Eisner Image

Considering the described times, we can affirm that a relation exists enters the art of the good to speak and the expression techniques. Being of great importance to ponder that the expression techniques do not aim at to ' ' to say bonito' ' , but yes to one it forms of to perfect the reflection, understanding and analysis of the language. (VANOYE, 2003). In accordance with Dominique Maingueneau (1997), with passing of the times, for some times, the discursivo content suffers alterations, a time that the citations are not made in the same way. Let us see: Beyond the cited statements it has, therefore, its conditions of possibility. In a trivial level, that is evident: according to, the types of speech, the citations are times not made in the same way; the texts you cited, the occasions where she is necessary to cite, the demanded degree of exactness, etc. vary considerably. (MAINGUENEAU, 1997, p.86).

The discursivo content is the first part of a junction that composes histories in quadrinhos, through the association of texts and images that transmit to the reader the desired message. (MARINE, 2009). 2.2. The IMAGE AS COMMUNICATOR histories in quadrinhos associate two important mechanisms of communication, texts and images. This junction was possible from the efforts of the artists in expressing declared that they were beyond the writing of words.

(EISNER, 1989). Marine Elyssa Soares (2009), the understanding of an image requires a science, where the artist must have knowledge of the experience of life of the reader. From then on, the images must provide an interaction in the mind of both, creative and reading, so that thus it can transmit the message. The objective of the communication through the image depends on the capacity of its recognition and emotional impact. It is what to strengthen Eisner: The success or failure of this method of communication depends on the easiness with that the reader recognizes the meaning and the emotional impact of the image.

The Act

Many parents are conscientious of that reading for its children, having some materials printed matters in house and to read proper they are important for the future one attitudes of reading and pertaining to school success of its children. The demonstrations in the classroom can assume many forms. The professor can take some sorts, pointing out the differences and the intentions of the types of writings. Studies where more than a workmanship of one exactly author is chore in voice and argued can encourage the students to read other workmanships of that author: the book quarrels are a form of demonstration of taste for the reading that awakes the interest. A reader speaks on the first part of a fiction workmanship that is particularly interesting.

After that, a part is chore in high voice to provoke reflection, more the reader stops in a basic point; the pupils whom they desire to discover more must, then, read the book. Souza (1992, P. 22) defines that: Reading is, basically, the act to perceive and to attribute to meanings through a conjunction of personal factors with the moment and the place, with the circumstances. To read is to interpret a perception under the one influences determined context. This process takes the individual to a particular understanding of the reality. Expectations the expectations of the professors in relation to the performance of the pupil also influence the systems of belief of the students the professors who keep its high expectations and communicate for words and acts that the pupils can read are transmitting the pupils who they are capable to read and that this is not negotiable. The professors understand that the reading must be learned; however, the way and the amount of time expense can very be different for the individuals. Together, professors and pupils determine objectives that are reasonable and reached. ' ' I believe that much of our insistence, while teachers and professors, where the students ' ' leiam' ' , in a semester, a without-number of book chapters, inhabits in the errnea understanding that to the times we have of the act of ler' '.

The Movement

Therefore to cover the time of constant form she would be necessary to arrive at the end of infinite instants. What it is impossible, therefore the infinite does not have end and, therefore the movement cannot be constant in the universe. The movement is unnecessary in the universe: As the movement cannot be constant in the universe has a succession of rest and movement in the form universe that the movement is not necessary in the universe, therefore it was the universe could not exist without it and it would not have moments of rest in the universe. Refutation of the mecanicismo and affirmation of the voluntariedade: As the movement it is not necessary in the universe does not have a trend has to exist, but he could never occur. Therefore an inevitable predestination for the facts does not exist, but all the forms acquired for the reality could be different being necessary that the reality is generated between diverse possibilities. Ahead of diverse possibilities for the movement and no trend for its existence if it makes necessary that it is stimulated voluntarily or it never would occur. CONCLUSION: All the things possess an intention since they had been made of form not required by law and the causalidade in the universe is decreasing (that it comes of the universal one for the particular one) of form that has a universal control or a supreme being.