In turn, influenced for Plotino, Augustin, the Nos coincides with the God of the Christianity, and the content of the thought the holy ghost is the ksmos noets, and mundus intelligibilis. For it, is about a rational vision, and recognizes a superior level of the vision of God, that is, in the religious experience, we enter in immediate contact and of mstico way with God, what if of the one of emotional form. From Augustin, a mstica idea appears of God in the medieval mstica, that comes with the opposite of scholastic of intelectualista orientation. The scholastic one only recognizes knowledge of the type rational-discursivo, and the mstica, the right of the intuition, mainly the religious intuition. Already in the Modern Age, with Discardings, the intuition alone involves an immediate intuition of itself, therefore the acts of the life are lived deeply by the proper citizen of real form, that is, it is about a material intuition that if it relates to a Metaphysical situation. In Paschal, the knowledge of the heart is rank to the side of the intellectual, and the emotional knowledge, to the side of the rational, as well as for Malebranche. In Leibniz and Espinosa, the intuition does not exert paper in the theory of the knowledge, as well as for Kant, who in turn does not recognize the experiences in the direction of an immediate apprehension of the object, therefore for Kant, only exists knowledge rational-discursivo.

For David Hume, the human agreement does not possess capacity to know if the things exist and nor as they are, therefore everything that exceeds the capacity of ours conscience runs away from the rational knowledge. Hume is called skeptic, what it is only applied to the theoretical and practical knowledge, rational and irrational. The practical agency and irrational are called ' ' crena' ' , that one meets in the psychic instinct, and that by means of this, if it reaches the certainty of the reality of the world.

The esticos philosophers did not fear deuses nor the death, therefore he had a belief atomist (Nunes, 1986). The main philosopher of this school was Zeno de Ctio (336-263 C), that estoicismo lived according to, searching? ataraxia? defending that the virtues would be the supreme end of all the things. 4,2 EPICURISMO School established from the ideas of Epicuro (342-271 C), was moral and individualistic, as the estoicismo, but it affirmed that the only end of the existence is the pleasure. Not it Christian pleasure, equivalent the sin and lewdness, but the concept of perfect has adjusted to the laws of the nature (Nunes, 1986). By this reason, the epicurista philosophy is called as the good art to live. Different of the esticos, the epicuristas admitted that pleasures spirituals could be positive, such as the art, the thought and the friendship.

The last purpose of ethics elaborated for the epicuristas are serenity, the apathy. 4,3 SKEPTICISM Had a position always to take as doubtful what it is affirmed by the man. They arrived to doubt the knowledge capacity (Nunes, 1986). Thus? nobody knows swims, nobody never knew you are welcome, nor never will know? it seems an adequate sentence to the adepts of this school. The representative greater of this school was Pirrn de Elis (360-270 C), that it affirmed that our judgments on the reality are conventional and are based on sensations. It observed that the directions are deceptive, then the knowledge always cannot be accurate and true. In accordance with the pirronismo, the man must be contented with the appearances of the things, and know that it does not possess the absolute truth (Cabral, 2006). 4,4 ECLETICISM the school of the ecleticism, seemed with the skepticism, associates the criterion of truth with the one of probability (Cabral, 2006). That is, the philosophers of this school had presented themselves acrticos, therefore the accepted ecleticism some possibilities of a truth.

It has much difference enters the located ones in a central quarter and of the periphery of one same city. when we analyze the situation of the agricultural schools, aboriginal and in areas quilombolas, the irrigation ditch is still bigger; we know that this will be able until hindering that the country fulfills the six goals waked up in the World-wide Frum of Dakar, in 2000. These goals if seem the five objectives defined for the movement ' ' All For the Educao' ' , an initiative of the Brazilian civil society hugged by the Ministry of the Education in 2006, whose goals they aim at the year of 2022, the bicentennial of our independence. Of general form, 164 governments and organizations associates in the whole world if compromise to extend and to improve the Education in first infancy, beyond guaranteeing that all child has access to gratuitous primary education and of quality; that young adult is educated; that these last ones have the level of alfabetizao alavancado in 50%; that the disparidades between sex are suppressed in the schools and that, finally, the quality of the Education improves in this stated period. In relation to the universalizao of Basic Ensino, Argentina, Cuba, Equator, Mexico, Panama and Peru already they had reached the goal fully. Brazil has high probability to obtain this up to 2015, to the side of Bolivia, Colombia, El Salvador, Guatemala, Nicaragua and Venezuela. No longer moving to the alfabetizao of adults, the picture is more dramatical and is in the category of that they run the risk not to reach the goal.

So far only Argentina and Cuba had obtained such success. The same type of threat appears in the question equality of sex in Educations Basic and Average. Only Bolivia, Chile, Equator, Paraguay and Peru have boys and girls in conditions of parity in the schools. Therefore Brazil occupies, of general form the intermediate category of the countries that come fulfilling the agreements. the challenge that still has is to reach the parity between the sexos and to fight the illiteracy of adults to enter in 2015 with ' ' lesson feita' ' ; although let us know that the illiteracy of adults is the biggest social debt, in any point of the planet. They is esteem that the world will need 18 million new professors up to 2015 stops to universalizar Basic Ensino, and the challenge of all the countries is to know ' ' as atrair' ' these people for a career that still she needs to have a plan of clear-cut work and promotions, as she occurs in the too much areas.

The professor who is if forming today, needs to have certainty, of that to the contracted being, he will be charged; but that also he will be recognized for what makes. This last aspect corresponds to one of the biggest claims of the masters heard in the elaboration of a recent report of UNESCO. The professor of the future will not be able more being that one, that only receives determination from the coordination and/or the direction of the school, but will have that to be that one, that also participates of the taking of decisions making the difference in the half cultural partner where it is inserted. After all, when the studies and the research indicate that the Education goes badly, nobody have doubt, the reply are always the same one: ' ' The guilt is always of the Professor! ' ' It will be that he is same? (Teixeira M. the R)

The language is an activity specifically human being. To speak is to nominate objects, to form concepts and to articulate them of coherent form To speak is to reveal our thought on the world, as much our subjective world of thoughts, feelings and desires, as the objective, exterior world we. so that let us can speak, is necessary that let us make use of a structuralized language that allows in them to think and to communicate the thought, that is an instrument by means of which let us can establish dialogues with our fellow creatures and attribute sensible to the reality that in the fence. All language is a system of signs. The sign is a thing that is in place of another one, under one determined aspect, therefore it is in the place of the object that it represents. This representation can assume varied aspects, depending on the type of relation that the sign keeps with the represented object.

The Human World is symbolic, therefore the Man is only capable to establish arbitrary symbols, prevailed for social conventions. all language possesss a repertoire, that is, a relation of symbols composes that it. Beyond the repertoire, also the rules of these signs are necessary. When we only know the repertoire of signs, its rules of combination and the rules of use of these signs are that we can say that we dominate a language. The languages created for the Man are many: verbal, mathematical, virtual, artistic, musical, gestual language, politics, etc and all they, through the times, can modify its repertoire of signs and rules of combination, inside of limits established for each one of these languages, in its different realities and cultures. The language is a system of accepted representations for a social group, that makes possible the communication exactly enters integrant of this the group. It is a construction of the reason, that is, an invention of the human being to be able to come close itself to the reality. The language, therefore is product of the reason and alone it can exist where it has rationality.