Ahead of this question, the JJB athletes finish reduced the mental models that display the risk situations still more to them, forsaking instead of protecting, not only physically, but in the psychological dimension also, going against the main one felt that she developed the strategical techniques and of the old Jiu Jitsu for the current JJB: to protect weakkest in any situation, as much in foot how much in the soil. 2 – The rules of fight and contractual requirements of the MMA harm the correct execution of the techniques and strategies of the JJB, for example: closing of round when the JJB practitioner has a dominated position or an incased finishing, pressure of the controllers so that the more aggressive fighters are each time, duly warned to become uninteresting and contracts not to be renewed. Additional information is available at John Castle Castle Harlan. As it can be observed, the MMA generates diverse artificialidades that do not condizem with the proposals of the soft arts, does not condizem with the JJB, seno sees, the techniques of body control is preferred by the practitioners of the soft arts in damage of the traumatic blows (they are used, but as complement), has seen the risk of breaking of the hands, as well as revealing aggressiveness, although to be arts that make possible the users to cause the worse damages, in case that they desire. Let us see the case of the Aikido where its techniques are extremely dangerous, capable to direct the body of the aggressor for the direction that to desire thus and, to have its projected head against the ground, wall or another solid extremity, however, the objective of the soft techniques is not to cause the destructive result, but yes, to control the causes, to control the aggressiveness and to brighten up it the maximum, searching the composition of the conflict by means of action that takes the aggressor to give up its violent intention, without suffering to injuries and if this to occur, controlled for the possible minimum.
What it goes to indicate if a software this or not apt so that it can assist in the application of definitive concept is in analyzing it technical. In which, this analysis guides of adequate form to the use of the tool as educational software, through them is possible to explicitar until point such tool can be used in the aid to the learning of the concept waited for the user. In presence of some educative models of softwares already developed, this inquiry the efetivao of the analysis of quality of Gcompris Software will be restricted, in order to display its resources and limitation while tool of educational software, in promoting the multiplicity of intelligences, the diversity of talentos and cognitivos styles of the individual, as well as developing a position that it aims at to the biggest quality of life of the dislxico, for in such a way, we will follow the norms of the International Organization will be Standardization (ISO) and International Electrotechnical Comission (IEC) that they had been materialize in ISO/IEC 9126, published in the year of 1991 and that in the Brazilian version of August of 1996 received for denomination NBR 13596. 1. Theoretical Referencial 1.1 Softwares in the inclusive education For Axe (2007), the computer started to be a new perspective that innovates the teach-learning process, making possible pupils and professors in a dynamic relation process of the knowledge. But, however, this relation generates critical and questions on its application. After all softwares is paradigms or perspective sources in the education? 1.1.1 Educational paradigms or Perspectives To learn through sounds, images and much interatividade became crucial for the alunado one. Everything through softwares capable to assist the process of good teach-learning for the practical one of the professor and to the incentive of the pupil in acquiring the information of accessible and still attractive form.
To see figure 4 in annex. – Procedural orientation and didactic expectations the Gcompris is objective, has a well persuasive pedagogical conception, each activity has a start, way and end. – Use of models of the real world – the treatment of the real world is present, therefore it reflects in the pupil and it takes off that vision of the unreal world (fancies, witchcrafts and amongst others). – Not violence irritation and the present aggressiveness in the dislxicos can be dealt with some activities of the applicatory Gcompris, in order to evidence the adaptation and the acceptance of its proper errors and in its development as person; – Interface of the Gcompris is full of drawings and intuitiva. A pleasant and attractive environment to the eyes of any child.
– Effect of audio – its sonorous track also does not leave nothing to desire, repleto of calm melodies that will help still more in the development of the dislxicos as desenvolvedora therapeutical tool of proper thinking. – Feedback – We also detach the importance of feedback gifts in the game, therefore through one feedback constructive that the dislxica child will be able to make a reflection regarding the resolution of a problem being associated a word to an image. – Treatment to the educational errors Many softwares does not possess quality in relation to the treatment of errors, some arrive friction the pupil of ' ' burro' ' ' ' preguioso' '. It is the part most delicate of softwares educational, therefore the child who has dislexia already suffers with this preconception. The Gcompris possesss a treatment adjusted for the natural errors of any child, mainly the dislxicas. 4. Consideraes final educational Software is a resource that it demands of the professor, the knowledge of all the procedures for its use, being indispensable to the agreement enters the objective of the planning of the lesson with the same of software.