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The principle we had as masters the Jesuit priests, who with its jesutica education, followed the model of academic education of the time where education and religion walked together, wanted to catequizar and to save the indians of the ignorance with a classic education and humanist as the European, in the second half of century XVIII for reasons politicians the Jesuits had been expulsos of the country for threatening the power of the crown, to substitute them in the education of the natives the same crown as been tried to assume for the first time responsibility of the education with certain delay, the professors all of the masculine sex were paid with many delays for the State and as almost all pedagogical organization of the Jesuits he was abandoned, the country took certain time to place in practical the ideas of the marquis of Pigeon house, therefore the masters had been formed by the Jesuits and its ideas prevailed, authority of the master, memorization, classic education, only with the coming of the imperial family we had the first institutions of superior education and only for the classroom that could pay it; with the advent of the republic we have a moment that if would become crucial for the Brazilian society that lasts until today, the bifurcation of education, for the ruling classes superior and academic, it stops the people primary and professional school, the professionals also they were the adjusted ones to take care of to each requirement. With the new school it was tried democratization of education in country, with education lay public school, but the thought to form the responsible elite for the commercialization of the agrarian product of the parents, and the remain for the production of this product, with the change geographic for urban-industrial, in the education little it moved, but the necessity of if characterizing this population technical, in 1961 we have the first LDB that also it confirms these estimated, in the decade of 1990 we have the second LDB that it tries again this ideal to take care of to all the Brazilians in the question education of quality, however what we see until today for results as of the international evaluation of ensino2 it is that the debt of rescue to the right to an education that not only serves for the material reproduction and the economic development, as well as for sociocultural rise that allows the construction of a national identity for the dependent Brazilian population of the public education, not yet was reached.

(letter directed to Louis and Frances Nocross in March of 1873). The history of Emily is the one of a drop that struggles in the sea. If so that battle was not stops to excel, on the contrary she looked for to disappear. In a poem she wrote: How horrible to be somebody! /Impudicia What. What would think Emily Dickinson of their world-wide fame? Its poetry renewed the panorama of Literature and since then its name is a reference forced for specialists and readers. According to their biographer, George Frisbie, the poems of Emily Dickinson, the last and, from an artistic point of view, more perfect product of the Renaissance of the New England, have calmly reached the rank of classic of North American Literature. and I diminish more ahead in the same paragraph he affirms Its work, he has gained an increasing number of readers who understood the high integrity of their poetic crafts and those who it would not happen oneself to them to exclude it from the North American letters, as could not do it with Poe, Emerson or Whitman. More recently Harold is it to Bloom including in its canon of the West like the unique woman deserving poet of such privilege.

The translations of the three poems that accompany this note were made on the other writer admirable, the Argentinean Silvina Ocampo. 89 Some things birds have fly hours bumblebee of these does not have chose. Some things it has are, that are there pain mountains eternity nor these worried to me. Some it has resting, rise. Can I interpret skies? How immovable the riddle lies! (1859) 190 It was weak, I was strong later he left I made I it pass I I was weak, and the strong era then left I it guided to me house. The door was not far was closed was not dark he also advanced was no noise, he did not say to anything that was what I more wished to know. The day no burst in we had to separate to us was stronger now he fought I I also fought We did not do in spite of everything! (1860) 376 Is clear that I said and to God it mattered to him? it concerned so much to him as if a bird in the air struck with its leg and would shout dame reason life that had not had without more pious you had been in the tomb of the atom to leave me glad, annihilated, happy and dumb instead of this penetrating misery.