As requisite basic for the agreement of other branches of the physics. As for example, the famous laws of Newton. Another reason took that me to work the subject was to the frequency with that the pupils use in its daily one, the concepts of force, movement and rest. Where most of the time the pupils use them of missed form, of the point of view of the scientific knowledge in vigor. Where this research left of an inquiry (disgnostic) concerning the alternative conceptions presented by the pupils of Average Ensino, in relation to the concept of force, movement and rest. Where these alternative conceptions are ideas that the pupils of have determined concepts as they were correct. 1,2 CONCEPTIONS ALTENATIVAS IN THE GENERALITY. Intuitivas calls of conceptual errors, ideas, spontaneous conceptions etc.
possess a series of general characteristics, among which we detach. 1.So found in a great number of students, any level of escolaridade. they 2.Cobrem a vast gamma of contents and has ample executive. The characteristics mentioned above do not leave doubt of that it stops having an effective education, is not possible to ignore the conceptual luggage that the pupil brings when coming across with the formal education of Physics in the school. The research in the area also already showed that the alternative conceptions result very resistant to the change, persisting exactly after a long scientific instruction.
Where the overcomings of such conceptions demand that the pupils if acquire knowledge of them and that the same ones are analyzed and argued in classroom; for this, the use of experience in laboratory can become, as much in qualitative level how much quantitative (Clement, 1982 apud Silva, 1995) 1.3.CONCEPOES ALTERNATIVE SPECIFIC ON SOME FOCUSED CONCEPTS OF the MECHANICS AS: 2.Forca- That she is proper of the human beings. That is, in terms physical the bodies have force. 3.Movimento- a body alone remains in movement will have a force acting on it.
Thus really we would only be enabled to take care of to this public (pupils PNEE) ' '. However, when being asked if during its academic life it had the boarding of this subject, P1, P3, P4, had said that only in it disciplines Special Education that is optional in the regular and obligator course in the course of formation of professors. While P2 informed that not. We can perceive then that the two licenciaturas that are part of this research approach in its curricular matrix discipline that they contemplate in its summary the Special Education, this are evidenced in speak of P3 that says: ' ' … Only in disciplines of Special Education, that is one disciplines optional, is not of the grating of the course … If you are not convinced, visit Keith Yamashita. ' '. After the stories above, are easy to understand because all had said not, when questioned if the courses had contemplated its expectations in relation to the subject, being that P1, P3, P4, that had had the chance discipline to attend a course it above cited had said that well it was worked, however an only moment inside of the course, whereas P2 cited the fact of disciplines to be optional, as main reason for its dissatisfaction.
A documentary analysis of the processes of recognition of the courses of Licenciatura was also carried through, therefore these not yet Had Projeto Poltico Pedaggico (PPP). The summaries had also been analyzed discipline of them of the licenciaturas that are part of this research and only in it disciplines Special Education. FINAL CONSIDERAES the intention of the work were To understand as the courses of Licenciatura in Mathematics of the UESB (southwestern state University of the Bahia) campus of Jequi, treat to the inclusion of special carriers of educational necessities (PNEE) in the regular net of education, in its proposal pedagogical politician (PPP). The data collected in the interviews and documents analyzed in them had propitiated a quarrel that together with theoretical referencial makes possible the construction of this work.
Products that, by some reason, had not been used and that they can again be inserted in the market (MILK, 2003). These two areas of performance of the Logistic Reversa are completely distinct, therefore each one has a total diverse canal of distribution of the one of another one. One forms of better agreement of this definition meets in figures 2 and 3, that they illustrate the distinction enters the logistic flows of after-sales and of after-I consume. The Logistic Reversa of good of after-I consume has as objective strategical to add value to a product, consisting of well inservvel to its proprietor and that still it can be used, for dismissable products and industrial residues. Examples of products you reused, originated of after-I consume, are bottles of drinks, mineral water demijohns, steel scrap iron, aluminum cans, botijes of gas, amongst as much others. Figure 2: Areas of performance of the Logistic Reversa Source: Milk, (2003, P.
17) Figure 3: Flowchart of Logistic Reversa of After-I consume Source: Milk consultorias (2003, P. 18) Milk (2003), affirms that the economic objective of the Logistic Reversa of after-I consume must it the economy generated with the exploitation of the substances cousins proceeding from recycling, as well as of revalorizao of the goods for the reutilizao and reprocesso. Different of the canal of after-sales, justified solely for the economic value, the canal of after-I consume is justified, not only therefore, but also for the ambient and legal questions. Thus being, such activity is more significant in organizations worried about the environment, therefore the legislation, in this in case that, she is more rigid. As this work dedicates the study to it of the reaproveitamento of the residues generated for the painting process, it is observed that the canal reverse of after-I consume must be its main point, therefore from it, will be structuralized the development of the processes of return and reaproveitamento of the residues.