Eliel Manasses of the Rock Professor Davi de Miranda University Center Leonardo of the Vinci? UNIASSELVI Geography (GED 0611)? SUMMARY practises Educative Modulates V 25/06/2010 the Asian continent is the continent greater of the land in territorial formation. It is the continent most populous also with more than the half of the world-wide population. It very possesss important cities for the economy of the continent and development of its countries. Its relief sufficiently is diversified, locating in this region, the peak highest of the planet, the Everest mount and also other mountainous formations, as it is the case of mountain ranges of the Pamir. Also sufficiently diversified climate, occurrence of polar climate in the region north and occurrence of desert-like climate in the central region. The continent possesss important rivers for the survival of the people, as the case of the River Ganges amongst others. Word key: Asia; Economy and Development. 1.

INTRODUCTION the present work has for objective to bring information and curiosidades regarding territorial formation population of the Asian continent. Information these that have for given purpose to bring to the knowledge that they speak regarding the territorial formation, administrative division, main cities, relief, hydrography, climate and vegetation. Also curiosidades regarding: greater and minor country in territorial formation; rise extremities, with higher and lower points; bigger lake; bigger island; more populous and less populous country (demographic density); country more town and less town; said languages more; per capita income (richer and poor country); amongst another information that had added value in the knowledge regarding the continent. 2. ASIAN CONTINENT 2,1 the CONTINENT the Asian continent is the continent greater of the world in territory, with 44 million kilometers approximately squared, corresponding almost the one tero of lands emersas of the Planet.

This research has as subject, the difficulties that the pupils of the average education of the city of Are Domingos of the Araguaia? Par faces to differentiate education of Geography of the education of History. The purpose of this inquiry was to understand the reason that has caused the difficulties of differentiation in these disciplines, searching in the basic education of 5 8 series, considering this way to observe education learning. For the development of this inquiry, first a bibliographical election in intention was made to delineate theories contained in the epistemolgicos beddings of History and Geography, the procedures in the education of History and Geography and the practical pertaining to school, leading in consideration appropriation of the pertaining to school concepts, metodolgicos procedures and thus to look a conception that could develop theories that surpassed these problems. However, the acquired bibliography served footing for the field research, that had as intention to delineate one reflection for the acquired results and thus to contribute for the practical ones in average education. In this manner, this research was carried through with 11 professors and, 30 pupils of the education of Geography and History of the basic education of 5 8 series of the state and municipal schools between days 19 and 23 of January of 2010. Therefore, this research provided a bigger presented knowledge to me on the thematic one and made with that it understood the thoughts and practical in the process education learning, by means of interviews and application of questionnaires. Words key: Epistemologias. Differentiation.

Average education. Concepts. Methodologies. Practical pedagogical. INTRODUCTION the motivation took that me to elaborate this work happens of the difficulties that some pupils of the first series of the average education of the Elza school Maria Corra Dantas present in differentiating the education of Geography of Ensino de Histria when affirming that he does not have affinity for Geography why the subjects are equal to the one of History, that is, that in understanding of them ‘ ‘ everything he is same coisa’ ‘.

Learning that the environment more simply is not seemed the nature or the natural resources. The AMBIENT EDUCATION By the way, everything makes to believe that in this region it will have one total necessity to the Sustainable Tourism, that is a model of economic development that has as objective main to assure the quality of life of the local population. In providing the satisfaction to the tourist and keeping the quality of the environment on which they depend the community in such a way as the visitor. In simplified way, we can define sustainable tourism as that one that takes care of to the desires and necessities of the economic growth, in the social fairness and the ecological balance of the tourists of the present time, without compromising the resources for the fruition of the future generations in search of a bigger contact with the nature. According to Cavalcanti, for a support in different perspectives, it affirms that. The strong support, in turn, is interested for the maintenance of the supply of the natural resources under the argument of that these resources are indispensable the continuity of the economic activity, and they supply the basic ingredient of which the added value can be created. If the supplies of the environmental resources will be emptied, the economic activity finally will decay.

(CAVALCANTI, 1999.p.197) Of this form, the Ambient Education comes acquiring new dimensions to each year, especially for the urgency of reversion of the map of ambient deterioration where if it lives, materialize practical of development supported and better quality of life for all and selecting principles of programs that guide our affinity with the natural way. In the words of loureiro it affirms that. The Ambient Education is prxis educative and social that have for purpose the construction of values, concepts, abilities and attitudes that make possible the agreement of the life reality and the discerning and responsible performance of individual and collective social actors in environment.

To attract money of the companies for the university to produce research sharpened with the demands of the market.? To study more. The Brazilians dedicate five hours per day to the studies, less of the half of the time of the native of Koreas. The authors of the substance, published for the Magazine See affirm that the current educational scene in Brazil comes being pointed as one of the great problems that emperram the economic development of the country and the faculty of the institutions, is they publishes or private, they have responsibility of this process inside. The continued formation is a preponderant factor for a good performance of the professors and the pedagogical coordinator is one of them pillars for a good development of the education inside of the institutions that act, of form to minimize the effect of a lack of organization inside of the education institutions that they form these professionals for the market. The continued formation can be a way so that the education advances, since some professors need to search new knowledge to deal mainly with the new generations, with regard to technology. Libneo (2006) more makes a reflection on this subject affirming that the new professor would need at least, of a general culture extended, capable to search new knowledge, to develop abilities to know to act in the classroom, with communicative abilities, domain of the informacional language, knowing to use the medias and to articulate the lessons with the medias and multimedias. Leaving of the beginning of that the professors of the initial series are not leaving the Universities with formation adjusted for a good development of the activities, Castrogiovanni author (2000) emphasizes that the study of the space he requires a persistence on the part of the educators of the series of the first one and according to cycle, according to it, for an understanding of the space for the child, becomes necessary understanding of three stages that they need to be understood by the masters who are: lived space, perceived space and conceived space, that is the lived space is the physical space, where the child goes to perceive from the first movements developed for it, from it perceives the space without trying it biological there and later it discovers not only here, but there and there, that is and the space concebidoPara to dominate the subjects, mainly of physical geography, becomes necessary a redimensionamento of the curricular matrices of the pedagogia courses. .

Metodolgica description the theoretical and metodolgicas references could not be other seno those given by the fenomenologia, beyond the theoretical recital searching as arcabouo analytical the boarded conceptions for the classic authors and contemporaries on the forest, we are carrying through half-structuralized interviews and comments in I lease in the area in study. In this manner, the methodology used for Blacksmith (2004) and as well as readings and comments in field, being that these if had given through data gotten from the history of life and situations lived for the inhabitants of the forest. Favoring later the elaboration and interpretations that express the relationship with the forest, having as purpose to understand the beddings theoretician-epistemolgicos where if he based the research. In Geography it is the category landscape that more is come close to this quarrel, being basic references the works of Eric Dardel (L? homme et there terre, 1952), that he presents a Geograficidade, definite one as being the relationship form that one to be has with the landscape; Buttimer (1985), focuses the affective relations and of unreliability with the places and the landscape; Walnut (2001), that it observed, from a reading of Dardel, a geograficidade relation enters the commanders of boats in the river Amazon and the landscapes for lived them; at last, Paul Claval (1999), that it looks for to demonstrate as each culture establishes singular relations with the place and the landscape and constants transformation, being beyond the economic relations. How much to the procedures and/or metodolgicas stages, we understand that it would not have alternative, ahead of the theoretical option to be followed, seno, to hear the people. In this direction, the adopted methodology emphasizes the data gotten through interviews, therefore the verbal depositions that had been valued in the work most are told through the open interviews. It has seen that these histories reflect ' ' world vivido' ' , and in them they make possible one better understanding of the relations between the man and the landscape that the fence, in this research, between the man and the Forest.