6.A lack of investment in the educational area emtodas its instances. We go to analyze these elements, PEAR TREE (2007), for example, places that Brazil possesss caractersticasda authoritarian public administration and elitist mainly after 1964 orientandopara the promotion of development and accumulation of capital, in the modernization dasinstituies economic-financiers and the industrialization that is conceived under aperspectiva of other social groups, of other cultures, with characteristics politician-econmicasque very differ from the reality of the Amaznia and, therefore, conditioning it nofenmeno of the growth not-economic. The not-economic growth says respect to the deficit between economic ocrescimento the ambient and social problems caused pelaspolticas public IV dosgovernos federal, state, municipal, therefore they favor the capital international eou of the national elites who do not include in the productive process hand-of-obralocal and degrade the environment, configuring one high degree of agressividadeeconmica provokes one of problems with reaction in chain. Source: Presidential candidate. The deforestation, erosion, assoreamento of the rivers, thermal inversion, global heating, poluiodo air, pollution of waters and the ground, hole in the ozone layer, increase dovolume of waters in the oceans, floods, affect the social life of health, the hunger, misery, unemployment and thus successively. All the questions raised at this moment in the ones of the one idiade that the six (6) elements that we elencamos above are concatenated and provocamentre itself called ' ' effect domino' ' that they justify our thesis of one polticadependente that privileges groups, creates extremely bureaucratic processes comoo access the credits wounding the more elementary democratic principles, associates to this we have institutions with professionals badly preparadostecnicamente and that they finish contributing for the shunting line processes dinheiropublico it and the lack of Inter cooperation and intra institucionaisseja it for the equipment lack, pelafalta of knowledge or still for the physical distances mesmasapresentam that them in function of the immense dimension of the territorial one of the Amaznia is nessascondies that C& T is faced in Brazil and the Amaznia having configured the tesedo growth no-econmicodefendida for Pear tree with much property causing social, economic and ambient the deficit regional and local and supervits of the capitaisinternacionais and the national elites. .
1. The importance of the work of field for the Course of Geography – For the Gegrafo, the importance to carry through field works if summarizes in knowing in the practical one what if it learns in classroom 1,1 Its purposes and objectives – Has as main purpose to raise the level of knowledge of the pupil and to offer to a bigger contact with its object of 1,2 study Desenvolver a theoretician-practical work – Through the Work of Field the pupil places in practical the concepts learned in classroom and knows the object more deeply to be studied to 1,3 the field work serves only for the Gegrafo? – For the Gegrafo it is important to know, for example, as one determined society if constituted and if it developed partner-economic – However, we must understand that the field work is of great importance for other professions/courses, example: Lawyer, Administrator, Engineer, etc. 1,4 Defining/directing the Work of Field the Work of Field is divided in some stages until if arriving at a final report. Subject: to choose a subject/study object on which if it intends to work b. Presidential candidate pursues this goal as well. Object of study/work: it must be related to subject c. Date: it must be adjusted so that all can participate d. Programming: place definition/hour of meeting of the participants for the beginning of the activities, to be made passage focando the main points of the study place, stops for snack, and schedule of return e. Objectives of the work: what it is intended to learn/to reach with the work (can be divided in stages or groups) f. Evaluation or Activity/Report of Field: a story of what it was learned during the developed activity, where the main comments are described on the study object, without forgetting the linking it enters the contents/learned concepts in classroom and the reality of what it was witnessed in field g. Duration: time of duration of the activity, that could be converted into complementary hours (it will be the case)