Condemning violence always based on the dignity and upholding human rights is necessary to mention that action research was developed in Germany, Denmark, Italy, Spain and Mexico with 2000 students from 9-18 years, 125 teachers and over two academic years. The research is entitled: “Present Without Violence. Building a Culture of Peace. ” Initial discussions revealed the existence of problematic situations, gender discrimination and the need to design an action plan for educational practice. The project was carried out following contents: a) masculinities and gender, b) sexuality and sexual preference, c) violence in everyday life, d) sexual violence, e) the sentimental education, f) intercultural g) gender and violence, h) gender and xenophobia, i) families, j) relations of power and violence k) culture of peace. The methodology for this project has been adapted to the conditions of each Centre and the degree of involvement of the Senate with the development of the program established, working several teachers and several teachers from their areas in the same class group, or on other occasions, has been one teacher / a.

Also the contents developed are adapted to the context and environment. The ultimate goal of this project was to bring the conflict as curricular dimension and build a culture of peace, focusing on the abolition of gender power relations and coexistence of people, eradicate injustice and lack of solidarity to achieve happiness and harmony in harmony. Among the main findings include the following: “The evaluation of this project has shown that it is possible the awareness of what our forms of expression of violence among adolescents, as a first stage for the development of skills in conflict resolution. 49% of students have improved their conceptions of gender violence and multiculturalism (the percentage is higher in our country: 51.2% of students). And the change is higher in boys than in girls, reflecting mainly those who exercise violence. There is a common-and troubling trend “in European countries such as the claim of adolescent girls of psychological violence, despite knowing the effects it produces-as a sign of equality with male adolescents.

Consequently, equality policies should ensure that adolescents assume values traditionally assigned to women: ethics of care, solidarity, lack of competitiveness and aggressiveness, and expression of feelings like love. We assume that the people promoting behaviors, attitudes and values against the liberators that generate oppression. ” Ignacio G. de la Rosa and Juan Manuel de la Cruz (1998) in the article: “Teens a little happier, after detecting the opinions of more than a hundred of teenagers on the distribution of domestic roles and care of others, given the views framed within a patriarchal ideology of masculinity, but after the educational work done by the authors began to detect changes in stereotypical ideas. These results are encouraging because they demonstrate the effectiveness of education in eliminating prejudice and violence prevention, the possibility of countering this scourge of society that affects half of humanity. Today it is urgent to analyze society and see the deaths that violence occurs against women, deaths are only the tip of the iceberg of the tragedy of many women, the addition of programs that address gender violence eliminating sexist attitudes of school but not as a cross-sectional area but fully integrated into the curriculum. Furthermore, as the violence is learned, it may prevent achieving the ultimate goal of total elimination of inequalities, and eradicating violence against girls and women.

The content analysis is one technique of treatment of information. As technique can be used in some types of research and in such a way to serve equally the different levels of empirical inquiry of different sciences social human beings and. According to Valla (2001), ' ' the purpose of the content analysis will be, therefore to effect inferences, on the basis of a logic explicitada, on the messages whose characteristics had been inventoried and sistematizadas' ' (VALLA, 2001; p. 104). In fact we could the set of used metodolgicos instruments, made possible us a bigger explicitao and understanding to soon of our exercise of research. In this Bardin direction, (2004) it affirms that: ' ' The content analysis allowed a more faithful analysis of the reality, in the measure where for detrs of the symbolic and generally polissmico apparent speech a direction is hidden that agrees to unmask (BARDIN, 2004, p.37). In our research the analysis of the data collected in the field, during the participant comment will be carried through in accordance with the decoded explicativas categories of the transcribed subjects, that are: Education in the social movements, Identity and Formation Politics.

3.8 Auto refletividade: the experience of the field in the formation of pesquisador/the experience of the field in the area of social movements provided a bigger understanding to us of what indeed it occurs inside of this organization, as well as we could prove or refute what let us believe to be truths or unreal situations. The learning was differentiated and constructor of new perspectives concerning the social organizations. The main easinesses found in the place of ' ' pesquisa' ' if they had given in the direction of the integrant citizens of that movement to be one as much that susceptveis to the dialogue and, therefore facilitated our work sufficiently and gave in the confidence to carry through study of a calmer and trustworth experience the information harvested in that locality.

The public politics directed to the education in the city of Picu* ** Appeared Rosinalva Martins de Oliveira are known that in last the ten years, necessarily, in the government of president Lula, it has increased and very, the come back public politics to the education. Although to know that not yet it is the sufficient for an education of quality, it is undeniable the difference in relation to the governments had preceded that it. In the city of Picu, the public politics directed toward the education are gifts in form of assistencialistas programs, as: stock market family, the PETI, the AABB community, adopts it one becomes childish, pro the young others; also in the form of other directed programs more to the schools, as: PDE, PDDE, PENATI, PROINFO, beyond the inclusion programs as the multi-functional rooms, of merenda, the pertaining to school transports and others that receive partnerships private as the program from confrontation to the drugs, in partnership with the Banco Santander, that it searchs to take care of children in situation of social risk. Although our city makes use of all these programs, it does not brighten up the situation of the majority of our clientele of children and adolescents who depends on these programs. What we perceive, mainly in relation to the had programs as assistencialistas, is that badly they are structuralized, and the resources badly managed. It does not exist a purpose, an objective, or same a direct partnership with the schools, in the direction to collaborate with the activities, or same with the professors, in a joint action and objective to promote the real citizenship and the learning. The people who are the front of these programs are extremely laypeople, or unprepared. The majority is pointed by the mayor without no academic formation or of knowledge of the social reality of the community.

I – The STUDY OF the ETHICS AND AESTHETIC Pablo Freire it is before everything an educator. Its workmanship leaves roots in the philosophical and antropolgico field, is extended for the area of the communication, apia in sociological knowledge, and is endowed with implications politics. This complexity to multidiscipline of its thought concurs, however, to stand out and to deepen its basic concern: to give to the educative process the essential conditions so that this contributes to the full and conscientious accomplishment of each man in the seio of the society. Leaving of this estimated, of that the education it must have a global vision of the pupil, with feelings and emotions, it is that if it becomes excellent, the study of the dimensions ethical and aesthetic in the pedagogical thought of Pablo Freire. Practical and the freiriana theory, bases on ethics inspired by the relation ' ' man-knot-mundo' ' , that is, to be in the world, in the construction of its ' ' be-knot-world-with-the-outros' ' , that is, to be capable of if relating with the people and the society (FREIRE, 2001c). The expression of this ethics, if of the one in the forms of the aesthetic one, the rescue and the search of all is also noticed, that the forms of expression human being – its proper aesthetic beauty and the improvement of these expressions. Thus, as in them it presents Freire, the beauty is not privilege of a classroom, but a construction shared for all, needing to be conquered to each moment, each decision, by means of experiences, attitudes capable to create and to recriar the world.

Freire, however, calls the attention for a basic aspect. A deep linking between the educative process and the too much essential processes to the life of a society exists: the activity politics, economic, cultural. The educative process is not only one activity human being among others, but an inherent dimension to any activity of the man as to be social.

It is sometimes difficult to do than to explain. When selecting targets for self-study takes into account primarily age and individual characteristics. Thus, independent work should be seen in the constant improvement of knowledge and skills of students. Skills of self does not come suddenly, they must systematically cultivated. In the educational literature there are different classifications of independent work – for didactic purposes, sources of knowledge, level of productive creativity students. Level of complexity should match the level of knowledge a particular student, and simultaneously contribute to the development of their competence. Tasks should be like to play on the model of knowledge and creativity nature, requiring complex mental operations – analysis, reasoning, your own conclusions.

Forms of organization of independent work can be very diverse: Relate the term to explain the content. Fill in the blanks in sentences. Fill in the table. The solution of the chronological problems. Tasks related to the problematic approach, personality assessment of events. Interpretation of the illustrations.

Organization of work on the title. Organization entry work. Drawing diagrams, drawings, tables, crossword puzzles. Work to develop students' independent thinking should be conducted at all stages of education: when goal-setting, the communication of new material, with comprehension and reinforcement of knowledge, while checking homework. I'll tell you how this work I spend on stage, definition of objectives in studying the topic "The Village" prose B. Shukshina and V. Rasputin: goal-setting Shape: Delayed . – Who are the writers in 1955 went to conquer Moscow, taking with him a thick granary notebook with his stories and, not knowing what is the directing department, handed the documents to become an actor? – Who of writers was born on the banks of the Angara in the village of Ust – Uda, later caught in a flood zone? As this writer reacted to the flooding of their village? (Not every generation has to survive the destruction of the cradle in which to shape it a spiritual being.