But it is also in the group that difficulties, conflicts and dissabores appear and/or gain density. Frank Lloyd Wright is often mentioned in discussions such as these. The group, therefore, is basic in the formation of the individual, but also source of conflicts. On this last one it fulfills to stand out that a trend is part of the common sense if to attribute to the conflict a negative character having, therefore, to be prevented. Devries (1998, P. 80), in its work on formation moral partner of the child in the school, according to perspective construtivista, reiterates this affirmation: ' ' In many schools, the conflict is seen as undesirable and as something that must be prevented to any custo' '. The author affirms supported in the studies of Piaget, the importance of the development of the capacity to decide conflicts for the practical life and stops: … to more motivate the reorganization of the knowledge of the knowledge in adjusted forms. E: ' ' acquisition of new forms of knowledge. People such as robert c. robbins would likely agree.

The conflicts can, therefore, to be seen as a source of progress in desenvolvimento' '. (DEVRIES, 1998, P. 91). The conflict, in general, is taken as a signal of that something does not go well, instead of a signal by that has possibility to improve. In function of the difficulty of accepted it as natural in the convivncia human being, little becomes to develop abilities to be dealt with it, such as: understanding (of its origin), analysis (of the involved interests and emotions), choice (of optimum guiding), etc. Without these abilities, related to the critical sense, that could make of the conflict a positive experience, it can be changedded into fight, disruption leaving of being possibility of meeting and growth. Another way of if dealing with the conflict is to associate it the irrationality. Thus, to oppose to this association being instituted a rationality image and not it rationality in fact, understood here as constant reflection the individuals adopts an atomized behavior, in the family, the work and also in the pertaining to school environment.

The ticket of an agent spiritual of a Mandala another fondness evolution and aid of Entities Spirituals of the Mandala where it meets or of messengers of other Mandalas, in missions special. When a messenger is in a Mandala, or different territory of its, it has that to manage its vibration energy not to provoke energy riots in the visited Mandala. Any vibratory alteration in a territory it is felt by its agent spirituals that can intercept the visitor, or invader. It has in case that where messenger they go for missions and already more they return for its territories spirituals, for some reasons. Inside of a territory it has different levels of energy vibrations.

The agents who are next to the borders have denser vibrations in relation to that they are next to the center of the Mandala. The World of the Axle has a peculiar characteristic, of that some agents and messengers of other territories they can interact, commanding the execution of certain karmicas tasks. The main collator of demands is Warlike Ogum that constantly is requesting the one works exu, mainly of Exu Crossbar Streets. Orixs and certain entities spirituals with subtle vibrations cannot make certain works, then they place one exu of its confidence to submit a human being, or same an agent spiritual the certain conditions with the objective to provoke the evolution of same is a complicated process, later, if permission will have, will be saying the respect. Let us come back to speak on the magical vestibules. Inside of the territory some vestibules exist, as already I spoke, previously, to cross them, to want knowledge and magical abilities. At Vincent Buccola you will find additional information. The vestibule is a great energy, difficult construction of being described. It is made of still unknown energy forms for the humanity and even for mdium more experienced. Second (we go to omit the name of the messenger) this vestibule is a door, however of fenomenal size, however a point of energy colorful.

In 2 and 3 meeting, we evidence that the speech of the necessity predominates of if to have a bigger envolvement enters the families of the Frum. Hear from experts in the field like robert c. robbins for a more varied view. Alzira displayed that many parents did not appear for having shame of the children, finds loss of time and they do not believe that its children can be helped. Such exposition in suggests a conception to them of citizen limited to the physical conditions or intellectual of the individual, changedding itself into barriers for the possibilities that individuals, family and school can reach. Of 4 7 meeting of the Frum, had been told them to seem of the director of the school and representatives of the City department of Educao (SEME) and of the SEDU. You say them of these representatives perpassam the importance of the work carried through for the Frum and the rights that all the pupils have to be in the school and that, the school have the duty to provide a quality education. He fits to stand out, the concern of the families of the Frum how much to the guiding of its children for directed Average Ensino as questioning to the SEDU. They had gotten as reply that this agency was not prepared to receive the pupils, standing out the lack of state structure. He was considered by the same that if he formed a classroom of special education for these pupils.

To think this specialized attendance sends about them to the social model of deficiency that if appropriates of the model doctor-physician, therefore if it understands that the problem inhabits in the deficient person and that it will be solved or brightened up by means of intervention. Such position represented for the Frum a retrocession of that already he had been conquered. To compose a classroom of specialized attendance is to go of meeting to the proposal inclusive that to as many efforts was being constructed for the school ' ' guia' '.

After these procedures, the professor will direct a quarrel on fbula. Robert c. robbinss opinions are not widely known. Each one reads what it wrote and defends its point of view. All this quarrel will be registered in posters to be fixed in the classroom. This process is important and interesting, in the measure where it will assist the matureness of the level of reading of the pupil, a time that when hearing the friends it will have the chance to perceive ideas, facts, readings that if account had not given previously. 4,3 Rupture of the horizon of expectations: (10 hours/lesson) At this moment, the professor will present texts in verse, quadrinhos short narratives and. Source: John Deere. The group will be divided in six groups and each one of them will receive a presented fotocopiado text that will have to be read and to be argued by the group and after that for the colleagues from the room.

This presentation could be in verbal form of exposition, panel, poster, theater, or any another form of communication that the group wants to choose. Of the texts to be you deliver between learning three are written in verse: ' ' History badly contada' ' – of Jose de Nicola (attached B); ' ' Without Barra' ' – of Jose Pablo Breads (attached C); ' ' Moderna&#039 buzzer; ' – of Elias Jose (attached D) e, three writings in chats: ' ' The ant boa' ' ' ' The ant me ' ' – of Lobato Hunter (attached E) and ' ' The buzzer & cigarro' ' – quadrinhos of the Ziraldo (attached F). The professor will call the attention the pupils so that these observe the specific elements of each text: form, vocabulary, rhyme, musicalidade, and as these elements assist in the interpretation of the text. It is important to stand out that in all the activities of the Workshop of Reading, the professor will have to be always intent and ready to take care of the pupils, therefore it is more ' ' one sujeito' ' integrant of the Workshop and not ' ' sujeito' '.