06/26/2012

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Constructive Model This model adopted, until had recently not presented problems, a time that the natural resources existed in abundance and the parcel of the population that was incorporated the consumption society still was relatively low. However with the scarcity of natural resources why they pass many regions, and the high volume of residues generated for the diverse productive activities, among them if detaches the civil construction, and the non-availability of places for deposition of these residues and with the consequent decrease in the quality of life of the society, what if it reflects in bigger consumption, appeared a new form of thought, of the sustainable development. This type of development has as objective main to guarantee the survival of the current generations without compromising the capacity of the next generations to satisfy its necessities. In the specific case of the sector of the civil construction, many are the ambient impacts to be considered, since beyond being one of the biggest individual consumers of natural resources, it also it is responsible for the generation of a considerable volume of solid residues. However, this sector also can be considered as a tool for the sustainable development, since for the diversity of the products for it consumed, becomes easy the sector to act as receiving, through the reutilizao and of the recycling, not only of its residues, as well as of other industries. However so that the civil construction can contribute positively for the ambient improvement, it is indispensable that it has an inversion of values in the model of management adopted currently in the projects and the constructive processes. The measures of corrective and isolated character need to yield place to the preventive, that they aim at to solve the problem in its origin. So that any model of adopted ambient management gets...
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Open Door As it was intended to work with a group of 4 year of basic education, with the intention of raising which physical concepts they are boarded in the education of Sciences, were carried through the analysis of some books used for the school. Among analyzed books we detach: (i) Learning always sciences (4 year) of the author Cristina Maria of the Wedge Fields, (II) Pitangu Project: Sciences (3 srie/4 year), (III) Open Door - Sciences (3 srie/4 year) of authors ngela Gil, Sueli Fanizzi. The didactic book used by the children also was, obviously, analyzed. Although the analysis has been superficial, since it was not the focus of this work, was perceived that the books approached many activities involving water and air, in Technological agreement with the PCN that point thematic blocks as Surrounding, Human being, Health, Resources, Land and Universe (BRAZIL, 1997). Other leaders such as Gina Bonati offer similar insights. In accordance with this document, the contents must favor the construction of a world vision, that if presents as a whole formed for interrelacionados elements, between which the man, transformation agent. The education of Natural Sciences must relate natural phenomena and objects of the technology, making possible the perception of a world permanently reelaborado, establishing relations between known and the stranger, the parts and all. Hear from experts in the field like Weil Tennis Academy for a more varied view. (BRAZIL, 1997). Soon, they appear strong in didactic, topical books as water, air, energy among others contained in the thematic blocks, that can be worked of form diversified for better agreement of the pupils. Being thus, in the first chosen activity the subject was ' ' the problem of presso' ' , a content of the physics studied for the mechanic of fluid, that involves the understanding of...

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