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According to it apud FOSTER, 2005:58 if the law ' ' not to finish for taking advantage in the relations of men ones with outros' ' , to cease to be mild with its general concept, if to leave to be satisfied the material circumstances, ' ' then it does not have more the essential nature of justia' '. What it can perceive is that this ' ' nature essencial' ' of justice she was not very clear in the practical ones of the social relations, what for this, has been the interests of ones on the others. The idea of the individualizao of the natural wealth, was responsible for great part of the system of social disequilibrium. Disequilibrium this that at other moments had not been so widely unbalanced in comparison to the capitalist system. Another one illustrious thinker whom it used of the materialism for the development of its thought was Charles Darwin (1808-1882).
Its theory on the evolution of the Darwin species it believed that all the creatures would be fruit of a long natural process of evolution, also the man, and that this process would not be in the end of its evolutiva scale. (FOSTER) For Darwin if the human beings if extinguished would appear then new species to complete the ecological niche. Darwin believed that the materialism would not mean one necessarily atesmo, however Darwin censured its materialistic ideas of conception of the reality. As one becomes to perceive in its you write down: (apud FOSTER, 2005:51) ' ' Being the hereditary thought it is difficult to imagine it as being any thing beyond the hereditary structure of the brain ah! its materialist! ' '. In century XVIII the brain already was had as responsible agency to all the mental facultieses. It can be concluded that the thought of Darwin also represented an attack the religious society, and this age something that caused concerns to the thinker.
What even so is not of form some? had demonstrated it to the numbers? one ' ' democracy racial' ' , it really seems to be the no-conflitivos mixture and arrangements the expression, par excellence, of the racial ideal. In being, thus, our myth seems to have dialeticamente acted, therefore when containing the demands for participation and conjuring our preconceptions and discriminations, also, created in the imaginary Brazilian a trend to not the racial conflict. In short, we have the possibility accomplishes to be an effective racial democracy. However, when suggesting the ressurgimento of the race concept as parameter, and thus instituting in a miscigenado country as ours a system a composed given inert racial reality for two polar regions, I see there substitution of a myth? what happily fierce was criticized? for one another one. That one that to try to learn Brazil in a rigid, biracial racial system, where the races if hate of all always? almost an adapted marxist prophecy to the racial relations. On the other hand, I do not believe that universalistas proposals can give account of the social problem that is the discrimination, different preconception and chances for the blacks, in short term.
Then, it appears the social quotas as alternative. This basing on a more objective and firm criterion: the poverty. However, an important fact that I see in this heated debate is as we are not accustomed to it I dialogue politician. Some found vanguards of the black release while the others are racist, others are only militant when in them we are intellectual. At last, the first conclusion of the national debate concerning the quotas accurately seems to be the difficulty to form a culture politics that if paute in the quarrels and relations between State and civil society in Brazil. References AZEVEDO, Marine Clia of. ' ' Racial quota and State: abolition of racism or rights of race? IN Notebooks of Research, v.
3.1 The autonomy of the pupil and its interaction in the school the world where we live is reconstructed and rethink for the man constantly. In a transformation process that demonstrates to its dynamic nature and its way to exist with autonomy, as competent person and that it chooses its proper way. The school has argued its autonomy throughout the years and call to take part in this debate all to the pertaining to school community, formed not only of educational professors, directors and technician, but counting on the direct participation of the pupils, the parents and the local community. Currently, in the schools a period of social interaction is lived aiming at to reach made use in the law n 9,394/96, art.12 and interpolated proposition VI: Art.12. The educational establishments, respected the common norms and of its system of education, will have the incumbency of: VI to articulate with the families and the community, being created processes of integration of the society with the school. When we develop the autonomy of the pupil in the school, unchain a spontaneous process of organization and self-control, therefore it commits itself to the action to be worked, changing its positioning and practising its right of choice. The pupil will become capable in accordance with to argue, to think or to act its proper decisions. It is point of great importance, the development of works in the dependences of the school, so that he has the participation of the pupils in decisions, so that they learn to make an analysis of the situations and so that they try the satisfaction to put in practical its ideas. Professor is necessary to have interaction between pupil/and the conscience of that always it has something new to be assimilated, therefore, must be always made use to learning to learn. Of this form, the pupil always will be motivated to be in the school and the evasion risk diminishes.