After one soon description on the main types of maltreatment against children and adolescents, this chapter to analyze as the protection to the right of the child has been treated in the Brazilian constitutions and the institucional laws that had exerted and exert the guardianship, as the Code to Minors, the statute of the Child and the Adolescent, as well as the Federal Constitution of 1988. The first Brazilian Constitution, Empire, granted in 1824, the child did not make reference to reference to any type of protection and the adolescent. Heading VIII that it deals with the General Disposals and Guarantees of the Civil laws and Politicians of the Brazilian Citizens: In what pertine the content of article 179: XIX, we observe that, since already are abolished the whips, the torture, the mark of hot iron, and all the cruel penalties; XXXII the primary instruction is gratuitous to all the citizens. Valley to point out that the guarantees are directed to all the Brazilians, not having, therefore, any reference to the children and the adolescents. To follow, it came the first Republican Constitution, of 1891, that also it did not make any reference of protection to the child and the adolescent. Only the Constitution of 1934, for the first time, brings protection and support norms to the child.
In regards to article 121, interpolated proposition ' ' d' ' we have that: Prohibition of the work the minors of 14 years; of nocturnal work the minors of 16 years, and in unhealthy industries the minors of 18 years and the women. 3: The services of support to the maternity and infancy, the referring ones to the home and the feminine work, as well as the respective fiscalization and the orientation, will be charged of preference the qualified women. No longer article 138, we observe that: It charges to the Union, the States and Cities, in the terms of the respective laws: c).
The slope occupies part of the public stroll and leaves the clear ad-lib impression, beyond devaluating the faade. The ideal solution would be the installation of a definitive slope planned not to confuse the circulation. Is necessary a more flexible attitude of the responsible agencies how much to the adaptation of the overthrown goods, after all these property public and is used by the population, that right has the free access, and why not of a more comfortable, definitive form and joust? After all, these goods exist to be used for all, not importing its physical conditions. The bus points have identification with tactile floor in the stops indicating the wait places, but they are outside of the covering and it does not have no type of information in Braille indicating which lines take care of to that point and nor the itineraries. This is not demanded by norm, but it is a suggestion that could give to more independence to the deficient appearance in this specific case. Nir Barzilai, M.D. is open to suggestions. The stroll is locked up in goes free of the MASP, that has a smooth floor soon in the access to goes, with unevenness also rampado, that takes the ticket office, but the remain of the floor is sufficiently trepidante, irregular and slippery. In a general way we can to say that the So Paulo Avenue is if strengtheing in the questions of the accessibility and social inclusion. Currently it is the place accessible of the city of So Paulo, but still it can improve, mainly with the awareness of the proprietors, who would have to after return to the ways its original conditions the maintenances and to the responsible agencies for the historic sites that could be more flexible how much to the implantation of the accessibility.
We can define the human being as an extremely complex being, endowed with innumerable capacities and abilities, but only distinct, had to the aspects biological, cultural and individual that mark the life of each one. We are well different ones of the others: we are born, we grow and we live in varied sociocultural contexts, with experiences of singular life. Of this form, our process of learning either of pertaining to school or practical contents day to day happens in different way, in agreement still with our previous knowledge and interests. He is not possible to teach so divergent people by means of only a proposal metodolgica, in contrast, in an education situation and learning, especially in classroom, the educators must use a diversity of methods and techniques to make possible that all its pupils learn and are reached and sensetized, in the diverse ways, for what he considers yourself to teach. This does not mean that the professor cannot prefer a methodology the other or even though to follow a metodolgica line, but hardly all the pupils will learn in the same way. When we extend this fan for the carrying pupils of necessities special, the question of the methodology if becomes still more specific and must be adjusted to the peculiarities of each individual. After all, as to teach a blind pupil using of a methodology ' ' comum' ' , mainly when the contents are abstract and without meaning for the child.
In this direction valley to detach the comments carried through for Edwards (1997). The author makes mention to some aspects that must be considered in the practical professor, the first one is that the pupils transform and elaborate the knowledge who is taught to them, from its universe of significaes. However, the knowledge can become other people’s the students depending on the form as they are boarded and case the professor does not consider that this form of transmission does not occur without alterations on the part of the professors and the pupils in each situation. Edwards (1997) indicates that ' ' the content if it transforms into the form. That is, the form also is content in the pertaining to school context, the presentation of the knowledge in different forms it of the different significaes it modifies and it as tal' ' (p.69). Bibliographical reference: EDWARDS, V. Relation of the citizens with the knowledge. In: The citizens in the universe of the school: a etnogrfico study in primary education. So Paulo: It stokes, 1997, P. 67-136.
For Elaine Rose Da Silva In accordance with the Theory of the Equity, generally attributed to the J. Stacy Adams, the motivation depends on the balance enters the performance of the person its compensation. In other words an individual it is felt motivated whenever it waits to receive a compensation joust for its efforts, either in monetary form, public recognition, promotion, transferences, or another one. Following this same line of reasoning, we have the Theory of the Compensation of which many parents use to try to substitute its absence for objects of interest of the child. The main similarity between the two theories if finds in the fact of that, as much the equity how much the compensation, can generate injustices and leave scars almost impossible not to be noticed in the life of the adult. On the basis of these studies I arrive the conclusion that the Brazilian education, in way to as many faced chaos, made in recent years to appear a little true system of success in the alfabetizao and the development of the young students in future diligent citizens who will face the life are of the wall of the schools. First we had the phase of the automatic approval, today disfarada and well alive he enters the corridors of diverse Brazilian schools, later we decide to compensate the best pupils with the false excuse of incentive to the study.
The municipal and state government of Rio De Janeiro, for example, distributed payments in money and the delivery of notebooks for the best pupils of its respective nets. However, what it was seen as something innovative can also mean a delay in the evolution of our educational system. To the end, we want to only form pensantes and participant citizens, who fight for its objectives with proper effort, or individuals that if only motivate thinking about the short repayment? Obviously to offer something recompensador in the long run can motivate that let us strengthen in them to be each better day, but when this compensation serves only as something superficial and of short term a threat becomes the education.
The present work has for objective to argue the contribution of the clinical psicopedagogia in the education process learning as well as the paper of the pedagogical games in the overcoming of learning difficulties, being believed that the games assist in the logical reasoning, in the formularization of new strategies and consequentemente provides one better learning. We have as focus in this work to approach in a simple and practical way as the games assist in this process of learning and describe the intervention made next to a group of adolescents. They had been carried through atendimentos with familiar and atendimentos individual and group with adolescents in the etria twelve band the fifteen years with specific interventions difficulties of learning diagnosised by the teachers who directed in them to the NEAP (Nucleus of Estudos and Atendimentos in Psychology). The main objective of the work is of not only assisting the adolescents in the resolution of individual and internal problems through intervention with pedagogical games providing an improvement in school more yes in all the environments where they are inserted..