Gestão democrática: autonomia e participação na Escola Estadual 11 de Agosto Umarizal/RN

The object of analysis of this work is the implementation of the election of director in the State School August 11, situated in the city of Umarizal, State of Rio Grande do Norte, period 2005-2008. The understanding of the politics concerning the school democratization, triggered in Brazilian society in the 1990s, requires taking into consideration the changes occurring in recent decades in the national and international, which impressed significant changes in the role and functions of the state. The election of a director is part of the policy of administrative decentralization and educational reform that focuses on the democratization of the management of public education with the involvement of social actors in decisions within the educational institutions as a way to address the problems that hinder the actions management education, especially school management. To better understand this process of political democratization of school management developed our analysis seeking to answer the following questions: implementation of direct election for a director ensures democratic management in schools? What are the ramifications for the school, caused by direct election on the school autonomy and participation of the subjects in school processes? From these questions, we set as standard for analysis of democratic management in schools of two dimensions: participation and autonomy within the school. For this we take as a theoretical and methodological literature: Pateman (1992); Rousseau (2010); Bourdieu (2007), Castoriadis (1991); Macpherson (1978); Marx; Engels (2007), among others dealing with participation, autonomy, decision power and election of director, and guidelines dealing with the democratization of school management. As data collection procedure, we use the semi-structured interviews and analysis of meeting minutes of the School Council and the Minutes of the final results of elections, to understand the empirical aspects of the implementation of the election of a director. The survey results indicate some progress and setbacks regarding the participation of subjects from issues relating to the school's educational project. Also underline the political interference as a factor crystallizer the centralization of power in the figure of the director as well as the advancement of the spaces that nurture the mobilization of political debate on the democratization of management. About the extent of autonomy observed that social actors to relate predominantly to the power of decision and the involvement of subjects in the school's actions

O corpo em Michel Onfray

This inquiry looks it to think of the body through Hedonistic Philosophy of Michel Onfray. To compose his written, the philosopher launches strong criticism to the asceticism (constituted by the philosophical tradition and by the monoteístas religions), accusing it of despise the body and the pleasure of his teachings, anchored by the Christian moral. However, his philosophy defends the hedonismo and emphasizes the pleasure as an ethical / moral beginning, which aims the other as much as the individual himself, elevating the body and his potentialities through five senses. The contemplated philosophy allowed us think on the Physical Education, area wich, traditionally, was tied to the execution of disciplinary tasks of the body, disregarding the sensibility of his pedagogic practice. In this scenery, there is an ideal of body that attacks us daily, intensified by this area, which turns in the ethical problem of the body. From then, we launch our questions: From Michel Onfray philosophy, how the body shapes between the asceticism and the hedonismo?, What are the possible implications for the Physical Education? Ruled in the method of the Hedonistic Materialism, proposed by Michel Onfray, we think about this inquiry on two central points that contemplate our categories of study to be known: Glorious body and Loose living Body. We resort to Michel Onfray´s books, as well as, interviews given by the author in magazines / newspapers to help in our inquiry intentions. For the approach ethics / esthetics in the Physical Education, we use the texts of Silvino Santin and Hugo Lovisolo. Besides, we brought the cinema dialog. We classify this inquiry as a true Odyssey that transported us to unknown places and as a return to other already visited. This travel provided teachings that will help our wisdom on how survive the life, alerting us for the worship to the body like the cultivation of ourselves, and not as search of reaching physical standards stipulated by the society in force.

Causas e consequências da onivoria de peixes em ecossistemas aquáticos

Omnivory is a predominant feeding strategy among tropical fishes, but knowledge about its causes and consequences of this pattern is scarce. In this study we hypothesized that tropical fish feed lower in food web as a way to compensate a higher energetic demand, which increases with increasing water temperature and body size. Information about 8172 freshwater and marine fish species from whole world, from tropical and temperate ecosystems, showed that the trophic position of non-carnivore fish decreases with increasing body size in tropical but not in temperate ecosystems. This result indicates that the higher energetic demand of large-bodied tropical fish should exert a selective force in favor of omnivory. As a consequence, trophic dynamics in tropical freshwater ecosystems should have different patterns comparing to temperate ones, with major implications for water management and restoration of eutrophic aquatic ecosystems. Another hypothesis of this work was that effects of tropical omnivorous planktivorous fish on planktonic communities depend of primary producers stoichiometric composition, which depends of light availability relative to nutrients ratios. A mesocosm experiment, manipulating light availability and planktivorous fish presence, confirmed our hypothesis indicating that resource stoichiometric composition (consequently nutritional quality), determine trophic structure of pelagic food webs in tropical lakes. Finally another mesocosm experiment indicated that the removal of omnivorous benthivorous fish should be more efficient than removal of omnivorous planktivorus fish, as a way to improve water quality in tropical lakes and reservoirs. This last experiment showed that omnivorous planktivorous fish increase phytoplankton biomass due to trophic cascade interactions, without increasing nutrient concentrations in the water column. On the other hand, omnivorous benthivorous fish, feeding on detritus and other benthonic food sources and excreting nutrients in the water column, are responsible for translocate nutrient from sediments to the water column, increasing phosphorus pool and phytoplankton biomass. Thereby, internal phosphorus supply should be reduced and water quality of eutrophicated lakes could be improved by removing omnivorous benthivorous fish.

Causas e consequências da onivoria de peixes em ecossistemas aquáticos

Omnivory is a predominant feeding strategy among tropical fishes, but knowledge about its causes and consequences of this pattern is scarce. In this study we hypothesized that tropical fish feed lower in food web as a way to compensate a higher energetic demand, which increases with increasing water temperature and body size. Information about 8172 freshwater and marine fish species from whole world, from tropical and temperate ecosystems, showed that the trophic position of non-carnivore fish decreases with increasing body size in tropical but not in temperate ecosystems. This result indicates that the higher energetic demand of large-bodied tropical fish should exert a selective force in favor of omnivory. As a consequence, trophic dynamics in tropical freshwater ecosystems should have different patterns comparing to temperate ones, with major implications for water management and restoration of eutrophic aquatic ecosystems. Another hypothesis of this work was that effects of tropical omnivorous planktivorous fish on planktonic communities depend of primary producers stoichiometric composition, which depends of light availability relative to nutrients ratios. A mesocosm experiment, manipulating light availability and planktivorous fish presence, confirmed our hypothesis indicating that resource stoichiometric composition (consequently nutritional quality), determine trophic structure of pelagic food webs in tropical lakes. Finally another mesocosm experiment indicated that the removal of omnivorous benthivorous fish should be more efficient than removal of omnivorous planktivorus fish, as a way to improve water quality in tropical lakes and reservoirs. This last experiment showed that omnivorous planktivorous fish increase phytoplankton biomass due to trophic cascade interactions, without increasing nutrient concentrations in the water column. On the other hand, omnivorous benthivorous fish, feeding on detritus and other benthonic food sources and excreting nutrients in the water column, are responsible for translocate nutrient from sediments to the water column, increasing phosphorus pool and phytoplankton biomass. Thereby, internal phosphorus supply should be reduced and water quality of eutrophicated lakes could be improved by removing omnivorous benthivorous fish.

Processo identitário profissional: as experiências formativas de licenciandos do curso de Física - UFPI

In this research, we have as study object the identification process with the profession of students of the Undergraduate course for preparing professors for teaching Physics of the Federal University of Piauí. We start from the following question: - What relationships can be established among the senses given by the students to the group of the experiences lived in their initial formation and the identity construction as teacher? The presupposition is that the process of identification with the profession can contain formative experiences that are impossible to be reduced to the situations of disciplines learning. We considered that, in the development of the process of professional identification, the articulations and the connections that the students established with themselves, with the others - their formative teachers, managers - and with the world - the University, the public school - they should be understood in the interdependence relationships, consubstantiated in the experiences lived during the initial stage of their formation. Therefore, our objective is to understand the process of identification of the students with the teaching profession, based in the senses given to their formative experiences. In order to get this aim, we used the methodology of the Comprehensive Interview, and we chose as methodological and theoretical principles: the multi-referential theoretical framework, 'configuration and interdependence', the relationship among 'identity and alterity', the sensitive hearing and the 'intellectual craft'. The study is organized in two parts: the first, contains two chapters, that have introductory character. The second part is unfolded in five chapters, and it constitutes the development of the thesis. In the "paths", we revealed, starting from the actions and intentions that mobilized the students, processes involved in the choice of the course, and, this way, the initial identifications with the being an university student. We looked for to identify possible dissonances among the curriculum 'instituted and instituting', as well as the implications of its management of the formative experiences of future teachers. In short, we tried to capture, through the speeches of a group of students, the signs, the images and the senses of their formative experiences, which indicate as a vision of how their teaching profession is built. With this study, we sought to contribute for the researches on the field of degrees, taking as axis the formative processes that configure those courses. Finally, that the proposition of professor formation politics should be fundamentally based in internal demands, lived in the formative processes.