the official language, and also preparing students for a 'possible' contact with the language in order to communicate. The terminologies are not well defined in my posture as a teacher: adopting IE to carry on a standard English, WE to introduce different culture and pronunciation to the students, and ELF, preparing them to communicate in English with English speakers, what they can do with other Brazilians, Americans, and a Japanese, who doesn't speak Portuguese, but speaks English. I consider essentially important ELF view nowadays. Globalization, business and social life need a common language to go ahead, and the world must use a language that everyone could speak, as a second language or not, but in order to follow the international rhythm. Among the reasons to be a teacher, some people use to say that we - teachers - are lucky to have more time on vacation. Summer or winter ones, we can say we have two whole months no working and also we don't work on Saturdays. There are three reasons to disagree with it: 1) most of the English teachers, especially the ones who work in a language school, must work all Saturdays. It's inescapable! 2) vacation time is lesson plane time: January is the perfect month for a teacher who works at a school, public or private one, to prepare the contents and activities that are going to be done along the whole year. Multiplying it by the number of classes the teacher is going to teach you can realize how long it's going to take! 3) teaching require knowledge that is not dead. Teachers must keep studying all the time, must be aware and trying to see in the news, daily routine stuff, objects, people, art, music, technology, a tool to insert at class. Many other professions requires work only in the workplace, but a teacher works everywhere! People watch movies to have fun, an English teacher watches movies observing the accent and legend to discover new expressions and planning an activity at class with the best scenes. Vacation is essential, this is cliche. But for teachers, it's essential to remodel their classes and reorganize their carreer. It's time to reflect, observe and discover new things. This is also cliche, but teachers, come on! While people read an article, we read it and elaborate some questions. At this point, there is an ambivalence: English as foreign
language versus English as a lingua franca. As a lingua franca, there is a necessity to adopt internationally a Standard English, a variety of the language that will be used for communication. But the problem is what the most appropriate variety to choose between many different countries speaking this language with many different cultural aspects and which parameters to follow to teach the language to the non-native speakers. On the other hand, a foreign language is faced as a hegemonic fact that native speakers are on the top and who doesnt dominate it, will suffer in the market and business. Learning and teaching English nowadays are reflecting the demands of the globalization and the amount of speakers of this language is rising in the entire world: many companies and even countries are adopting English as a second language to communicate between them. In fact, to the modern world will be necessary changes in political and educational programs in order to avoid exclusion in the society.
analfabeto e incompetente para ter profissao digna (neste caso a ofensa ocorre em razao da funcao.O desacata nao e praticado contra a autoridade, mas sim contra funcionario publico no exercicio da funcao. Portanto o conceito de autoridade policial nada interfere no crime de desacato. Pode-se discutir no crime de recursar-se a identificar-se a autoridade policial, mas em desacato nao. Art. 5o da Lei 4898/65 "Considera-se autoridade, para os efeitos desta lei, quem exerce cargo, emprego ou funcao publica, de natureza civil, ou militar, ainda que transitoriamente e sem remuneracao"Ou seja, todos que exercem cargo, emprego ou funcao publica... (Policiais civis, militares,Guardas Municipais e outros nao obrigatoriamente ligados a seguranca publica).So repetindo:De acordo com a Lei n 4898/65, seu art.5 dispoe que "e considerado autoridade, para os efeitos desta lei, quem exerce cargo, emprego ou funcao publica, de natureza civil, ou militar, ainda que transitoriamente e sem remuneracao. Portanto Delegado, Policial civil e militar,Guarda Municipal e outros para efeitos desta lei sao considerados autoridades inclusive o Ministro da Justica (Cargo Mais alto na hierarquia da Seguranca Publica).Da prisao em flagrantePessoas que efetuam prisao em flagranteArt. 243. Qualquer pessoa podera e os militares deverao prender quem for insubmisso ou desertor, ou seja encontrado em flagrante delito.Sujeicao a flagrante delitoArt. 244. Considera-se em flagrante delito aquele que:a) esta cometendo o crime;b) acaba de comete-lo;c) e perseguido logo apos o fato delituoso em situacao que faca acreditar ser ele o seu autor;d) e encontrado, logo depois, com instrumentos, objetos, material ou papeis que facam presumir a sua participacao no fato delituoso.Os artigos que falei anteriormente foram extraidos do CPP. As autoridades e aos agentes de seguranca publica e aqueles que estao revestidos do Poder de Policia independente do nivel de autoridade ou funcao tecnico profissional, sendo assim o desacato pode ser cometido contra um agente da vigilancia sanitaria municipal que identificou alguma irregularidade em algum estabelecimento comercial,um Policial Militar,Civil, ou Guarda Municipal a lei e clara, no seu artigo 331 - Desacatar funcionario publico no exercicio da funcao ou em razao dela: Pena - detencao, de 6 meses a 2 anos, ou multa. Codigo Penal - Decreto lei no 2.848/40.Resolvi postar esse artigo no sentido de dirimir algumas duvidas,pois muito me surpreende, que ainda hoje se crie tanta discussao sobre um assunto tao explicito pela legislacao, onde quase nao cabem duvidas, e indiscutivel o fato de ser considerado autoridade, todo funcionario publico,inclusive o GUARDA MUNICIPAL. Logo, qualquer ato abusivo praticado por ele,tambem podera ser enquadrado como ABUSO DE AUTORIDADE, e qualquer meio de desacato praticado contra sua pessoa, estando ele no exercicio de sua funcao ou em razao dela, podera ser encarado como DESACATO.A questao e que quando o assunto se liga a Agentes de Seguranca Publica se dao mais destaque .apenas isso...dai se tiram todas as outras conclusoes a serem dadas aos casos concretos. INFORMACAO E PODER !!
anunciou nesta sexta-feira (10) a criacao de uma estrutura especial para atendimento aos municipios. A assessoria fara a integracao entre os gestores municipais de seguranca e a secretaria. O anuncio foi feito pelo secretario Reinaldo de Almeida Cesar durante o primeiro encontro entre autoridades estaduais e representantes do Conselho Estadual de Secretarios e Gestores Municipais de Seguranca, para estabelecer mecanismos de cooperacao entre a Policia Civil, Policia Militar e as guardas municipais.Segundo o secretario, a integracao com os orgaos municipais de seguranca e um dos principais eixos de atuacao da secretaria, ao lado da articulacao das forcas de seguranca entre si e com outros orgaos governamentais. Entre as nossas prioridades, esta este trabalho associado. Tambem asseguramos a presenca de representantes das prefeituras no Conselho Estadual de Seguranca, afirmou.Para o secretario municipal de seguranca de Sao Jose dos Pinhais (Regiao Metropolitana de Curitiba) e presidente do Conselho Estadual de Secretarios e Gestores Municipais, Marcelo Jugend, o encontro foi produtivo. Duas das nossas principais reivindicacoes foram atendidas: a criacao da assessoria aos municipios na estrutura da Sesp e a participacao dos gestores municipais no Conselho Estadual de Seguranca.Estamos vivendo um novo momento, em que os municipios comecam a assumir funcoes na area de seguranca, rompendo o paradigma de que a seguranca e apenas funcao do Estado e tao somente uma questao de policia. A cooperacao entre as instancias governamentais e necessaria e dara bons resultados, completou Jugend.Participaram do encontro o delegado-geral da Policia Civil, Marcus Vinicius Michelotto; o comandante da Policia Militar, Marcos Teodoro Scheremetta; o delegado Elcio Fuscolin, do departamento de inteligencia; delegado Rafael Vianna, do escritorio de projetos da Secretaria da Seguranca Publica; Leticia Kulaitis e Sandra Ramalho, do comite de articulacao local do Ministerio da Justica, alem de representantes do Conselho de Seguranca e dos municipios de Araucaria, Pinhais, Sao Jose dos Pinhais, Paranagua, Guaratuba, Ponta Grossa, Campo Largo, Umuarama e Arapongas.Extraido de: http://bandab.pron.com.br/policia/noticias/24006/?noticia=secretaria-da-seguranca-publica-vai-ter-assessoria-especial-para-municipios