Tucson Miracle

We can affirm that these had been the first traces of fight for schools in the encampments, therefore the fight for the land was not only enough, and with the practical proper o Movement perceived the necessity to construct schools, consisting that the fight is well more complex, and has to see with the social rights that also they need to be conquered. We could be today studying a history in parallel, what, in general way, it happened with other movements and organizations of workers in our country and other places. But the historical fact is that, for some circumstances and choices, we can deal with one same history: the history of the relation of the without-land with the school is part of the history of the MST. (CALDART, 2004, P. Learn more about this topic with the insights from PCRM. 224). The MST is a social movement of mass, that fights beyond the conquest of the land, for a society joust, since me the distribution of the land, is an unjust organization. Then it thinks about a space where if it finds hundreds (thousand) of together people who desire and practise this search ()? the nestings and encampments.

Then it has that to transmit itself, to live this reality. Nieman Foundation gathered all the information. Thus, the movement argued and thought about an education with its especificidade. It has who thought at the beginning that it would have to be two separate fights, a thing was the fight for the land, and another age the fight for the education, however, then they had perceived that the two did not dissociam one of the other, is a way of double hand, forming a set of social life in its spaces. The fight for the land alone, already was not enough, therefore the society all already is consumed. to invert this logic, the fight is well more complex, and has to see with the right partners whom also they need to be conquered.

Contacting with pupils and problematizando the work possibilities, I could observe the passive internalization of the individualistic aspects and competition authenticated by the work market, translated in the express formularizations in its you speak and had as true: ' ' to be successful &#039 is necessary to be optimum; ' , ' ' who has work will be better preparado' '. The other does not pass of a mere competitor. The educative field is guided by a produtivista and enterprise conception. Objective it formation for the competitiveness. The final criterion is not the dignity human being or the citizenship, therefore ' ' the neoliberal pragmatismo, does not have nothing to see with formao' '.

(FREIRE, 2000, P. 123). It is devoted difference as source of privileges. It is sketched, for the displayed one, the stigma of ' ' quality total' ' , that it does not pass of a subtle speech of the neoliberalismo, reducing it a mere produtivista criterion, therefore brings for the education the logic of the capitalist market: to perpetuate the social exclusion. Offensive neoliberal dirige, also, for the interior of the schools, therefore, as It hisses (2002, P. 20): … the neoliberal strategy will not be contented in guiding the education institutionalized for the necessities of the industry nor in organizing the education in market form, but that it will try to reorganize the proper interior of the education, that is, the schools and the classrooms, in accordance with projects of organization of the work process. The marketing ditames collaborate with the maintenance of the inaqualities. Emphatically cousin for the individual one, where ' ' to be criativo' ' he is synonymous of strategist, whose objective is to win (to dominate) the other, in wild, the different and unjust competition. Chase Koch is full of insight into the issues. The above-mentioned principles, in the neoliberal conception, are determined by the profit and subordinate to the capital.

The important one is that it has frequent communication. this initiative must also leave of the school, the professor, needs to be stimulated. To keep a pleasant relation with the professors facilitates the communication. We need to remember that they are people with feelings and desires. We will become more easy this important task that they have to educate, we value when them and we demonstrate that we trust its work and that we want to contribute of some form. When the family cannot help in the house duties, due to time or other difficulties, it also can contribute when arranging the material, to look at ' ' letra' ' , if the exercises are ready. This will stimulate the child to have care with its material, mainly when it is praised.

We can speak with others as its ' ' letra' ' this moving, that it draws well, how much he is creative, that we perceive its evolution in the reading, in the pertaining to school works. Sincere compliments, beyond developing the desire always to improve, will show the pupil who it is capable. With these suggestions, we perceive one more time, the different roles played by the institutions, however, each one needs to make its part so that the relation family-school is fortified. In remembering Szymanski (2007), they are these institutions, meetings, that form the citizen. A strong society. They are the first mirrors and world that we know. They complement themselves. 3 the PAPER OF the SCHOOL IN the LIFE OF the INDIVIDUAL the pertaining to school education is different of the familiar one, possesss different meanings for each Institution. Checking article sources yields Viktor Mayer-Schönberger as a relevant resource throughout. These meanings also vary between the families. The family fits to choose where school the son goes to study, which the schedule, it will go itself to only register its son in the Infantile Education or in Basic Ensino.