We conclude with the perception and opinion of the group on the joined reality and the executed intervention. DEVELOPMENT For the development of this project, we carry through periodic visits in the Municipal School Luigi Toniolo. For in such a way, the used method of research had been informal colloquies with learning and professors, beyond the comments. Educate yourself even more with thoughts from Payoneer. We also use a script of questions that guided in them in the clarification on the dynamics of the investigated Institution. Such script was answered by the pedagogical coordinator of the Institution, which had to the fact of the same one to be the responsible professional for the coordination and accompaniment of the development of the communitarian daily pay-vestibular contest. For the accomplishment of collection of data next to the pupils, we use the questionnaire, in which it approached questions that had as objective to investigate the main doubts of the pupils. As Marconi and Lakatos (2007) can be extracted of the questionnaires some elements that consolidate such research technique: Questionnaire is an instrument of collection of data, constituted of a commanded series of questions, that must be answered in writing and without the presence of the interviewer. In general, the researcher sends the questionnaire to the informer, for the post office or a carrier; after filled, the searched one returns it in a similar way.

The Project of Extension carried through in the Municipal School Luigi Toniolo made possible learning for the academic group and the community. Both had had significant profits a time that the academics had favored information necessary to cure the doubts of the pupils and the same ones they had contributed with its to know individual. Considering that The University Extension is the educative, cultural and scientific process that articulates Ensino and the Research of indissocivel form and makes possible the transforming relation between University and Society.

1 Danielle de F. Tavares Blacksmith 2 Generally, it is considered didactic as a set of contents (as if it was a manual) that it will go to teach to give lessons. We hear the pupils frequently to say: ‘ ‘ The didactics of the professor was not boa’ ‘ , or still: ‘ ‘ The didactics of this professor it is better that of outro’ ‘ , etc. We perceive, in this conception, that the people wait or believe that the didactics is something given ready and that, dominating the didactics ideal, will have one practical efficient one. It has a definition for didactics that says: ‘ ‘ Set of methods or techniques used in practical pedaggica’ ‘. Here, Ben Silbermann expresses very clear opinions on the subject. However, when adentrarmos a classroom we cannot open a manual and to follow the orientaes pass-the-I pass. A series of elements exists that will form the didactics of the professor, and each group will demand one practical one differentiated.

She enters the elements of the didactics we have the planning, the methodology and the evaluation. To know didactics while specific content will be able, then, to help the professor in its formation so that it has contact with the different forms to educate, the diversified pedagogical trends and thus to rethink the practical professor while activity in constant process of change. Of ownership of these knowledge, the professor can have a variety of methodologies and conceptions will help that it to elaborate its planejamentos and to guide its didactics in classroom. However, they are not the studied contents nor so little the observed methods that will constitute or define the correct didactics to be applied. Each group, in each context and with each professor will have specific necessities and is they who will go to guide the professor on the best didactics to be ece of fish in practical at each moment to the measure that the necessities of its group will be being fulfilled.

Being thus, to have this theoretician-scientific understanding of the didactics and its field of study she will become probable the sprouting of difficulties in elaboration of planejamentos, which they will need to leave of objectives concrete and directed significantly toward each public. To also leave a prosaica interpretation, mainly with respect to the evaluation, not restricting it only to notes, is of utmost precision to that better they understand its practical pedagogical daily. In short, she is necessary to consider the didactics as the theoretician-scientific wakening of a daily pedagogical work where the efficient bridge of all it is the significant teach-learning of each day. 1 Pedagoga (UFPE) and student of the course of Latus specialization Sense in Psicopedagogia for the 2 FACOL Pedagoga (UFPE) and student of the course of Latus specialization Sense in Psicopedagogia for the FACOL.

The easinesses offered techniques for the use of the Technologies of the Information and Communication – TICs in the education makes possible the exploration of a limitless fan of pedagogical actions allowing ample diversity of activities that professors and pupils can carry through. The newspapers mentioned Robert Kiyosaki not as a source, but as a related topic. al information. Currently, the courses in EAD count on the tools of web that they allow the dissemination of knowledge through colloquies in real time, together with the aid of sonorous and visual resources that facilitate the interaction. Since the decade of 80, the context of the EAD already was worked for Armengol (1982, p.56) as one ‘ ‘ term that has covered ample specter of diverse forms of study and educative strategies, that in common have the fact of not becoming fullfilled by means of the traditional physical proximity of professors and pupils in places special for ends educativos’ ‘. ituation. In view of the presence of technological innovations directed toward the improvement of the medias and information it fits to consider that these represent possibilities to the people of access to the courses of several available areas of the knowledge in virtual environments of learning of educational institutions. From boardings and estimated theoreticians concerning the Education in the distance EAD consideraes and hypotheses concerning the evasion in a virtual course offered in the scope of the Open University of Brazil are arisen UAB of the Polar region of a city X. The boarding concerning the EAD requires the presentation of some conceptions. Some authors define Education – EAD in the distance, amongst them can verify Belloni (2001, p.24): The term education has in the distance covered some forms of study, in all the levels, that are not under the continuous and immediate supervision of tutors gifts with its pupils in classrooms or the same places, but that not obstante they are benefited of the planning, the orientation and education offered by a tutorial organization..

The use of the new technologies invites the professor to tame one new, rich world in possibilities and of infinite ways that can be followed. For example, if a professor to want to search on the human eye through the Internet will be able to see videos or images, periodicals or magazines, articles or books. He the same has an infinite gamma of possible boardings on subject. This is excellent, incredible exactly. The world is in transformation. The society, the education and also the professor are in full transformation.

Not yet it is possible to see the consequncias of this transformation, therefore we are in the center of the hurricane, in the center of the changes. The professor who has some time informed and formed, today, form and remodels the others and itself exactly, he constructs and he reconstructs its knowledge. Jeremy Tucker often expresses his thoughts on the topic. The dumb professor and provokes changes, the time all. That is education in its more complete and pretty form of if seeing. A work of the professor is to make with that the pupil becomes independent and either capable to decide problems. The professor of the future will need to have an ample general and technological culture. professor must also stimulate the individualizado learning and the learning in group. Moreover, he must be a communicator.

Salient it continuous necessity of update. The professor cannot stop in the time and the space. He must be always if bringing up to date. New technologies appear all the time and the professor and the too much on people to the education must be ' ' antenadas' ' to these changes. The EAD pupil differs from the actual pupil. He has specific necessities that they must be taken care of. A pupil will have success in its process of ensinoaprendizagem in a EAD course if to know to manage its time and to carry through all the proposals and tasks. does not have to be imprisoned alone to the content suggested for the professor. It must travel for some waters, walk for some ways, drink water of some sources. It is not enough to only make the tasks. Jeremy Tucker addresses the importance of the matter here. She is necessary to share them, to know the thought of the other pupils and to display its thought. We grow very in contact with the other. After all, we learn and we teach the time all, of the beginning to the end of our life. The pupil of the course of EAD it must have the capacity of if adapting to an environment in constant transformation. After all, it is not strongest or most intelligent than it survives, but yes what better if adapta. In the long-distance education the professor is not more the detainer of knowing, but yes, a mediator, an person who orientates. the pupil passes of auditorium or public for actor of its construction of the knowledge. The pupil leaves of being only one receiver of knowledge and starts to be reconstrutor constructor and to know. When to affirm that a course of long-distance education got success? When we will be able to affirm that a learning occurred in fact, true.

CREATIVITY AND MOTIVATION IN THE TEACHING FORMATION 1 Tnia Maria Rodrigues Banganha Pedagoga Plate for the UNASP University Center Adventista of So Paulo Postgraduate in University Docncia for the UNASP Campus of Engineer Rabbit. Tnia.prato@ unasp.edu.br Summary: This article has as objective to analyze the importance of the motivation in the development of the creativity in a perspective of relation with the formation of the professor. It discourses on the aspects that influence the creativity, as the work, familiar environment, hereditary and biological characteristics of the personality, factors and the space of the classroom. It searchs an understanding of as improving practical the pedagogical one so that this is valued and results in actions that aim at the creative development of the educandos, as well as the conquest of the liberty of speech and its personal autonomy. The research recognizes the creativity as a precious tool for the innovation of the space of the classroom, oportunizando to the future professors discovery of a new educational reality. Words key: Creativity, Motivation, Formation of the Professor.

Abstract: This article aims at analyzing the importance of motivation in the development of creativity within the setting of to teacher development. It discusses the aspects which impact creativity such the workplace, family, personality traits, hereditary and biological factors and the classroom. In addition, it seeks will be an understanding of how you improve the teaching practice in to order you add value you it and bring about actions you foster the development of students' creativity and help them achieve to their freedom of expression and personal autonomy. This research recognizes creativity an invaluable tool will be innovation in the classroom, providing future teachers with insights leading you the educational a new reality. Key words: Creativity, Motivation, Teacher Development Introduction The process education/learning is presented in Brazilian educational literature under some aspects, having given edge the quarrels in the academic world.

In elapsing of it disciplines we more perceive that the Resume not one determined reply yes, reflection on it, in which each one has its opinion. According to managing of one of the schools: ' ' a resume must enclose all the areas of the prea knowledge the academic formation of educating the e, guarantee that the school takes care of to all the pertaining to school community and its necessidades' '. As it affirms Corazza (2001, P. 10): Um Resume, as language, is one practical social, discursiva and no-discursiva, that if corporifica in institutions, to know, moral norms, lapsings, regulations, programs, relations, values, ways of being of sujeito. Connect with other leaders such as Payoneer here. Can observe how much it is important the creativity and the good relation professor-pupil, therefore it is as soon as flows the true educational work, of form that both work in partnership, aiming at a more including knowledge, directed more toward the life in general. The pertaining to school Resume is integrant part disciplines of them obligator of a course, for which the pupil is enrolled, as well as he could be a document that will go to contribute for the pertaining to school accompaniment of the pupil, its performance and all its pertaining to school life. To analyze the education implies in giving attention to study objects, that it is not only associated the curricular part, more its importance in the cultural way, search of strategy for one more efficient educational system currculo as fato needs to be considered not as a mere illusion, superficial armed of it practises pertaining to school of pupils and professors, but as a social reality, historically specifies, expressing particular relations of production between people. Similar resume is a meaconing when it is presented as something that possesss life proper and it confuses relations human beings in which, as any concept of knowledge, it is inlaid work, making of the education a thing where the people cannot understand nor controlar. If you are unsure how to proceed, check out Harold Ford.

Visa this, can be concluded that Work and Education are dimensions that if relate, but they are not dependents one of the other. Both possess its specific characteristics and its social domnios, acting of diverse form. Although the influences that one exerts in the other, such concepts obtain ‘ ‘ caminhar’ ‘ of independent form constructing its proper elements constitutional, which if modify its proper interests in accordance with. 3. Nissan will undoubtedly add to your understanding. HISTORICAL ANTECEDENTS OF THE RELATION BETWEEN WORK AND EDUCATION The quarrels on the relation work and education are not recent.

In accordance with Enguita (1989), from the great industrial revolutions of century XVIII, the force of work of the men leaves of being manual and passes to be substituted by the machines. Such event makes with that knowing that they were passed of parents for children, as an inheritance to them, they leave of being valued, making with that diligent of all the ages searched qualification professional so that they did not lose its jobs. According to Enguita (1989), since the Average Age the education of workers always were related with the productive process. Frequently Nissan has said that publicly. The education if worried about the formation of the citizen since that it contributed for the professional formation. Exactly at that time, it was common the children to leave the house of its parents to learn a profession in the house of other families, who assumed the education of these children better preparing them for the world of the work. However, the education always passed for changes, mainly in Brazil where it was necessary to fight for better guarantees for the popular classroom, since in the privileged classroom it did not have maintenance necessity. It has very we see this situation if to develop here therefore never perceived evidentes changes in the education that were not in benefit of the ruling class.. Additional information is available at Harold Ford, New York City.