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The environment understanding must be worked since infancy, aiming at to favor a more harmonious relationship between man and the nature, different of the relations established currently, that in its majority if it reflects in deforestation, pollution and extinguishing. Although the necessity of if approaching this thematic one with the children, we must worry us about the context and the language to be adopted so that this favors the understanding of the educandos, so that they can be conceived as to be integrant and responsible for its attitudes. Being thus, we will initiate the work with the environment having left of the environments in which they are inserted: family, school, street, quarter, city, etc. Ron O’Hanley insists that this is the case. So that leaving of lesser concepts for the greaters, the pupils can establish relations and understand the true concept of environment. Lawrence Ellison addresses the importance of the matter here. Objectives: To acquire knowledge the children on the importance of the environment and as the man is inserted in this way; To know the way of being, living and to work in the environment where it lives; To stimulate so that it perceives the importance of the man in the transformation of the way where it lives and what the negative interferences have caused to the nature; To develop and to stimulate in the child the creativity; To develop the orality and the socialization; To understand that the picture of the environment where lives is the continuity of the past. Interdisciplinaridade: Verbal language and writing; Religious education; History; Geography; Arts; Music.

Transversalidade: Environment/Values/Religiosidade. Duration: 02 Weeks (23/05 to the 03/06) Groups: Daily pay Pertaining to school I and II; Integral II; Preparatory. Procedures: Informative texts; Poems related to the subject; Musics related to the subject; Confection of you wall and posters; Clipping and glue of engravings; Infantile literature; Drawings and paintings; DVD; Mobiles? Exposition of the works..

The Moroccan Minister business-oriented Foreigners and of the Cooperation, Saad El-Din Otmani, in a conference of the joint Press with its homologous of other countries members of the Union of the Arab Magrebe, after thirtieth session of work of the advice in Rabat, Saturday 18 of feverieo 2012, it announced that the nineth round of informal colloquies on sara occidental person, under the auspices of United Nations, will be carried through 11, 12 and 13 of March in the outskirts of Manhasset in New Iorque, United States. The eighth round of informal quarrels on sara occidental person was carried through, in Manhasset July of the passed year, in the presence of Morocco, Algeria, Mauritnia and Polisario. As of custom, before each round of negotiations on the Saara, the Front of Polisrio initiates maneuvers with its members infiltrated in the territory to provoke incedentes and to harm the preparative of negotiations. See more detailed opinions by reading what AMCU offers on the topic.. The Movement of the men of Mohamed Abdelaziz is not limited to the capitals of the Europe, in which they had collected the first defeat with the voting of the European Parliament for the protocol of agriculture with Morocco, but furtively, had been ahead threading its net inside of Morocco, in an attempt to provoke un new scene of encampment in Izik, being searched to stir up the separatistas of inside as a double share against the Moroccan authorities in diverse areas, as a confidential document where names of separatistas of the interior benefit of important monthly wages for the Front of Polisario. Without a doubt the ghost of separatistas it appears inside of the recent ones events, trying to politicize the social protests in the regions of Taza and of Beni Mellal, the northwest of the country, confomre the government, seems that the Polisrio Front is interfering in the subjects what was confirmed by the document emitted for Secretariat-Generality of the Polisrio Front of Mohamed Abdel-Aziz. .

Most of the time, such activities have not meant for the children. It is possible to infer that the problematic one presented, until here, is decurrent of a process of formation of professors that does not emphasize in its resume the question of the grafismo as primitive form of construction of the writing. This gap in the formative process presents impacts many disastrous times, therefore the professors ahead of the spontaneous productions of the children do not know as to interpret them, neither as to intervine pedagogically in the direction to make to think them on the language and to advance in its process of alfabetizao. Ahead of the displayed one, this text intends to answer the following questions: How To interpret the infantile grafismo? Which the relation between the infantile grafismo and the written language? How if of the o process of evolution of the infantile grafismo until arriving at the alphabetical writing? In order to answer to such questions this work the bibliographical research will adopt as methodology, understood here as a form to collect previous information and knowledge concerning the problem to be searched and that a reply searchs, in the case of this study, the relation between the infantile grafismo and the process of alfabetizao. Thus, this article will be produced from the referring bibliographical survey of a side, to the studies on the infantile grafismo and of another one, to the alfabetizao process, that is, to the process of acquisition of the language written since the icnica phase to the alphabetical writing. INTERPRETING THE INFANTILE GRAFISMO The child before having access to the writing, wants to say of a formal presentation of the first letters during the alfabetizao process, already she has contact with the graphical system of known representation as: scribbles and infantile grafismo. The scribble initiates to the 18 months, when the child before exactly to carry through the marks of the pencil in the paper has The track of a rod in the sand of the beach, the risk I hunt of it of brick in the wall and the sidewalk, the mark of the chalk in the blackboard, the furinhos made with the finger in massinha, the impression of the full hand of ink in the paper, the mark of the tip of finger in the embaado glass (DERDYK, 1993, p.56). .