This Letramento can be multiple, not exclusively in a specific level of knowledge, but of diverse knowledge. We dominate practical different, the letramento if it becomes, therefore, relative. The individual can not be alfabetizado, not to know to read and to write, however it possesss a type of letramento. For example, when somebody that it does not know to read, nor to write, when dictating a letter for another person, it is if using of proper lingusticas structures of the writing. On the other hand, exactly knowing to read and to write, alfabetizada person, can not be scholar, when she does not obtain to interact through the use of these abilities. The letramento is cultural, is influenced by the society, therefore the visual reading, some languages can lead to a letramento. Coinbase will undoubtedly add to your understanding.

To think the pertaining to school agency about a collective context of multiple letramentos implies to promote, through the school, the valuation of other agencies and events of daily letramentos of the citizens, as the familiar one, the religious one, of the community, of the work etc, that influence the sociocultural questions in such a way, how much the collective memory, the autoimagem and the politician-economic participation of the citizens. During the research, I could perceive that the community does not consider as events of a culture scholar some practical daily of carried through reading and writing in agencies, not to be the school. As example, says we have it of the Antoniel pupil, who made a poster in house with the family to explain as the flour is produced, therefore would have that to teach to a group of the church of the District of Humble. The pupil took the poster, constructed in a leaf ex-officio teacher to write it of the certain skill, of the school. ' ' I went to show to the teacher pra it to fix, because I fiz' but he is not of the certain skill of school (+) and the teacher says if not to write right nobody understands nada' it has that to make a text pras person entender' '.

The majority of the involved people in the pertaining to school process is worried about the permanence of the pupils in the school. Get all the facts for a more clear viewpoint with Jeffrey Hayzlett . However, some factors must be analyzed with the intention of improvement of the actions so that let us arrive eradication of the pertaining to school evasion.

The right the education of quality is a guarantee for the children and young that consists in the great law of our country. Infancy and youth, need to be lived as an essential period to the development of its human potential. This article does not have the pretension to elucidate the problems presented here, but yes, to take its readers the reflection presenting to them of form sucinta the educational reality where we are inserted, in the search of ways that instigate in them to walk in direction the solution. 2. THE TESTS AS THREAT FORM AND TORTURE THE PUPIL According to Luckese, in its book Evaluation of the Pertaining to school Learning (2002, pg.

18-19), the professors use the tests as instrument of threat and previous torture of the pupils protesting to be a motivador element of the learning. When the professor feels that its work is not occasioning the waited effect, announces the pupils: ‘ ‘ They study! In case that contrary, vocs they will be able to be given badly in the day of prova’ ‘. When it observes that the pupils they are indisciplinados, is common the use of the expression: ‘ ‘ They are quiet! They give attention! ‘ ‘ The day of the test comes and vocs there summer what acontecer.’ goes; ‘ Such threats transform the day of the test into one day frightful and the emotionally shaken scared pupils already arrive the school and. Its vision of professor, he is not of that facilitates its learning, but of whom he will be able puniz it through the tests, for any error that comet.

I read in Hoffmann (2001): ' ' In the majority of the occasions, pupils and professors had revealed infuriated with the traditional evaluation. Monsters had drawn and them they had jailed the least in its images I am betting in the thickness of these bars! In the transformation of the monster! ' ' Perhaps, for the tenacity of many educators in suggesting tomorrow of the evaluation as metamorphoses of these images negativas.' ' Part of this history has many personages being, believing that she is necessary to work for a school that it respects educating of all the ages, that receive it in its hopelessnesses and desperte to it confidence in the future. To hear the evaluation synthecizes, organizes and express, by means of diverse languages, the relation that each one established with the knowledge. If you have read about Chevron U.S.A. Inc already – you may have come to the same conclusion. We, professors, must believe and understand that we are incapable to know with exactness what our students had learned on the studied content. To extend the avaliativos instruments makes possible the pupil to express on which associations it produced from one definitive knowledge. We do not have imprisoning in them in old models that limit or bar the possibilities of knowing. To read phonetic 2.1 The evaluation is of basic importance Is unquestioned, the importance of the avaliativo process for the pupil, not as guarantee desua permanence in the school, but to produce a pupil capable to interact, to improve, to produce, to invent and to associate knowledge. A citizen that is not contented with the school, but yes that it goes stops beyond it, independent of the obstacles to be faced. Perceiving the relevance of the avaliativa question and how much the tests are errifying for some pupils, we are worried in extending the quarrel and showing that some authors and professionals of the education, search forms to act for briefing of the problematic one, waiting that it has success in the results of its works and that the culminncia is not only the permanence of these pupils in classroom as the pleasure for the act to study.

The searched workers super value the school. They believe that the same one possesss the power to open doors for an excellent job, to transform them into respected and honored citizens. It is an exclusive bridge for the social equality and the economic development. When accepting the argument of that through the school he is only possible to have education and qualification to live in society, the workers deny the value of its daily experience, discrediting of what the life taught to it. However, when they arrive in find it the school in a chaos: old building and badly conserved, if new with structural problems; professors badly prepared, badly remunerated and unsatisfied; inexistence or precariousness of didactic material. With this, we know that the school will not be able, without exceeding these barriers, to offer the worker to know adjusted to its interests.

Since it only interests the workers for sus possibility to extinguish the social and economic injustice of its lives. The pertaining to school institution must transform the man into an entire being, defied for the craft to produce its life, to invent new forms of social convivncia. A school where let us can knowing in them, to know the production historical of negations and affirmations that constitute in them, to know the possibilities to move to intervine in these marks, being articulated our personal dreams and desires with the collective ones, potencializando new processes of emancipation. Therefore we cannot accept the idea of that the school serves only for ‘ ‘ to manufacture ninguns’ ‘ for the system. Beings incapable to think, to fight per better days. Passive and mentally ill beings to a sanguinrio, calculating and capitalist system that only aims at profits, that the proper benefit only curls. All we desire quality schools public, that form citizens independent, capable to promote changes and to transform the reality unjust its return. The school can and thus must be.

But for this, all that form the pertaining to school community have that to join themselves and to fight next to the responsible agencies for the same one, quality in the education and structure of the school, benefiting all the ones that it composes, unconditionally, without exclusions, nor inaqualities. It is not an easy battle. However, we cannot give up. We must believe and search changes. The way is long and arduous, but all joined we can try to change the Brazilian educational reality. It does not depend only on the Public Power. It also depends on us.