Practical Education

In the context of the education of sciences, in general, and biology, in particular, detaches the common subjects that include (surrounding, human being and health), practical aspects and of the daily one of the pupils. Some of these topics are retaken in the calls ' ' Subjects transversais' ' as the PCNs, ' ' you discipline them conventionals, in the direction to argue social matters and values for the full exercise of the citizenship, are not surpassed total. The chosen transversal subjects had been: ethics, cultural plurality, environment, health, sexual orientation, many of which normally are argued by the professors of sciences (KRASILCHIK, 2004). In 1990, the official documents divided two categories of pupils, these categories were defined and differentiated as abilities and abilities. Ability considered itself the general form, action and operations of intelligence, is a form to establish relations with and between objects, phenomena, situations and people. Knowing to make is integrant part of the decurrent ability of the acquired abilities.

By means of the developed actions it is what it makes possible the reorganization of the abilities, and these abilities are perfected (KRASILCHIK, 2004). The consequence in classroom still is for being evaluated, same with the impact of the PCN and its important contribution for the theoretical resume made by official entities and book authors, and others. Some data prove that, the professors in such a way criticize the attempt of the homogenization, as the distanciamento of the quarrels of the elaborated one of the material and a project that encloses all the pertaining to school actions (KRASILCHIK, 2004). 3.2 Practical Educative, Pedagogical and Didactic. The education process is a study object and Didactics, cannot only be something restricted as activity in the space of classroom. One of the modalities specifies of practical educative the amplest one than it occurs in the society is the work of the professor.