Kolstein Talent

On the basis of the citation of AXE, Luiz. Superinteligncia. Rio De Janeiro, Qulitymark, 2005, p.104., can be cited the studies of Gardner (1994/1995), which had been decisive for the substitution of the unidimensional paradigm for the multidimensional one, affirming that ‘ ‘ the multiple facultieses human beings are independent in degrees significativos’ ‘ (GARDNER, 1995, p.29). The theory of multiple intelligences was developed as an explanation of the cognition human being and, beyond recognizing diverse and independent facetas they compose that it, it more than praises the interdependence between two or they. This if explains for the fact of that each one of the intelligence forms can be canalized for other ends, that is, the entailed symbols to that form of knowledge can migrar for other forms, denoting the characteristics of independence and interdependence previously pointed out. Still it points the existence of at least eight characteristics with respect to existence of intelligence, which demonstrate what it considers intelligence, sees it modular conception in relation to the functioning of the mind human being. When believing the independence of the functions and the possibility of isolation of the functions, it believes in this type of event.

The child does not learn for imitation: it creates for imitation and the professor must have opening enough to face and to win the unexpected one. All exercise must be argued and be evaluated. We must allow that the pupil incorporates concepts and displays its vision of the world, of the things of its daily life. The important one is to oportunizar to the pupil to become related, to create, to invent, to have fun themselves. Of this form, one concludes that the professors need to search ways to develop some intelligences in the pupils. However, in the educational planning they must be foreseen half to help the educandos to reach an ability, an ability or desired paper; for the talentosos pupils they must be guided to perfect its talentos; for that they present difficulties in school, or same patologias that confuse them the learning, must be developed mechanisms and adaptations that assist to acquire abilities. In this process, she is necessary to identify to the biological and psychological propensities of the human beings, its cultural universes, and to work this diversity, making possible, thus, to explore and to develop all the directions in the teach-learning process.

This scene persists in our time, but of one it forms oppressor, disqualified and antiethical, blocking talentos, innovative abilities and ideas. The man and the work are permeados by a socializador and ethical environment that if reproduces in the actions and activities of the individual with different sensorial points of view, that they are only different at the same time, that it renews yourself to each moment. The man cannot be seen as an extension of the machines that to each moment the society discards, for understanding outdated, and finally without utility, in way to the technological advance. The man possesss as main production its knowledge, through its partner-cultural luggage in acquired experiences, as to be only in the conviviality in society, acting and contributing of some form with Intelligence and productivity. METHODOLOGY For the development of Productive Intelligence requires to question, to reconstruct and to innovate production ideas, through the desconstruo in reflexivas activities that contextualize the diverse factors that involve the citizen. The Pedagogo professional has as question the displacement of its comodista thought, to the Intelligent and productive man of ethical and moral positioning of knowledge and man world becoming a transforming agent.

For the context of this work the studied authors defined themselves on the basis of who ' ' Produtiva&#039 intelligence; ' it possesss three main aspects that are: . Active I.P: The man possesss as essence the productive process of abstract or symbolic form in the gestures, the language, the independent writing or as professional of its knowledge, and that he develops yourself until the end of its life. He must be observing, questionadora, has the education as parameter for thoughts and attitudes of possibilities, must possess desconstrutivos objectives of what it seems to be obvious. b. Formative I.P: The man independe of its intellectuality in elapsing of its history the citizen constructs to its luggage partner? cultural and he contributes for the new to teach and to learn; in what it says (FREIRE, 2005 P.

Perhaps this has relation with the current fights of MMA that charge a price that only the most supplied can pay, and still pay so that they can see a blood bath, perhaps are there a difference enter the fights between gladiators and the fights of MMA, the value of the ingression. He is not objective to criticize none of these modalities here, to only show the historical relation that has enters these two types of spectacle. The beginning the origin of the games between gladiators appeared in 264 a.C in memory to the deceased Iunius Brutus Pear. Although this episode has been cited in the book of Tito Lvio, still it is reason of quarrel between historians . The opinion more consensual regarding the gladiators still in the current days is of that the art of the gladiatorial was carried through only for entertainment of the pbico, and with this the governing would not need to be worried about a possible revolution, therefore in accordance with Garraffoni (2005, P.

63) ‘ ‘ the fights played a role important in such a way in the politics to control and to amuse the population that, in general was idle, as in the constitution of an identity Roman before the Barbarians conquistadors.’ ‘ J. Carcinoma in Rome in the apogee of the empire writes for a French collection expressing this vision of forceful form. According to Carcopino (1990, P. 248) ‘ ‘ A people who boceja this mature one for revolt. The Ceasar’s Roman does not leave the common people to nor of hunger nor of tdio.’ ‘ The spectacles and the fights of gladiadores in specific to the side of the food distribution, would have a clear-cut paper, to keep plebs busy and satisfied, Renata Senna Garraffoni in its Gladiators book in Old Rome presents a different point of view of what it is presented by these authors above mentioned.