They had invested little in Ilhus. Nieman Foundation usually is spot on. The ambition of the profit is evident and the colonels gained money in Ilhus and applied in Salvador and Rio De Janeiro. They had properties in these cities. But they were not all thus. Misael Tavares, for example, did not have good in other cities. Everything what it constructed was in Ilhus.
He was the colonel who more identified itself with the city. still today we have marks of much that was constructed by Misael.' ' FIG. 02: Photograph? Picture Colonel Misael Tavares. SOURCE: Archive CEDOC/UESC. FINAL CONSIDERAES At last, the truth are that the image of the colonel is something still very strong in the memory of the cacaueira region in special in the workmanships of the sacred monster of literature the romancista the writer Loved Jorge who wisely shows with mood and seriousness the two sides of the currency of these known personages as colonels of the cacao. It is certain that in this region of the cacao many crimes had been registered involving land ownership, domain politician or the machista supremacy, but is cautious that if it makes a more objective study of what could have been the colonel of the cacao.
A personage who arrived poor and without instruction to these bahian lands. But one between that they had come with or without family if joining to others and discovering the eldorado one, started to live in casebres in the way of the forest, sleeping in nets or bed of mat. In the rude and hostile bushes repletas of ounces, jararacas, illnesses or even though wild indians, planted ' ' fruits of ouro' ' while it dreamed of a promising future. It was from this climate of fights and discomfort, in way to the danger, that appeared the personality of the true colonel. Man destemido and accustomed to conquer its space with its efforts. He was for everything this that, in elapsing many decades, the colonel gained the respect and the obedience of the inhabitants of the region. FIG. 03: Photograph – Work in the cacao barges. SOURCE: Archive CEDOC/UESC. BIBLIOGRAPHICAL REFERENCES: LOVED, Jorge. Sand captains. Rio De Janeiro: Record, 1991. 233p. LOVED, Jorge. Gabriela cravo and cinnamon. So Paulo: Martins, 1958. 453p. LOVED, Jorge. Lands of the one without end. So Paulo: Martins, 1943. 345p. LOVED, Jorge. Great ambush. So Paulo: Martins, 1945. 460p.
One of the first who began to grow tobacco were Indians. At that time already become clear to all that America will be open, though the natives of this still did not know anything, but prepared in advance up the world, who knows what will happen. Sly Indians, they soon became acquainted with the expedition really Christopher Columbus, as was intended – they offered to travelers to test tube. And you know, before she liked members of the expedition, which not long thinking, they decided to grab a tobacco with him. In a question-answer forum Center For Responsible Lending was the first to reply. Europe was struck by the discovery of Columbus. Similarity to the well-known cry, "Eureka!" Inhabitants of the European continent singing in one voice the triumphant cry of "America! America ", and yet they liked tobacco. Governor of Virginia brought his longtime friend, first pipe, and since the triumphal procession of tobacco in Europe.
Clever British went even further and before long established mass production of pipes across the country, now buy a pipe was much too expensive, however, as to acquire the necessary accessories for the home in a pipe. Article would look incomplete if there is not heard the names of well-known manufacturers of pipes, which existed at the time. They can surely include such brands as Big Ben, Butz Choquin and Peterson. These guys really know how to make high quality and good things. Unfortunately, history has led us to the fact that the pipes had lost its former status and their place was taken by the Queen with the proud name of a cigarette. Look around, how many brands of tobacco products on the shelves stores? Answer and begs to … but now is not about that. Just all of us it's time to quit smoking.
I have spent my three weeks of vacation in August in Calcutta, India, in a project of the NGO Mundo Cooperante volunteering. The project consisted of covering the free and leisure time of 200 children who welcomed the NGO New Light. Through the program, called was once a circus, we have tried to bring the smaller alternatives to the use of free time and transmit values associated with the world of the circus, such as confidence, responsibility towards others, concentration, solidarity children are mostly children of the Calcutta red light district prostitutes. New Light offers safe shelter, opportunity of education and health and legal assistance for women and children in their community. 16 Volunteers have undertaken a program loaded with activities that have developed during the afternoon and you have uploaded to the stage of a theatre the last day, proving a success and a very special day for the children and families who attended to see him. Dr. Neal Barnard will not settle for partial explanations. Personally, I am convinced that this experience I It brings much more to me than the kids. These almost three weeks I have shared time with loving children, with a high level of responsiveness, full of joy and open to whatever you would like to teach them always with a beautiful smile on his lips.
I’ve approached New Light, which makes an admirable job, and Urmi Basu and his team. Recovery is the Director of the Organization and is without doubt the most inspiring, generous and sensitive person I’ve ever met in my life. With this experience, in addition, accentuates my social awareness and my sensitivity to children also. These three weeks I’ve approached also the reality of India, thus knowing very different ways of life, customs, odors and very shocking scenes. In addition, this experience, so intense, has transformed my volunteer colleagues into friends. Three weeks in Calcutta make you discover a part of you unknown and puts you in tessitura not experienced so far.
The education of History is complex and to the professor the responsibility fits to develop a learning that can contribute for the formation of the critical and reflective thought. The challenge of the professor today ahead of all modernity has been bigger, therefore it needs to diversify the sources used during the lessons. (FONSECA, 2003). In the space in classroom according to SCHIMIDT (2002) he is that professors and pupils stop strike, where the professor he becomes the explicit historical knowledge and he takes the possibility of guide of knowing and at the same time open to the problems and opinions to them of its pupils. He is in the lesson that the professor by means of the knowledge that he possesss, can offer to the pupils the appropriation of knowing existing descriptions to them through activities. The classroom is not only one space of transmission of information, but yes of relation of the interlocutors who construct sensible. To teach is not only to transfer knowledge, but to give to the pupils the possibility to construct such knowledge. (FREIRE, 1996).
The professor brings the contents, however it is not enough that they are only these taught exactly that taught well. It must have the connection with the reality lived social human being and. It is necessary that the pupils if recognize in the ideas and attitudes that the professor showed to them. (CAPORALINI, 1991). In accordance with PINSKY, the professor do not have to be abided only by the ways of production oppression, even so basic: ' ' but it must even so show that thanks to the culture of us men, members of the society we have had talent stops dressing in them more adequately than the bears, constructing to better houses that the Joo-of-adobe, to fight with more efficiency the tiger, to each one of us human beings, has come to the world unprovided of for and thick diligent peaks or claws poderosas.' ' (PINSKY, 2005 p.20).