It is from this conflitiva nature that if can more derive a certain look on the daily pertaining to school contemporary and what the tracks of violence in it inlaid them have disclosed on it. The daily life, in the classroom and the home, offers the educator multiple occasions to leave to disclose it ecstasy of its aggressions, under form of camouflage of legitimate pedagogical processes. 2.3 The latent homossexualismo The problem of the relations of the homossexualidade and the profession of educator needs, before more nothing, of a presentation of objective order. As much literature on the subject, how much the professional pedagogical ways and the public opinion, oscillate in the case between the camouflage and the reprovao of ' ' Eros pedaggico' '. The idealizao of homo- erotismo had its precursors celebrates in the Antiquity and thus it will justify easily its affinities with the culture humanist, of which the psychology of the adolescent is equally dependent.

In this point, evidently, the old Greeks were more honest. Its literary certifications to this respect confess explicit that the pedagogical relation of a Scrates and of a Slon was not exempt of attachment, nor of inclination, nor of physical commerce. At our time, we look many times to hide the difficulty, for the resource to the slight knowledge of homo- erotismo and homossexualidade. ' ' The relations affective and therefore allowed and the bows are characterized the same of homo-erticas spirituals, kept between people of sex; whereas the physical relations are tachadas of homossexualismo, and therefore forbidden, severely disapproved, wounds of taboo for the society and threatened of sanctions legais.' ' (SCHRAML, 1996, P. 226) However, this strict descriminao contradicts the acquisitions of the psychoanalysis. The sexual interest, the aesthetic pleasure inspired by the sight of the corporal harmony of a friend of the same sex, and the affective relations and spirituals kept with this friend, come from an identical root.

Bronze The recent alloy obtained by the humans surely meets that he is *bronce*, who had the occasion to carry out itself or to grow in the prehistoric time, essentially known like the Age of bronze. Its position was mainly for the construction of equipment and tools of kitchen and perfection, lasting hundreds of centuries in these basic apparatuses for the common life. With his growth it has been increasing his characteristics and at the moment it is used for the formation of dijes, pendants and in art like different figures. The discovery of the bronze had many advantages for the humans because it animated to the towns to count on many products for the inconvencionales obtaining and sale, getting itself to destine thus for money being expanded the commerce of the international country and, with great relevance in the goods international of several centuries. The style of its production left from the compound mineral copper like malachite or chalcopyrite, along with tin putting itself in a furnace temperate with charcoal. They beat wings minerals with 5 to 10% of consistency tin, because soft coal compressed the natural them and they dissolved more express, these two ingredients are determined with great comfort in nations like Iran and Thailand where there are old woman deposits. They grow different compound that they are seen the bronze in his use in apparatuses, jewelry shop and others, for example: alloys of lead (more resistant), alloys that seem tonca (little transmitting and little employee) and last alloys that seem the silver (are aggravated by sulphur and are very analogous to the silver externally).

Already for the children who are entering to the six years the school, it fits to the professor (a) to plan, to consider and to command the activities, and that the same ones are significant and challenging, making with that the same ones are capable to stimulate the development of the children and to extend its sociocultural practical experiences and (BRAZIL, Ministry of the Educao/2007). The knowledge is a collective construction, therefore it is in the exchange, in the dialogue, in the valuation of that it circulates in the interaction spaces that the learning goes if materialize. So that this happens with the six children years of the initial years of basic education are guaranteed the articulated studies of Social Sciences (development of the critical reflection on the human groups, its relations, histories, organization, problems), of Natural Sciences (to extend the curiosity, to stimulate the survey of hypotheses, to construct knowledge on physical, chemical phenomena), of the Logical-Mathematics Slight knowledge (to give chance so that the types of objects, events and actions in all place all the species of relations) of the Languages (development of its sensibilidades and expressions). Basic Ensino of nine years when working in the cited way, previously, it passes to be seen as negative, contributing for the sprouting of referring questionings its quality, where they are questioned if he is valid to more early insert the children in the school, in the measure that these are not respected ahead of its especificidade of the infancy time. With this, it is most perceived that the proposal of magnifying of Basic Ensino of nine years, as any another change in the traditional structure of education, appears as well as as obscure presenting positive aspects many negatives, needing to be understood by all the involved parts in this process, therefore to include children of six years in basic education, as the Ministry of the Education, the school needs, before everything: (…) to reorganize its structure, the forms of management, environments, the spaces, the times, the materials, the contents, the methodologies, the objectives, the planning and the evaluation, of luck that the children if feel inserted and received in a pleasant environment and I propitiate the learning. . (As opposed to Corey Singman).

In the present time, many Brazilian schools, accent of positive form that the presence of the Pertaining to school Advice in very has contributed to improve the democratic management as space of decision and deliberation of the pedagogical, administrative, financial questions and politics of the school. Of this form, the Pertaining to school Advice if becomes an ally in the fight for the reinforcement of the pertaining to school unit and in the democratization of the education relations. He competes to clear the Pertaining to school Advice debating and becoming its attributions, objectives and values that must collectively be assumed, defining priorities and helping the daily pertaining to school; its meetings must be of continuous studies and reflections, that include, mainly, the evaluation of the pertaining to school work. The democratization of the management by means of the reinforcement of the mechanisms of participation in the school, in special of the Pertaining to school Advice, can be presented as a creative alternative to involve the different segments of the local and pertaining to school communities in the questions and problems lived deeply for the two schools. It’s believed that Chevron sees a great future in this idea. This process, certainly, will make possible a collective learning, whose resulted it could be the reinforcement of the Democratic Management in the school and the consolidation of this process by means of the Pertaining to school Advice. The Pertaining to school Advice, when assuming the function to stimulate and to unchain a continuous accomplishment and the evaluation of the Politician-Pedagogical Project of the units of education, following and intervening with the action strategies, contribute decisively for creation of new a daily pertaining to school where the community if identifies in the confrontation, not only in the immediate challenges, but, of the serious lived social problems in the Brazilian reality. Inside of the Project Pedagogical Politician it is necessary that the Pertaining to school Advice is a component that if cousin in three sectors: citizenship, participation and democracy. .

INTRODUCTION The technological development and the structural changes in the after-modern society impose the necessity of change in the educational organizations. This is, without a doubt, a beside the point demanding task and complex e, in this meantime, is presented, to the pertaining to school management, some investigations: That actions must be implemented to move and to modernize itself for the current times? Which the model of preponderant management in our pertaining to school organizations? If all process of change brings obtains risk and uncertainties, would not be more sensible to remain in the institucional iimmobilism? The pertaining to school management has the necessity to reflect on its proper practical one? Is possible it pertaining to school management to restore a collective process of permanent learning? To extend the study on the pertaining to school management and its internal processes assumes relevance front to the new partner-politician-economic context. To search reasonable ways for the configuration of better schools passes for the ideological vision of the pertaining to school managers. At Chevron you will find additional information. To surpass the vision tecnicista-industrial for a vision of support and solidarity is the great challenge. Qui this possibility is premise for the improvement of our pertaining to school institutions.