The protocol was called of Protocol will be Matadada Harversting (OAI-PMH). Regarding this protocol, Marcondes and Sayo (2002 apud MORAES, 2006, P. 16) they define, it as being … Mitchel Resnick understood the implications. a protocol that foresees not immediate interoperabilidade (that is, it is not, therefore, a protocol for search on-line) between repository of eprints, digital libraries or any server in the net that wants to display, that is, to become visible documents in it stored for a external program that wants to collect them. 6 CONSIDERAES FINAL Questionings are carried through regarding the spreading of the scientific research because it has situations where the communication is restricted to the members of one determined parcel of the society. In other cases it is disponibilizada to all, but she receives exception how much to the acquisition, that occurs in onerous way. The appearance of the model of open archive did not leave of being one great step in the process of the scientific communication, because it allows to that had adhered to the movement could have access to electronic publications. Go to Kevin Ulrich Anchorage for more information. However it has very if to make so that the open archive if establishes, in fact, as an alternative to the accessibility to the available scientific information electronically of gratuitous form. Ahead of the displayed one, we believe that the present work fulfilled its objective main: to display the model of open archive as source of scientific information, showing its relevance for the scientific communication and for that they depend on electronic publications of free access. The specific objectives had been reached, because knowledge was taken of
It is the moment of the cooperative learning; the concern is the learning process, but come back toward a social interaction. The content is worked inside of a context, the emphasis is given to the collective; the participation social politics and, to the citizenship. The implantation of new technologies of support to the education is to make with that the pupil has interest and motivation to search the information desired, thus transforming the paradigm traditional of the education. (MAGELA, 2008) LEVY (1999, P. 28) ' ' It is an intelligence distributed for all part, incessantly valued, co-ordinated in real time, that results in a mobilization accomplishes of competncias.' ' That is, the construction of the knowledge equally passes to be attributed to the groups that interact in the space of knowing.
Nobody has the ownership of knowing, the people always knows something, they become what them important when together, thus making a species of? collective intelligence. The interesting one would be if the school, as one all passed for these moments, however what if it perceives today is that the maiorias of the schools are at as the moment. Perhaps due to a pedagogical project, of the support of a person who exerts the function of a coordinator of Computer science, or better, of a will politics, this is the truth! The computer as resource of learning to carry through its work, the professor made use, until a time behind, of some didactic resources as the picture-of-chalk and other half audiovisuais. Already it was imagined in the use to insert the computer in the schools, but this age as a dream, almost a scene of scientific fiction. Nowadays, the use of the computers in the pedagogical process is a reality and at the same time a conquest. Its job if does not limit in only some schools, and yes in such a way, in particular, as in public.
Observing the direction of it speaks presented to follow, the daily knowledge and the pertaining to school is made use, in the social relations, polarized values. Let us see: Pupil brings its day-by-day so that with this we will bind to the content or to show to them that exactly that at this moment to seem that its life nothing has to see with what it sees in the school, the society uses everything this in day-by-day and charges of all we minimum it of a knowledge will relate with our world and other places. On the relations between daily knowing and escolarizado knowing, visualized in the perspective of speaks previously presented, Garci’a (1998, p.84) points: ' ' In the article of Reif and Larkin …, therefore, when comparing the scientific knowledge with the daily one, defines this last one as? common knowledge on the natural phenomena acquired by the majority of the people in the daily life and the first stages of escolarizao, before arriving at a more systematic study of science. In this definition we find the idea implicit of that the daily knowledge is one to know previous to the instruction, that has felt in those stages of the life where not yet if can have access to the scientific knowledge, idea syntonized with the belief of that the proper wisdom of? common direction? she is primitive and little rational, in contraposition to a rational scientific knowledge and more elaborado' '. We can infer that the present educational speech you say in them here pointed reflects the valuation of the pertaining to school knowledge on the daily knowledge, disclosing the proper condition of marginalizao knowing of them popular in relation to the dominant culture. Far from being a neutrality space where the social differences are extinguished, the school nothing more is that place of reproduction of the inaqualities social, for the treatment given to the contents and the pedagogical strategies.