De Escola Normal de Natal a Instituto de Educação de Presidente a Kennedy (1950−1965): configurações, limites e possibilidades da formação docente

La recherche ci-présentée consiste dans une narrative historique problematisée par rapport à la trajectoire de l École Normale de Natal. Dans ce parcours, nous distingons sa transformation en Institut d Éducation Président Kennedy, en envisageant la période de 1950 jusqu à 1965. L investigation a été procédée ayant pour base les principes de l histoire des institutions éducatives, on a pris deux catégories d analyse historique : la culture scolaire, utile à la compréhension des pratiques éducatives developpées dans l institution d enseignement ; et celle de genre, l École Normale de Natal/Institut d Éducation pour avoir été fréquentés principalement par des femmes qui voulaient travailler dans l enseignement primaire ; alors, une place de genre. Dans cette perspective, nous estimons sa multiplicité d acteurs et de leurs pratiques dans l institution. Nous mettons en évidence sa création et les cycles de son développement (matérialisés dans les plusieurs configurations), en les reliant aux faits locaux et nationaux. Nous distingons les conflits tout le long des années en ce qui concerne l inexistence de l espace physique pour le fonctionnement adéquat de l école, et les changements du savoir apporté moyennant la renovation du programme d enseigement et de la pratique pédagogique. Ainsi, de la tradictionnelle École Normale de Natal à l Institut d Éducation Président Kennedy, cette institution éducative a gardé, dans son identité, le caracter de modèle et d innovation, quand elle a pu assimiler les changements didactico- pédagogique qui avaient eu lieu dans le scénario national se transformant en un centre de référence pour la formation des professeurs, particulièrement des femmes, en différentes époques dans l enseignement potiguar. L École Normale de Natal s est constituée surtout en un établissement pour la conquête, un chemin pour l élargissement de l univers du rôle de ces femmes qui se déplacent de la sphère de l enseignement privé pour accéder au domaine de l enseignement publique, acquérant ainsi un travail rémunéré

O Curso Normal de 1º Ciclo em Assu/RN (1951-1971)

The aim of this research is the analysis of the history of the Normal Course in the 1st period in Assu, Rio Grande do Norte, since its foundation by the state law no. 621, de 06 December 1951 until its demise, with the implementation of the Course of the Magisterium, by Federal Law 5692 from August 11, 1971. The goal is to answer how it was constituted the operation and the educational practices of this institution, teacher trainers, throughout its existence. For this, we analyze the institution's documents in focus interviews, legislation, of the education, newspapers and books of the season, guiding itself by the studies of Chartier (1991), Elias (2001), Certeau (2001), Frago (1995), Magalhães (2005) and Julia (2001). When dealing with an educational institution, the central category of analysis is the school culture, in which supported the cutting of specific categories of study: the entrance into the Normal Course, the conferring of a degree, the "Normalista Week‖ in Assu and formative elements. The Normal Course from 1st cycle formed teachers in a basic level, differing themselves from schools of teacher education of 2nd Cycle. It was founded in Assu as Regional Training Course and called Ginásio Normal in 1961.In the temporal cut studied, 279 women and 07 men were graduated as Regents of Elementary School, demonstrating a school attended virtually by women. In the narrative, it is restored to the inclusion of female students in the Normal Course, focusing on the processes of registration and the admission exams, graduation events, imbued with discourses on the social role of the teacher and the Party Normalista Week, which valued the sense of belonging with of students to the profession. Through theater plays in the school, of practices forming behaviors and stages of female students in elementary school, training elements are reassembled, demonstrating the discourse of modern education intermingled with the Christian Catholic values of the culture for female education. The reconstruction of the historical identity of this institution sometimes close, sometimes unique, when confronted with other schools of teacher training brings a contribution to the setting of the history of schooling in the state of Rio Grande do Norte

Valorização do magistério da educação básica no RN: participação do SINTE e do governo estadual na implementação do piso salarial profissional nacional na rede pública estadual no ano de 2009

This paper analyzes the policy of upgrading the teaching profession in relation to financing basic education, with a view to participation of the Union of Education Workers of Rio Grande do Norte - SINTE / RN and the state government in the implementation of Professional Base Salary the National Professional Teaching Public Basic Education - Law 11738/2008, the public state of Rio Grande do Norte. The participation of civil society, through the union movement presents itself as an important process of implementation of Professional Base Salary. The participation of SINTE / RN occurred since the fight to pass the plan, careers and Compensation (2006) until the implementation of the Base Salary (2009) highlighting the power relations established between the Union and State Government. To this end, there were actions such as public hearings and strikes by education professionals. In order to raise issues relevant to the issue of enhancement of teaching and participation of unions as a collective representation has been taken as a theoretical and methodological literature on the financing of basic education, enhancing teaching and participation as well as policy guidelines governing the career of teaching. Was used as a methodological procedure to document analysis and information gathering through semi-structured interviews. The results indicate the participation and the power relationship between the trade union movement and the state government in the implementation of the Base Salary. However, the current issues concerning the limitations of recovery of the teaching profession in order to implement the policy floor, not only merit of the state of Rio Grande do Norte, but the decisions that have been taken by the Supreme Court (STF) relating to the unconstitutionality of Action (ADI) filed by five governors. This fact greatly reduced the possibility of recovery of the teaching of the state, considering that the government was limited to decisions of the Supreme Court. Therefore, the enhancement of teaching remains a challenge for the union movement

O Fundef e o Fundeb como política de financiamento para a valorização do magistério: efeitos na carreira e na remuneração dos professores da rede pública estadual de ensino do RN

Le présent étude analyse les effets de la politique de financement de l éducation de base, par les Fonds contables, Fundef et Fundeb, et sa proposition de valorisation de l enseignement, en considerant les dimensions de la carrière et de la rémunération des professeurs de l éducation publique de l état du Rio Grande do Norte, entre les années de 1996 et 2000. Pour comprendre les contraintes de l évaluation des politiques publiques, en cherchant aussi les contribution en Marx (1996) selon qui « le concret est concret » et que la dialétique du concret peut appuyer pour la tentative de capter le fenomène étudié. On a utilisé encore le référentiel bibliographique relatif au financement de l éducation et la valorisation de l enseignement à partir de la littérature reférente aux dimensions de l objet (Fundef et Fundeb) et (carrière et rémuneration). Dans la recherche documental, au-delà des législations, directrices nationales et locales pertinentes, se sont utilisés des donnés référents aux ressources, disponibles à la Finbra, Trésor National, SIOPE/RN, INEP/MEC, des informations du résumé de la feuille et feuille de payement du Secrétariat d État, de l Éducation et de la Culture (SEEC) et 289 bulletins de salaire de 21 professeurs. On a réalisé interview semi structurée avec une quantité de 9 professeurs, reférent à la carrière, et un questionaire appliqué à 12 professeurs relatif à la remuneration. On considère que sur les résultats reférents aux indicateurs éducationnel, dans la période Fundef il y a eu une réduction des inscriptions aux écoles de l état comme aussi aux fonctions des professeurs de l Enseignement Fondamental, et cela correspond à 37%. À partir de la vigence du Fondebe (2007 - 2010) ces indicateurs ont équalisé. Pendant toute la période, 1996 et 2010 il y a eu une augmentation des inscriptions de 119,03%, et aussi aux fonctions des professeurs de 77,44%. Par rapport aux informations de financement, on a constaté que, du minimum exigé (60%) sur l aplication des fonds à la rémuneration de l enseignant, on applique pour la période des deux fonds, plus que le minimum exigé, c est-à-dire de 83,29% à 98,89% des fonds. Les effets des fonds sur la carrière des 9 professeurs n ont pas été satisfactoires, si l on considère la promotion et la progression. Au cas de la promotion des 9 de ces professeurs, un seul a évolué son niveau (les titres) mais a, au même temps, rétroagit dans sa progression. Pour la progression des 9 professeurs, 8 d entre eux ont sa progression retardée, ce qui correspond à entre 2 et 5 classes, et ce qui provoque un préjudice qui varie entre 10% à 45% sur sa remunération. La différence d une classe à l autre correspond à 5% de son salaire. On évalue que les avantages financières contribuent pour la remunération avec un pourcentage plus élevé que son salaire, ce qui diminuent pendant lo Fundeb. Par rapport à la remunération un professeur de 24 ans de service avec formation, n arrive même pas à gagner 2 salaires minimums. Le professeur de 30 ans de service, maître, reçoit un salaire, en 2010, qui correspond a moins de 3 salaires minimums, c est-à-dire, une proportion de 2,82 et une remuneration qui correspond à un peu plus que 3 salaires minimums, c est-à-dire, une proportion de 3,66. L enseignement n est pas très favorisé si on le met face à d autres profession qui ont aussi l exigence de formation supérieure, ce qui provoque un effet négatif pour voir l enseignement comme profession. À propos des effets sur la rémuneration, on conclue qu il y a eu une amélioration mais encore insufisante, surtout si l on compare au Salaire Minimum annuel. On évalue que les fonds Fundef et Fundeb n ont pas été capables de promouvoir la valorisation de l enseignement dans le contexte de carrière et rémuneration. On observe quelques résultats négatif dans la politique de fonds, une fois qu il y aurait en avoir avec l incapacité de tel politique en promouvoir la dite valorisation de l enseignement, ce qui est une des causes, le financement avec des restriction budgétaire

Estudo da topologia de redes de conexão funcional no córtex sensorial primário e hipocampo durante o sono de ondas lentas

Complex network analysis is a powerful tool into research of complex systems like brain networks. This work aims to describe the topological changes in neural functional connectivity networks of neocortex and hippocampus during slow-wave sleep (SWS) in animals submited to a novel experience exposure. Slow-wave sleep is an important sleep stage where occurs reverberations of electrical activities patterns of wakeness, playing a fundamental role in memory consolidation. Although its importance there s a lack of studies that characterize the topological dynamical of functional connectivity networks during that sleep stage. There s no studies that describe the topological modifications that novel exposure leads to this networks. We have observed that several topological properties have been modified after novel exposure and this modification remains for a long time. Major part of this changes in topological properties by novel exposure are related to fault tolerance

Centros subcorticais dos sistemas visual primário e óptico acessório no mocó (kerodon rupestris): caracterização pela projeção retiniana e citoarquitetura.

The primary and accessory optic systems comprise two set of retinorecipient neural clusters. In this study, these visual related centers in the rock cavy were evaluated by using the retinal innervations pattern and Nissl staining cytoarchigtecture. After unilateral intraocular injection of cholera toxin B subunit and immunohistochemical reaction of coronal and sagittal sections from the diencephalon and midbrain region of rock cavy. Three subcortical centres of primary visual system were identified, superior colliculus, lateral geniculate complex and pretectal complex. The lateral geniculate complex is formed by a series of nuclei receiving direct visual information from the retina, dorsal lateral geniculate nucleus, intergeniculate leaflet and ventral lateral geniculate nucleus. The pretectal complex is formed by series of pretectal nuclei, medial pretectal nucleus, olivary pretectal nucleus, posterior pretectal nucleus, nucleus of the optic tract and anterior pretectal nucleus. In the accessory optic system, retinal terminals were observed in the dorsal terminal, lateral terminal and medial terminal nuclei as well as in the interstitial nucleus of the superior fasciculus, posterior fibres. All retinorecipient nuclei received bilateral input, with a contralateral predominance. This is the first study of this nature in the rock cavy and the results are compared with the data obtained for other species. The investigation represents a contribution to the knowledge regarding the organization of visual optic systems in relation to the biology of species.

Atividade multimodal no córtex sensorial primário de ratos.

The currently accepted model of sensory processing states that different senses are processed in parallel, and that the activity of specific cortical regions define the sensorial modality perceived by the subject. In this work we used chronic multielectrode extracellular recordings to investigate to which extent neurons in the visual and tactile primary cortices (V1 and S1) of anesthetized rats would respond to sensory modalities not traditionaly associated with these cortices. Visual stimulation yielded 87% of responsive neurons in V1, while 82% of S1 neurons responded to tactile stimulation. In the same stimulation sessions, we found 23% of V1 neurons responding to tactile stimuli and 22% of S1 neurons responding to visual stimuli. Our data supports an increasing body of evidence that indicates the existence multimodal processing in primary sensory cortices. Our data challenge the unimodal sensory processing paradigm, and suggest the need of a reinterpretation of the currently accepted model of cortical hierarchy.

O FUNDEF e o FUNDEB como política de financiamento para a valorização do magistério: efeitos na carreira e na remuneração dos professores da rede pública e estadual de ensino do RN.

Este estudio analiza los efectos de la política de financiamiento de la educación básica, por intermedio de los Fundos contables, Fundef y Fundeb, y su proposición en valorar el magisterio, considerando las dimensiones de carrera y de la remuneración de los profesores de la red pública estadal de enseñanza del estado de Rio Grande do Norte, en el período entre 1996 y 2010. Para entender las condicionantes de la evaluación de las políticas públicas, se buscó también las contribuciones de Marx (1996) segundo quién “el concreto es concreto” y que la dialéctica del concreto se puede auxiliar en el intento de captar el fenómeno estudiado. Se utilizó aún, el referencial teórico bibliográfico relacionado al financiamiento de la educación y a la valoración del magisterio, a partir de la literatura referente a las dimensiones del objeto (fundef y Fundeb) y (carrera y remuneración). En la investigación documental, además de las legislaciones, directrices nacionales y locales pertinentes, se utilizaron datos referentes a los recursos disponibles en la Finbra. Tesoro Nacional, SIOPE/RN, INEP/MEC, datos de resumen del folio y folio de pagamiento de Secretaria de Estado, de la Educación e de la Cultura (SEEC), y 289 sueldos de 21 profesores. Se realizó entrevista semi estructurada con nueve profesores, referente a la carrera, además de un cuestionario aplicado a 12 profesores relacionado a remuneración. Se considera que en los resultados referentes a los indicadores educacionales, en el período Fundef ocurrió una reducción en las inscripciones de la red pública de enseñanza, como también en las funciones docentes, de la enseñanza base (fundamental), que corresponde a 37%. A partir de la vigencia del Fundeb (2007 – 2010), estos indicadores fueron puestos en ecuación. En todo el período entre 1996 a 2010, ocurre un aumento en las inscripciones de 119,03% y en las funciones docentes de 77,44%. Sobre los datos de financiamiento, se constató que, del mínimo exigido (60%) en la aplicación de recursos de los Fundos en la remuneración del magisterio se aplica en el período de los dos Fundos, pero el mínimo exigido, o sea, 83,29% a 98,89% de los recursos. Los efectos de los Fundos en la carrera de los nueve profesores, considerando la promoción y la progresión, no han sido satisfactorios. En la promoción de los nueve de estos docentes, apenas uno evolucionó el Nivel (titulación), pero retrocedió en la progresión. En la progresión de los nueve profesores, ocho se hallan con la progresión retrasada, entre dos y cinco clases, acumulando un perjuicio que varía de 10% a 45% en su ganancia. La diferencia de una clase a otra corresponde a 5% en la renta anual. Se observa que las ventajas pecuniarias contribuyen con la remuneración con porcentaje más alto que la renta, disminuyendo esta diferencia en el período de Fundeb. Sobre la remuneración, un profesor con 24 años de carrera, con formación (magisterio), no consigue, después de años de profesión, ganar ni siquiera dos salarios mínimos. El profesor con 30 años de carrera, con maestría, tiene una renta, en 2010, correspondiente a menos de tres salarios mínimos, o sea, 2,82 y una remuneración que equivale a poco más de tres salarios mínimos, o sea, 3,66. Si comparamos la profesión de magisterio con otras que igual exigen formación superior, la primera es, en general, de bajo nivel, causando un resultado negativo sobre la búsqueda de la profesión del magisterio. Por los efectos en la remuneración, se concluye que hubo una mejoría, pero aún insuficiente, sobre todo al comparar con el Salario Mínimo Anual. Se evalúa, una vez que los fundos – Fundef y Fundeb – no fueron capaces de promover la valoración del magisterio en las dimensiones de la carrera y de la remuneración. Se constatan algunos resultados negativos en la política de Fundo ya que tendría que ver, principalmente, con la incapacidad de la referida política a valoración de magisterio, siendo una de las causas, o financiamiento con restricción de presupuesto.

O vencimento e a remuneração do magistério público municipal de Natal/RN: repercussões da implementação do Fundeb (2007-2010)

Le travail suivant discute le salaire touché par les professeurs et leur rémunération, face à l’implémentation du Fond de Mantenance du Développement de l’Éducation de Base et Valorisation des Professionnels de l’Enseignement (Fundeb), au Système d’Éducation Public de la Municipalité de la ville de Natal, entre les années de 2007 a 2010. L’objectif est l’analyse des repercussions du Funeb pour la rémuneration des enseignants dans le contexte de la politique de financement de l’Éducation de Base e ses propositions de valorisation des enseignants – revennu et rémunération. L’étude s’est utilisé la recherche bibliographique et documentale, les informations relatives à : Éducatif (inscriptions), rémunération (bulletin de salaire et bulletin de paie), budgétaires (recette et dépense) au ressource – microinformations du recensement scolaire (INEP/MEC), SIOPE/FNDE et lo PCCR de la municipalité (LC nº058/2004), et comme donné comparatif on utilise la rémunération et la valeur du salaire minimum national – actualisé par le INPC. À partir de là, les études montrent que dès la Constitution Fédeérale de 1988, il y a eu des changements dans la structure du financement de l’Éducation par la politique de Fonds, iniciée par le Fundef et continuée par le Fundeb, avec des reflets pour la valorisation des enseignants, spécialement, sur la rémunération. Par rapport au revennu, l’étude montre un réajustement à chaque année qui observe, en 2007, un pourcentage de 23,74%, c’est-à´dire, la plus grande de la série historique. Par l’analyse des donnés de revennus on peut observer que les enseignants, au début de leur carrière, présente des réajustement sur leur revennu et rémunération plus petit que celui du Salaire Minimum National, et pourtant les enseignants de niveau supérieur (N1), spécialisation et maîtrise (N2) ont présenté le même pourcentage de croissance de la rémunération pendant cet étude, qui correspond à 14,7%. Le pourcentage pour le professeur docteur a été noté en 33,9%. Par rapport aux enseignants de plus de temps de service, entre 10 et 15 ans, les pourcentages de réajustement ont été différents, car ils montrent des proportions croissantes selon le niveau de formation et le temps de carrière comme enseignant. Malgré le Fundeb présente des progressions, il ne s’est pas encore configuré comme une politique d’amélioration de salaire pour les enseignants. On remarque que pendant l’analyse, il y a une diminuition de proportion entre la valeur de rémunération e la quantité de salaires minimum composant le total, ce qui configure un procès qui exige de plus grands investissements aux salaires des enseignants.

O aprimoramento cognitivo como bem primário em Rawls

The main thesis to be demonstrated in this work is that cognitive enhancement through the use of drugs can be included as a primary good within Rawls' thinking. To develop such notion, the text is structured in two parts. The first part intends to describe the theory of justice as equity in its elements directly related to primary goods. The first information to be verified is the unity of the notion of primary goods in all of Rawls' work. Some elements are modified, for example the distinction of natural and social primary goods. Natural primary goods are intelligence, health, imagination, vigor and chance (luck) and social primary goods are law and liberty, opportunity and power, income and wealth and the social fundaments of self-respect. The perception of some talents such as intelligence has also undergone changes, being altered from "higher intelligence" to "educated intelligence". Such fact highlights education as a primary good that permeates all of Rawls' work in different perspectives. Freedom and self-respect are social-primary goods that will also be deepened. The second part presents the definition of improvement and as to show that the distinction between enhancement and treatment is controversial. The part presents the definition of improvement and as the distinction between enhancement and treatment is controversial. Thus, we have deepened the problems related to practice improvement (enhancement) showing how the concepts of Rawls' primary goods as freedom and self-respect are not in opposition to the practice of improvement, particularly cognitive enhancement. We have shown, instead, that the ban of cognitive improvement could lead to denial of these primary goods. But how could we consider cognitive improvement as a primary social good? What we have done in this thesis is to show how cognitive enhancement is important to ensure that primary products are accessible to citizens, and we rebuilt the process that Rawls uses for choosing his primary goods to test that cognitive enhancement through drugs could perfectly be introduced as such.

O aprimoramento cognitivo como bem primário em Rawls

The main thesis to be demonstrated in this work is that cognitive enhancement through the use of drugs can be included as a primary good within Rawls' thinking. To develop such notion, the text is structured in two parts. The first part intends to describe the theory of justice as equity in its elements directly related to primary goods. The first information to be verified is the unity of the notion of primary goods in all of Rawls' work. Some elements are modified, for example the distinction of natural and social primary goods. Natural primary goods are intelligence, health, imagination, vigor and chance (luck) and social primary goods are law and liberty, opportunity and power, income and wealth and the social fundaments of self-respect. The perception of some talents such as intelligence has also undergone changes, being altered from "higher intelligence" to "educated intelligence". Such fact highlights education as a primary good that permeates all of Rawls' work in different perspectives. Freedom and self-respect are social-primary goods that will also be deepened. The second part presents the definition of improvement and as to show that the distinction between enhancement and treatment is controversial. The part presents the definition of improvement and as the distinction between enhancement and treatment is controversial. Thus, we have deepened the problems related to practice improvement (enhancement) showing how the concepts of Rawls' primary goods as freedom and self-respect are not in opposition to the practice of improvement, particularly cognitive enhancement. We have shown, instead, that the ban of cognitive improvement could lead to denial of these primary goods. But how could we consider cognitive improvement as a primary social good? What we have done in this thesis is to show how cognitive enhancement is important to ensure that primary products are accessible to citizens, and we rebuilt the process that Rawls uses for choosing his primary goods to test that cognitive enhancement through drugs could perfectly be introduced as such.

Um espaço pioneiro de modernidade educacional: Grupo Escolar Augusto Severo -Natal/RN -1908-13

Cette recherche a pour but d analyser l Ecole Augusto Severo, située dans la ville de Natal dont la construction date de 1907,étant le premier établissement d enseignement primaire à l état du Rio Grande do Norte, pendant le processus de restructuration de l enseignement républicain. On cherche à comprendre la représentation de ce milieu scolaire, comme équipement urbain, dans le processus de modernisation de la ville et comme modèle éducationnel pour l état entre 1908 et 1913. En se servant des études historiographes sur le processus de modernisation de quelques villes brésiliennes et des innovations de l enseignement public primaire au pays, à la fin du dix-neuvième siècle et pendant la première décennie du vingtième siècle, comme source pour mieux saisir le contexte général et spécifique. On reconstitue les aspects économiques, sociaux et politiques déterminants des interventions publiques réalisées dans cette ville par les gouvernements républicains ayant comme obectif la construction d une ville embellie,hygiénique et civilisée. Située au quartier Ribeira, principal scénario de la modernité de Natal, l Ecole Augusto Severo est mise em relief comme symbole de civilité du paysage urbain de l époque pour le citoyen du Rio Grande do Norte. Elle disposait de services d énergie et d un tram électrique. Il y avait devant, un grand lac arborisé et une station ferroviaire. A côté, il y avait le théâtre Carlos Gomes (actuellement Alberto Maranhão). Par suíte de son imposante architecture, raffiné style éclectique,on reflète l idéal républicain des elites locales, avec une conception d espace symbolique et éducative de surveillance et contrôle, caractéristiques de l école graduée républicaine

Influência do sistema anteoxidante da catalase no ciclo do glioxilato durante o estabelecimento pós-germinativo de cártamo (Carthamus tinctorius L.) e de girassol (Helianthus annuus L.)

Oilseeds are a high-value natural resource, due to its use as a substitute for petroleum. However, the storage time can reduce seed viability and oil quality. Therefore, scientific efforts have been made to provide a increment of storage time, germination rates and plant establishment of high-value oilseeds. The seedling establishment depends of the plant pass over the functional transition stage, characterized by a metabolic change from heterotrophic condition to autotrophic one. The storage oil mobilization is performed by β-oxidation process and the glyoxylate cycle. Also, the functional transition involves acclimation to photosynthetic condition, which generally includes the participation of antioxidant system and the reactive oxygen species, the latter are produced in various reactions of primary and secondary metabolism. In the present study, Catalase was inhibited during the functional transition of sunflower and safflower, after were performed many analyzes to elucidate the effects caused on the SOD and APX antioxidant systems. Also, were checked the changes in expression pattern of the glyoxylate cycle enzymes markers, ICL and MLS. It was observed that after CAT inhibition, the SOD and APX antioxidant systems allow the seedling establishment. Besides, was verified that both oilseeds can be accelerate the reverse mobilization and the photosynthetic establishment when Catalase activity has dramatically decreased

Pirólise de borras oleosas de petroleo utilizando nanomateriais

The oily sludge is a complex mix of hydrocarbons, organic impurities, inorganic and water. One of the major problems currently found in petroleum industry is management (packaging, storage, transport and fate) of waste. The nanomaterials (catalysts) mesoporous and microporous are considered promising for refining and adsorbents process for environment protection. The aim of this work was to study the oily sludge from primary processing (raw and treated) and vacuum residue, with application of thermal analyses technique (pyrolysis), thermal and catalytic pyrolysis with nanomaterials, aiming at production petroleum derived. The sludge and vacuum residue were analyzed using a soxhlet extraction system, elemental analysis, thin layer chromatography, thermogravimetry and pyrolysis coupled in gas chromatography/mass spectrometry (Py GC MS). The catalysts AlMCM-41, AlSBA-15.1 e AlSBA-15.2 were synthesized with molar ratio silicon aluminum of 50 (Si/Al = 50), using tetraethylorthosilicante as source of silicon and pseudobuhemita (AlOOH) as source of aluminum. The analyzes of the catalysts indicate that materials showed hexagonal structure and surface area (783,6 m2/g for AlMCM-41, 600 m2/g for AlSBA-15.1, 377 m2/g for AlSBA-15.2). The extracted oily sludge showed a range 65 to 95% for organic components (oil), 5 to 35% for inorganic components (salts and oxides) and compositions different of derivatives. The AlSBA-15 catalysts showed better performance in analyzes for production petroleum derived, 20% increase in production of kerosene and light gas oil. The energy potential of sludge was high and it can be used as fuel in other cargo processed in refinery

A concepção de professores do ensino fundamental (1ª e 4ª) sobre a saúde do escolar

Com a criação dos Parâmetros Curriculares Nacional (PCNs), a saúde passou a ser um tema transversal que deve ser trabalhado por todos os níveis de ensino em toda a escola, principalmente pelos professores do ensino fundamental, os quais têm uma grande responsabilidade no processo de formação dos valores e de condutas dos escolares. Com o objetivo de investigar a concepção dos professores de ensino fundamental (1ª a 4ª séries) sobre a saúde do escolar, este estudo teve como amostra 45 professoras lotadas em 04 escolas públicas e 04 escolas privadas no município de Natal/RN. Para a coleta dos dados foi utilizado um questionário semi-estruturado, sendo os mesmos analisados por meio da análise temática. A faixa etária com maior prevalência foi a superior a 40 anos, com 58% de professoras. Com relação ao grau de formação acadêmica das docentes investigadas, 47% delas tem o terceiro grau completo e, 40% possuem apenas formação no magistério. No que se refere ao tema transversal saúde, 27% das professoras não realizaram estudos sobre o mesmo e, 40% das docentes não se sentiam preparadas para desenvolver esse conteúdo, apontando como principal fator limitante à falta de conhecimento mais profundo sobre saúde e a falta de material didático adequado. Sobre a importância em se trabalhar a saúde, 29% das respostas referiram-se aos cuidados com a saúde, e 20% em prevenir e conhecer doenças. Pode-se concluir que é necessária uma capacitação específica referente à temática em questão, o que deve ser acompanhada de políticas públicas que incentivem o profissional da educação e ofereça estrutura ao ambiente escolar