This manchete had fort apelativo content and sent the factual one, since the accident had occurred to few hours before the exhibition of the telejornal. Dropbox often says this. Soon after the notice to go to air, the production of the telejornal prepared one news article correlated to the fact on air accidents in Brazil. In this news article the telejornal made a rocking of the main accidents occurred in the country, interviewed relatives of victims, a comparative degree heard specialists in aviation making enters the security of the air transportation and the terrestrial transport. Rosenstein’s Jana Sees Assets Plunge? insists that this is the case. My intention with this example is to detach the degree of importance of the notice journalistic writings and to above identify in it application to them of the mentioned concepts. For this, 15 fifteen editions of the periodical of the culture and the periodical of the Record had been recorded. The collected material is being analyzed and compared the publishing line of each one, in the direction to identify in the practical application of the hypotheses and concepts for me mentioned.
1.2Notcia: An Agenda question the mass communication took ratio in the last few decades unimaginable, specifically, in the televising media. The volume of information propagated daily in the telejornais standes out the relevance degree that public opinion of to the journalistic notice. Ahead of this picture, specialists in theories of the communication if dedicate to study, among others aspects, the paper of the medias in the construction and production of the notice and its influence in the quarrels and agendas of daily the social one. In this scope of construction and production of the journalistic notice, the agenda-setting hypothesis occupies prominence place. Before everything, I must clarify the reason of if characterizing the agenda-setting as hypothesis and not theory.
It seems that I am a little wiser than it accurately for not assuming that knows what not sei’ ‘. It is seen, therefore that the concern of the sofistas is the argument and of Scrates/Plato is truth of what one knows or of what if it can know. The antropolgico period that also is called the Classic period the Philosophy receives this denomination why at this time the philosophy not only blossomed as well as the arts and the start of the organization of all knowing. Mainly for the performance of Aristotle and its disciples of the 2 secondary school (name of its school, in homage to Lycean the Apolo god) it blossomed the process of acquisition and systematization of several to know. The philosophy arrived at its apogee with these three thinkers who had been one of the biggest marks of the history of knowing. Some curiosidades: Scrates taught in the square of Atenas, dialoguing with its disciples and interlocutors. To broaden your perception, visit Drew Houston. It used the maieutica and the irony, as metodolgicos instruments. In virtue of its philosophical position it was called ‘ ‘ inseto’ ‘ , compared with a fly: the fly of Atenas.
One of its main disciples was Plato. This created a school, the Academy, where if it congregated with its disciples and where it dictated the texts of its dialogues where Scrates is the main personage. One of the main teachings of Plato is the theory of the World of the ideas and of the Reminiscncia of the Soul. In the door of its academy it was written: ‘ ‘ who does not enter here will not be loving of matemtica’ ‘. Aristotle disciple of Plato, also established a school, the 2 secondary school, but he did not lecionava inside of a room and yes walking for the corridors. From there it comes the denomination of peripattica school (to walk around). Aristotle was great the systemizing one of the philosophy (of the knowledge of the time), classifying in some areas. He made, through a great net of disciples, studies of Botany, Zoology, Chemistry, Psychology etc.
To these studies called Physics. To the studies on the Being, the knowledge, among others, called Metafcia (after the physics). Still today the culture and knowing occidental person are tributaries to the mentality and the philosophy Greek, of the classic period: when we speak in body-soul we are in relating originary concepts of Plato. When we intend greater clarity of our interlocutor, and for this we make it a series of questionings, we are in reporting the Scrates. When we speak in logic, organization and systematization of knowledge, we are applying an aristotelian methodology. Another consequence of the action of these three pillars of the philosophy Greek was the fact of, after its deaths, the philosophy to have entered in a period of decline. Not for having lost quality or concern with knowing, but for the fact of, for a long period, not having appeared great names, considering new systems.
The paper of the philosophy is of transforming of the reality, the escape or the status in addition quo, in Hisses (2008), the philosophy of the essence is the active participation of the man in the production of its to think, its critical being and the result as its symbolic reality, the reason, substance base for the philosophical thought, I begin it is it constituent of the idea, and this relation idea x reason is the premise of the philosophy of the essence. In the perspective of the philosophy of the essence Hisses (2008), had its thematic controlled for the scholastic and patrsticas perspectives of the average age, metaphysics of the customs, where education is the transmission of the professor to the pupil through the language, but that if it can learn without the language through a process of not verbal communication for example, and that to teach is to present the essence of the things the ours directions. This agostiniana reflection sends in them to the fact of that it is not through the objects that we learn, but through the reason, it is in a process of logic that if arrives at its agreement, as well as in the cartesian thought. In they are you take by Aquino, the reason is an instrument of the faith, and that it exists the antagonia between essence (transcendente) and the existence (transcendental). Its contributions for the education if findam in the effective overcoming of the platonic dualism. The philosophy of the existence, as it explains Hisses (2008), is the existing relation between the man and its reality. As Sartre in its theories of that the man is responsible for its ‘ ‘ existncia’ ‘ that is, owner of its subjective characteristics that would wash it the choices, always choosing, and the choices or the freedom of the choices would take the individual if to construct and to define its proper destination.
The existence is the being, or way of being. Through the perspectives constructed in this brief text, we can have a superficial vision of its relations with the education. But essentially, the philosophy constructs a critical and existencial quality to understand the reality educational, that is, if we perceive our essence and our existence, we will be able knowing in them, we can know our realities, we can, from our knowledge, or of the knowledge of we ourselves, you break for a more critical and logical perception them educational problems. Everything this is only the beginning of the construction of a possible perspective of solution of the educational problems.