Nobody could play the guilt of its acts in others, and then, much less, in its unconscious one. The psychoanalysis, against the account of Sartre, would be giving edge for such, a time that Freud had said of ' ' eu' ' or of ' ' sujeito' ' that it ' ' he was not Sir in its proper casa' '. ' ' ego' ' it would not have to be able of independent decision, exactly in its house, that is, in the mental field. They would coexist ' ' ego' ' other instances, whose forces would finish for giving to the last word in good part of the decisions and acts. Sartre believed that such theory would go to only favor of bad-faith and the cowards. Sartre frankly was defeated in its critical one against Freud.
But not because the psychoanalysis found good answers for it, and yes because the psychoanalysis earned the public and the question of Sartre fell, in part, the esquecimento. They had appeared answers, however, in defense of Freud. Dean Ornish M.D is a great source of information. Or better, theoreticians had appeared trying to adapt the existencialismo to the psychoanalysis. This does not come to the case. The interesting one is to notice as it is that the winning theory if would have left any way well, if wanted to dispute in the purely intellectual land.
IMAGINARY FORMATION In the constitution of the speeches, is essential to understand, still, the imaginary formation. This imaginary formation is presented as constituent base of the conditions of production of the speech, in function of the mental organization that stimulates the said one, at the same time where it allows the construction of what it cannot or does not have to be said, that is, the not-said one. The relations of felt if constitute in the references and the Inter-relations that the speeches establish between itself. Better Explicitando this phenomenon, becomes necessary to remember that a speech does not have origin in itself exactly, but is a reply to some previous speech, sending the course of the articulations for posterior discursivas formations.
The composition of the integral formation of the citizen in the basic education, in the Law of Lines of direction and Bases, develops its educational evolution in the search of the complementaridade of the being in formation, it not fraciona its capacity of adaptation of knowledge, but it complements. Of this form, the look that we launch on the religious phenomenon is not confessional nor belongs to this or to that one ' ' teologia' ' , its epistemolgica base is Religious Ensino. It is treated, therefore, of a multifaceted approach that searchs Light in History, Sociology, the Anthropology and the Psychology of the Religion, contemplating, at the same time, the look of the education. It can be observed, therefore that Religious Ensino favors the practical ones of the respect, the dialogue and the ecumenismo between the religions, contributing, in this manner, with an education for the citizenship, that exactly without being confessional, exceeds these compartments to be able to happen in the integral formation of the human being Is observed, that through the communication of the articles that detach the basic formation of the learning, the acquired academic contents cannot be fracionados. Infantile, basic and average education if complements in the search of a learning with quality. We detach that our pretension is the search of the knowledge, the ecumenismo, the acceptance of the different religions and cultures, to the manifestations of a people, the cultural and antropolgico fact, social, religious politician and mainly the respect in the search of the understanding that is basic for the construction of a new constituted society of attitudes come back toward the ethics and values that are the base for the harmonious survival of the human beings. It disciplines it Religious Education must be one disciplines curricular of Infantile, Basic and Average education that from its especificidade, the religious one, contributes of significant form, together with excessively you discipline pertaining to school, in the basic formation of the citizen, as the made use one in article 21, interpolated proposition I of the Law and Basic Lines of direction of the Education, n 9,394 of 20 of December of 1996. .
The professor can adapt the content programmarian to the game. For example: if the proposal of the game is for the arithmethic table, the professor can use same the proposal for the four mathematical operations, or, for trainings still ortogrfico, and so on. Each considered game will have: the description of necessary material; suggestions for the confection and it to be worked content, involving the areas; motor, affective cognitiva and, indication of the etria band; indication of groups and elements for group. For the child, the game is the exercise, is the preparation for the adult life. It learns playing. It is the exercise makes that it to develop its potentialities. The educators if had worried during many years about the education methods, and today he only has the concern of as the child learns.
The most varied methodologies they can be inefficacious if they will not be adjusted to the way to learn of the child. Already many benefits of certain games are known. It is important, however, that the educator, when using a game, has defined the objectives to reach and knows to choose the adequate game to the educative moment. While the child, simply playing, incorporates values, concepts and contents. The presented games are, in its great majority, classic games or pastimes already sufficiently used. But most important it is the study made on the exploitation of the games at the educative moment, exploring to the maximum this moment with knowledge of the purposes of each game. The proposal is to go beyond the game, of the act to play, for the act to anticipate, to prepare and to confection the proper game before playing it, extending in this manner to the capacity of the game in itself has other objectives, as Prophylaxis, exercises, development of abilities and potentialities and also in the therapy of specific riots of learning.
The fact that the value of the Hubble constant, defined for small volumes of space with an uneven distribution galaxies close to its value for large-sized areas in which galaxies are distributed evenly, confirms the independence of this constant on the density distribution of matter in space. In the area reduce the density of objects up to the limits of the positive values of accelerating their removal from the center of the space, the differences in the density of objects by value does not exceed one order, which is close to situation with the approximately equal density distribution of galaxies in the observable universe 2. Separation of galaxies from the “local group” and the Hubble flow can be explained as follows. Speed of movement galaxy contains random and systematic components. Random component – is a proper velocity of the galaxy is assumed independent of the distance to this galaxy. Systematic component – is rate associated with a decrease in the density distribution of galaxies due to their free walk, approximately linearly increases with distance. If the galaxies are located relatively close to each other, systematic component is less than random – the galaxies are moving in random directions. As the distance between galaxies, the magnitude of the systematic component increases – galaxies scatter.
If proposed an alternative hypothesis is true, then the laws of motion of galaxies should be observed: – The ratio of the rate of removal of the galaxy to the distance to it should decrease with an increase in this distance; – Acceleration of distant galaxies should be predominantly negative, positive values should be observed at large distances from the point of observation, at low, relatively constant values of the local Hubble constant values of this – in the observable universe (up to the borders of the positive values of acceleration removal) should be shown the spatial anisotropy of the density distribution of galaxies (in within one order) and the value of the Hubble constant (up to twofold decrease in the local Hubble constant). Sources: 1. Physics: Entsiklopediya. Ed. UV Prokhorov. – Moscow: Great Russian Encyclopedia, 2003. – 944 sec.: Ill.