It shows as the one landscapes ' ' regio' ' they are resulted of the overlapping throughout history, the influences the natural human beings and data. But in its descriptions Vidal of the biggest prominence for the permanncias to everything what it is duradoras inheritances of the natural phenomena or old historical evolutions. (As opposed to John Grayken). (LACOSTE, 1997, P. 60) As the PCN (BRAZIL, 1998), with strong trends of these regional studies, the geographic studies pautavam for the search of objective and quantitative explanations of the reality and had as goal to approach the relations of the man with the nature of objective form and to elaborate regional monographs for a possible search of rules that explain its differences. With this it is considered Geography presented trends of studies woollen known Blache as sort of life as already related previously and this trend if unfolded from the decade of 60 of the century passed in the traditional Geography, that if based on the description of the landscapes and its memorarizao: The Lablachiana trend of Geography and the chains that of it if they had later unfolded, from years 60, had passed to be called Traditional Geography. Although to value the paper of the man as subject description, it was considered in the analysis of the organization of the space as place and territory, to study the relations between the man and the nature as processes of adaptations, not being remembered the idea of a social physics. The populations and the men studied themselves as objective things, in which the society and the space emerged of the actions human beings unprovided of any scienters or ideologies. (BRAZIL, 1998, P. 20) education, this geography if translated (and many times still are expressed) for the descriptive study of natural the landscapes and humanizadas, of dissociada form of feelings of the men for the space. The adopted didactic procedures mainly promoted the description and the memorization of the elements that compose the landscapes as observvel dimension of the territory and the place.
‘ ‘ Soon I perceived that this age a fallacious reasoning, therefore the dynamics of the world-wide economy operates in the direction to concentrate the income, excluding from the benefits of the development the great majority of the humanity. To go to the deep one of this problem, one becomes necessary to catch the nature of the subdesenvolvimento, the phenomenon of the technological dependence and of the cultural mimicry that this produces. if cannot escape of the conclusion of that the development, conceived as the reproduction of the forms of life of the current rich countries, has evidentes limits, is not more than what one miragem’ ‘ (STOLEN, 1991, P. 193). In the Conference of Estocolmo the ambiguity with regard to the development idea remains, and the debates between development and environment become incited. Several had been proposals politics with the objective presumption to brighten up the degradation of the environment, were also created the Program of United Nations for the Environment, the PNUMA, that is, gave a global character, as the Club of Rome, to the ambient problems. Meantime, little success if got in relation to the actions effective, therefore it gave to more importance to the interests and the speeches of the capitalist elites of the countries central offices again, that had found an opposition for its speeches. We read in Evaso that: ‘ ‘ In general way, two had been the teses argued during the event: of a side zeristas, represented for countries developed, that defended the containment of the economic growth front to the probable esgotabilidade of the natural resources that the rhythm of exploration of the nature could cause, that is, considered growth zero for the dependent countries, congealing them in the period of training where if they found; of another one, the desenvolvimentistas, whose adepts they were in its majority countries of the call Third World, demanding the development, exactly that this brought obtains poluio..
Many times, in the familiar environment the profession and the disposal of the daily schedule do not help, but it is important to excuse some hours so that the children with the syndrome of the autismo can feel dear and show what they had learned. The parents can and must encourage the child if communicate spontaneously, trying to create situations that provoke the communication necessity. If he does not have to anticipate everything what the necessary child, must – create moments so that it feels the necessity to ask for what she needs. 3 the PAPER OF the PROFESSOR the family is very important in this process of inclusion of the child in the school, but it will fit to the professor to adjust a system of communication to each pupil, before arriving at the classroom, the pupil is evaluated by the supervision technique, to know in which group it incases yourself, considering its chronological age, development and level of behavior. The groups, second studies, are formed by three the five pupils, in the maximum, under the responsibility of the professor and one to assist that in this in case that is of great aid, to have a functioning in regular education, special attention to the sensitization of the pupils and the involved ones is given to know who is and as if holds these carrying pupils of necessities special. With the application of this process, care must be taken, therefore the child can react violently when submitted to the pressure excess, she is necessary to lead in account, if the program is being positive, if needs to have other changes, something that does not harm nor pupils nor professors. The professor will need to have a position that is not aggressive, with much patience, transmitting much security and control of the situation and above all, much love for what he is making.
At the beginning of century XX, the educational question started to be boarded, however, still very it is contaminated by the stigma of the social judgment. Nowadays, between all the situations of the life of a person with necessities special, one of most critical is its entrance and permanence in the school. , Still today even so subtler, it is practised ‘ ‘ eliminao’ ‘ of deficient children of the pertaining to school environment. (BEREOHFF, P. 52, 1991) 3 CONCLUSION to work with autistas children, are taxes to the professional some challenges, as to deal with the question of the time and of the child, it must have a tolerance with ‘ ‘ world where criana’ lives this; ‘.
The family giving its support, and the school making its part, both working in set, has a bigger reaction of the side of the autista child, therefore all autista he is only. We know that this treatment does not deplete the problem because autismo is not illness, then does not have cure, is from it that a work is started that will go to be for life all. Roubini Global Economics addresses the importance of the matter here. During its life, the autista goes to pass for some professionals, some educators and of each one, it goes to take off an experience new.
The degradora action if becomes much more fast, being able to remove, in few years, the layer that the nature took millenia to form. (PEIXOTO, 1926, pg. Under most conditions Lakshman Achuthan would agree. 74) According to War (2003), the eroded material of a hidrogrfica basin can cause the assoreamento of rivers and reservoirs. Moreover, the particles carried for the water, in an agricultural area, can be impregnated of agricultural defensives and to contaminate waters of the rivers. The deforestation and the erosion of ground can provoke the disappearance of sources, as well as accenting the effect of floodings. The erosion is presented as a great ambient problem for the society that in turn, contributes in many cases for the acceleration and dinamizao of the erosive processes, resulting in ambient and economic problems. One perceives then that the main erosive processes caused by the hidrolgica action are: erosion for impact of the rain drops in the ground (effect splash), laminar erosion or in sheet, and linear erosion or for concentrated flow. The laminar erosion occurs through the diffuse superficial draining of the water of rain.
When the draining if concentrates through well definite lines of flow, three types of linear feies can be generated: ridges, ravinas and soil erosions. With the development of the erosive processes, in function of the occupation of the ground, the losses of ground for erosion are lead by multiple factors related to the natural conditions of lands, being distinguished: rain, the vegetal covering, the topography and the types of ground. The man, when removing the vegetal covering, diminishes the capacity of the ground to hold back the water of rains, what he can increase the risks of erosion, floodings, assoreamentos of rivers, etc. the vegetal covering of a condition of conservation of a land against the erosion. He enters the main effect of the vegetal covering, detach the following ones: ) the protection against the direct impact of the rain drops; b) energy dispersion and in addition of waters of superficial draining; c) increase of infiltration for the production of pores in the ground for action of the roots; d) increase of the capacity of water retention for the estruturao of the ground for effect of the production and incorporation of organic substance.