This activity was co-ordinated by the professor who asked for to each one of the pupils to indicate a coordinate in accordance with the drawing in the picture what he would indicate that he would be eliminating a boat, or, a pupil of the game. E, therefore, this pupil gave continuity the same to the game making. As example, let us cite the coordinate 2E (fig. 3), that it indicates the position of Eduardo. from there, the same gave continuity to the game. as if sees that in this imagemo name of Lara is in it has detached, it means, therefore, that the same one was the winner of the game. This practical activity, however, if conforms with the activity of annex 5 because the position of each pupil in the picture Naval Battle is the same of each point marked in the annex in relevance. 2E takes the example of Eduardo in the coordinate.
While number 2 make reference to reference the latitude, the letter and if relates to the longitude. It would be seemed the situation of point C of annex 4, that it is in the position of 40 latitude north and 60 longitude East. The spite of that if it designated in this chapter, is attempted against says it of PERKINS (1992) on the direction of the learning: ' ' we need schools where they not only predominate the thought and the memory, we need one to know reflexive (grifo ours) ' '. Leaving of this, this activity is seen that, for having in its planning the proposal to stimulate the pupils to discover and to construct knowledge through motivations that leave of the professor. For such, one gives credit that this can be one of the first steps for the renewal in practical pedagogical educative, in contrast of what PERKINS (1992) refutes in its text regarding the education when the evolution of the diverse medias ahead of mechanization opposes pedagogical practical them that occur in vertical way without any form of plea of the pupils.
… The Old Hope, that at the time not yet was so old thus, cried out, it begged, makes some thing master! The animals are to suffer, and remember my father to set the caadeira, while dragged it me for the room so that she did not attend that. … Still today I cry the death of my dogs. Nor it had to say this, I do not know you will understand if me, but I cry more for my dogs of what for my poor father. The description of the memory sends the souvenirs to it detected for the capacity of an individual memory that survives of the collective memory.
When Flix tells an event occurred in infancy, it backwards a tona other personages who had been part of this tram, proving, in such a way that the individual memory survives of the collective memory. This, in turn, backwards a tona a representation of the present absentee in the gift. Iser (1996, P. 17) affirms that the elements gifts in the text are strengthened for that if they had absented. Thus the chosen element reaches a perspectivstica position, that makes possible an evaluation of what it is present in the text for what of it if it absents. … And thus the present world in the text is pointed for what it is absented and what is absented can be designated by this presence. Still Iser (1996, P.
13): … the double relation of the fiction with the reality would have to be substituted by a relation trplice. As the ficcional text contains elements of the Real without if it depletes in the description of this Real, then its fictitious component does not have the character of a purpose in same itself, but he is, while pretending, the preparation of an imaginary one. The author par excellence strengthens the idea of the presence of something absent, of that already he happened, evidencing that literature portraies the world in a perspectivstica position, representacional, demonstrating, in such a way, that the Real if makes gift in the ficcional, and that the imagination is the point of divergence between both.