Of one it forms more critical the proposals of the Desenvolvimentosustentvel, Macedo (apud I REBEL, 1998, P. 17 and 18) describes: The paradigmtica crisis that involves sustentabilidadepercorre three decades without if pass of the rhetoric for the practical one. The momentoatual is configured as one transistion moment, therefore we attend a frenesicultural, with systematic espocar of new philosophies, theories and ideologies, that conform, without a doubt the amplest cultural mosaic identified nahistria human being (that) it possesss some interesting particularitities (e) acapacidade of convergence in some aspects that them are basic: the melhoriada quality of life of the man, the conservation of the environment, operacionalizaodo will and the right to information. In this development the life of planetacomo is involved in such a way the set of the interactions and interdependences understood in ciclosbio-geo-chemistries beyond the ecological processes which the humanarepresenta life only one part. When it is treated to assure the ambient citizenship, noentendimento of Maimon (1993), one of the objectives central offices of the desenvolvimentosustentvel, does not intend to defend that the society human being precisenecessariamente to stop with the development economic, this if faznecessrio not to prevent the ambient damages. She is necessary to think about the desenvolvimentoeconmico, but of form that is ambiently sustainable, that is, not secontraponha to the ambient citizenship. The development understands processes of related growth and detroca between itself that they express an aspiration for a sociedademelhor.
Training is any procedure that it aims at to promote and to increase the learning enters the employees of a company, aiming at? particularly? to the acquisition of abilities for one determined position. For Goldstein (1991) Training ' ' it is the systematic acquisition of attitudes, concepts, knowledge, rules or abilities that result in improvement of performance in trabalho' ' Other authors, as Wexley and Hinrichs believe that Training is a learning process that assists the professional to reach the efficiency demanded in its work (present and future) by means of the development of appropriate habits of thoughts, action, attitudes, behaviors, knowledge and techniques. The objectives of a training are: To stimulate the efficiency. To develop and to increase the productivity. To raise the quality levels.
To promote the security in the work. To diminish rubbishes and reverse speed-works. Development is considered as a form of personal perfectioning that consists of improving the knowledge and the abilities of complex nature not structuralized. But, other authors affirm that the Development of an employee is the capacity of this employee in accumulating enough knowledge and information so that it can develop its current function better, or other tasks that will be trusted to them. On the other hand, Nadler (1984) differentiates ' ' treinamento' ' of ' ' educao' ' of ' ' desenvolvimento' ' , appraising them in the following way: Training is a learning related to the current task of the employee.
Education would be the learning that aims at the preparation of the individual for a future task, already identified. Development is the learning acquired for the growth of the individual, but unrelated to a task present (or future) MODALITIES OF TRAINING. 1) Actual training: One is about the training carried through with the physical presence of the instructor and training, whose objective is to characterize, to recycle, to bring up to date and/or to perfect the performance of the treinandos.
– Of Organic cause: also divided in cerebral direct and indirect cause organic. In the ones of direct organic cause, the cranioenceflicos traumas are placed, that can happen of some types of serious accidents, between them of transit and of the work. Of cerebral indirect organic cause, they are originary of other agencies sistmicos, but that they produce manifestations neuropsquicas, as are the case of the endocrinolgicos riots (hipertireoidismo and hipotireoidismo), dismetablicos (diabetes, heptica insufficience and others) and of occupational poisonings, as it occurs in the exposition the neurotxicos products (mercury, lead, manganese, monxido of carbon and others). Riots of Psychic Etiology: thus called had its etiology to be predominantly psychological, meeting divided in reactions and psychological developments. – Psychological Reactions: they appear after a traumatic event soon, therefore, keep chronological relation with it, being cited here as example, the depressive reactions, the attacks of panic and crises of psicomotora agitation. Former rape, sequestration, sexual abuse. – Psychological Development: thus they are called by installing itself of gradual form and can be presented of simple form (apathy, revolt, abulia) or of form paranide (persecutory ideas and neuroses).
Quantitative riots. – Deficient Mental: called of mental retardation, occurring in the individual a comprometimento of the global level of intelligence, being classified in agreement the gravity, in light, moderate, serious and deep retardation. – Upheavals of Personality: they are individuals that present inflexible and badly adaptativos traces of personality, causing serious damages, in the social functioning, occupational, or a subjective anxiety (VAL and GAVIRIA, 1990). They are divided in paranide, esquizide, histrinicos, anancstica and others. Neurovegetativas reactions: Carrying patients of psychosomatic upheavals, that represented in the cardiovascular system can cause: coronariopatia, arterial hipertenso and cardiac arrhythmia, in the respiratory system for the brnquica asthma and syndrome of hyperventilation, in the gastrointestinal system for the peptic ulcer and ulcerativa colite, in the system esqueltico muscle for artrite reumatide.
It tries through the tricks to simulate the world is there, it carries through a thing that not yet has capacity to make; but it knows when it to grow it goes to be able to carry through what she has desire. this is very good for the development of it. Through the tricks the express child to the form as a child reflects, organizes, disorganizes, she constructs, and she reconstructs its world. The importance of the relation of the human being with the toy is basic for the development of a being balanced in its relations with the world that the fence. A child that the sufficient in its infancy played sufficiently and, with certainty it will develop itself very well in the future. It will go to interact itself well and will have good development.
Playing is basic for the development of the child. also is important in all the phases of the life. the way as this happens, differs at the time in the ages and, but the pleasure and the necessity are the same ones. Necessity to become free itself, of fantasiar, creating and to amuse. Pleasure in exploring, extravasar, to become related I obtain and with the others.
When the professor of the one trick in the school, always has the objective, that he will go to develop in the child. But the child does not know and nor needs to be knowing, for it is alone to play to have fun itself. ' ' Coated adults of philosophers, pedagogos, psychologists or psychiatrists had tried to treat the toy as a way to intervine in the life of criana' '. (SANTIN, 1994, p.47) When the child this playing it this if distracting, and at the same time if developing. Many people whom no pedagogical formation does not have, and that it does not know how much it is important the tricks for the children, it speaks that it is a loss of time the professors to play with the children in the school.