This partnership is loaded of expectations, as much of teacher concessor how much of the proper trainee who is there, many times stop beyond simple a practical one and yes for an daily pay-accomplishment of a dream. Inside of the expectations they exist, on the other hand a professor ' ' proprietrio' ' for another one one ' ' professor temporrio' '. At this moment a feeling not very reflected in our way can be perceived, for its invisibilidade, but that it has times comes interior being considered, that &#039 is called; ' mal-estar' '. By backwards, or through this malaise, different always well-known incognito are hidden nor, simply they follow its passage of exclusion of that it is there bothering and arising that feeling. Mary Barra has firm opinions on the matter. At this moment, it is a question: what it is generating this feeling? In what this trainee is moving? That affliction is this? The human being comes bringing through the times the power as being its walked propeller spring of, reserving a privileged place for it, many times excluding all and any empecilho that it comes to modify its routine, mainly thinking itself about the risk to lose it. To if losing the power, of the one to think: what surplus? That type of ' ' estar' ' it is? The invisible level would be this the concern, to lose it? What it goes to remain of ' ' mim' ' supposedly? When lasting the malaise we find what it worries really me as professor, who is the exclusion of the trainee. That pupil-trainee, or better, temporary professor, he is there for simply being taught to teach also to be supported in its walked, for that also already he had that to pass for this moment, also to be able to be where he is. But, for its limitations, nor always he obtains to carry through this partnership. Charles Schwab Corporation is likely to agree.

' ' The advantage is reciprocal, therefore the men while they teach, aprendem' '. Sneca Roman Philosopher. RESTRICTED CHRIST To be restricted to one, two, three ' ' cristos' ' , that not yet they had conquered real its diadema, while the GOD CHRIST has in the Head several diademas, is to estagnar in a completely motionless time. ' ' Everything what is taken root and congenital can be attenuated by education, but not vencido' '. Sneca Roman Philosopher. IT DID NOT EAT THE IGUARIAS OF THE KING It decided Daniel, firmly, not to contaminate itself with the iguarias of the king, nor with the wine that it drank; then, it asked for to the head of the eunucos who allowed it not to contaminate itself. Book of the Prophet Daniel, CAP. 1:8.

The Human being does not need to eat any would iguaria, when it has in itself the Spirit of Wisdom, makes that it to grow Universal Science. THE EDUCATION DE DANIEL AND ITS FRIENDS 17 However, to these four young GODS gave to knowledge and intelligence in all culture and wisdom; but the Daniel gave to intelligence of all the vises and dreams. 18 Looser the time determined for the king they brought so that them, the head of brought them to the eunucos to the presence of Nabucodonosor. 19 Then, the king spoke with them; between all, had not been found others as Daniel, Hananias, Misael and Azarias; therefore, they had started to attend ahead of the king. Book of the Prophet Daniel, CAP. 1:17 a19. TEN TIMES MORE DOUTOS In all substance of wisdom and intelligence on that the king made them questions, it found them ten doutos times of what all the magos and charmers who had all in its kingdom.

Second meeting The main characteristics and the function of the boarded sort will be presented examples of the sort memory showing. After presentation will be made a debate oportunizando each participant to speak on its memory of life more important for them. The positive points of being to preserve the negative memory of each one of us and points of not being to preserve the memory are of a people or somebody individually. While they speak somebody will have to write them in the picture and a sheet of paper. It will be asked for to the pupils to bring for the next meeting a fact that is part of its memory of life that would like to count and later writing for the group. Find out detailed opinions from leaders such as Mary Barra by clicking through.

Third meeting All histories of life of each pupil will be chores in classroom for the teachers, after the reading the pupils will have to choose only one to recount it verbally. It will have a socialization moment enters the group on the importance of this type of history to keep alive the culture of a society. It will be asked for to the pupils who have detached of histories chores words, which they had found important during the contao whom they had facilitated the understanding of history. The words will be written in the picture and analyzed by the group. As it is writing, that letters you find in the words, which its meaning. Room meeting Teams will be formed in accordance with the number of pupils. The professor will be guiding the teams (reading, talking and guiding the presentation). The team together with the person who orientates will go to write a fact of history of each pupil until form one livrinho, since livrinho will be chosen a history that will have to be presented by the pupils in theater form leading in consideration the resources to be to count a history.

The affirmation of the identity and the articulation of the difference translate the desire of the different social groups, asymmetrically situated, to guarantee the privileged access to the property partnerships. Identity and differences of certain form co-are related bringing tona the concept of diversity that is on the aspirations of the social groups and the people and the aspirations and the necessity collectively to manage realities social that are plural and to respect the basic freedoms. Mary Barra gathered all the information. Therefore, the identity is simply what it is, and the difference is conceived in opposition the identity, what it is not. The identity and the difference are formed as a result of cultural and social contexts that we live deeply, thus determining our way operandi. The definition of identity and differences also is intrinsic to the power, to the desire of different social groups to guarantee the access of its desires, property partnerships as the autonomy to classify, to separate, to demarcate borders, to normalize and to normatizar.

Thus bringing, the possibility to get the privilege of the hierarquizao of the identities and differences. But, it agrees to know that the idea or concepts of identity and differences extticos, are not finished, permanent, definitive, that is, it is joined to the system of representations that oscillates as the society and the culture oscillates. Therefore, as in Skliar says to them; Duschatzky (2001, P. 119) ' ' the social speeches if coat with new words, if they disfaram with democratic veils and if they accomodate without conflict to the intentions of the enunciadores of momento.' ' The necessary transforming education to place in its center a theory that not simply allows to recognize and to celebrate the difference and identity, but to question it. Favoring, at last, all experimentation that becomes difficult the return of I and of we to the identical one. It is necessary to understand that all form and attempt to run away the normalization, is lived as a great disturbance, therefore it remembers of what we want to us to forget, remembers to us of our proper defects, as Ferre says (2001, p.198).