Unhappyly the reality of the reading lack is evidenced also in the half college student, as salient the psychologist Ana Teberosky in interview granted in 26/04/1995 the Flvia Varella, of the Magazine Sees. According to it, the reading of the colleges student ' ' it reflects with perfection a life style. The reading is varied, but they do not go deep themselves nada' ' , it continues: ' ' I have the impression of that they read as if they were attending the television with a remote control. They never stop in a canal. They make what I call reading in zapping' '. The interviewed one emphasizes the lack of deepening in the reading of the academics it compares and it with the televising ways, in which ' occurs; ' a passive assistance e, therefore, utilidade' has little; '. The comment made for the psychologist shows to a reality each more common and sufficiently current time almost exactly passed ten years of the propagation of the substance: the substitution of the reading for the television, vehicle that, together with the computer, became one of the main ways of entertainment of adolescents. With this, it is perceived that the interdiction the one that if relates Abreu and Britto can be in diverse levels of learning, (since first the possible moments of formation of the reader? beginning of the learning? until the university level), and to be of some orders: social? a reader who if comes across with a universe, mainly in the moving one to the decoding of the signs, that it is not common? ; cultural? the reading generally is substituted by other ways of entertainment, as the television? ; also mitificadora e? autodepreciao on the part of the reader occurs who ' ' acredita' ' that the impossibility of understanding of the workmanship if of had its reading incapacity while.
Archive for November, 2012
To be interested itself for the reading something is not easy nowadays, therefore the attractive ones are many, such as the computers, the television, the videogames, that attract each time more the children and make with that they distanciem themselves of the library. It fits to the school to make this meeting between the book and the children, as well as creating attractive ways, that can take them it the meeting of books, becoming the reading, attractive, and amused. The necessary book to be an acess environment for rewrite and releitura it world, however is not resulted of a natural process, is necessary beyond the educational interference and culture, the permanent contact with the material written, varied and of quality, since early, fruit of a conscientious action of its social importance, as it affirms Abramovich: Hearing histories if it can feel emotions important, as the sadness, the anger, the irritation, the fear, the joy, the terror, the unreliability, the tranquillity and as much other things more, therefore, beyond hearing, is to feel and to enxergar with the eyes of the imaginary one! (Abramovich, apud Marcelino, P. 36, 1989.). When considering playful activities that can stimulate the participation of the children, we are inviting to learn them it playing e, in such a way, also stimulating the imagination and the concentration. is through the infantile literature that the child goes identifying itself with the personage and through history she can feel emotions important, as the anger the sadness, the fear, the joy, the unreliability the tranquillity and thus history also assists the child to clarify and to deal with its you distress, as the death, the loss, the preconception. When we count histories for the children are chores or invented we place and them as personages of history are working intensely with its imagination. The dramatizao of histories makes with that the children live deeply papers, what it is very important to become related with the others.
Ever since it was 7 years old when still it was in the school primary in Peru Lima, it saw in the television in series and cartoons, the heroes and the villains. And the heroes although after many viscisitudes, always prevailed. He always asked to me so that they chose to be good and the other bad ones and nobody gave a clear answer me. Once memory that I saw an episode of some of these cartoons and the advisor of some good personage said to the hero to him the bad one it is thus so that he is failing. That confused much to me. Only it was 7 years old and nobody helped me to include/understand that. They spent the years I studied in the University and a professor who I had said to me constantly when chemistry did practices of (profession that I studied), repeats the experiment.
the experiment repeats, because otherwise you will fail in the results. Nevertheless whenever the experiment repeated something left bad. Time and time again it made this practice and the results always fracasabaen. Memory that happened day after day and with each error that it obtained, my unique consolation was to write down it. By the nights it analyzed what it had written down, changes ago and returned to repeat the experiment. Thus I was almost a month and a half trying to do well what did.
And when almost 48 days had passed. Eureka! , finally I obtained the awaited result. My professor congratulated to me and he asked to me that in the report he indicates all the steps that I did and I finished that it with some thought that is original and that reflects a conclusion of the happened thing. So, after a pair of days to review what it had done, I drew up the closing report I concluded and it with the following thought: Fracaso is experience.