Uma ação reflexiva sobre o processo de (re)escrita de textos: a prática pedagógica da professora Maria

T he reflexive action on the process of texts (re)writing, central topic of this study, is still a challenge within the elementary school. What made this issue a special theme of study was the fact that the chosen focus is based on a lived experiences with (re) writing activities where the uniqueness of the professional practice would be transformed into a place of knowledge production, offering theoretical and a practical support to a teacher, in order to understand the interactive nature of language as a space for recovery of the individual (as a historical, social, and cultural being). The empirical field research, structured in the light of assumptions of qualitative research into the action research format, was a public school in Bahia, in a third grade classroom. The instruments of data collection were open questionnaire, semistructured interviews, observations with video recording, documentary analysis of texts produced by students, and reflective sessions. The objectives that supported the research study were: 1) Investigate, in the pedagogical action of teacher Maria, activities on the writing process, 2) Interact with the teacher, in the form of action inquiry to: a) reflect on the procedures for theoretical and methodological development of reflective practice on the process of the (re) writing of the text, b) intervene in the construction of didactic situations that enable the learning and the development of reflexive actions in the (re) writing of texts. To accomplish these goals, it was established as a commitment a dialogic communication with the protagonist, providing reflection sessions so she could examine her teaching practices. The most relevant theoretical arguments to the establishment of this research came from the theoretical and methodological approaches of Bakhtin s theory of enunciation-discourse (2003, 2004) and Vygotsky s socio-interactionist theory (1989, 1998), as it is believed that both theories, through a paradigm shift, in which the constitution of the individual and the participation of others in the actions of analysis and reflection on the language, would give opportunities for internalization and construction of knowledge. The systematic and critical pondering led the participating teacher into reviewing her teaching praxis, compelling her to promote a more insightful understanding of the writing process of her students. That experirence brought into evidence three categories of actions: 1) actions that reflect the technical rationalism, 2) actions that reflect an emancipatory metamorphosis, and 3) actions that reflect empowerment and awareness. The results confirm that the action / reflection on the process of the (re) writing of a text has a dimension of increasing levels of awareness and self criticism, reproducing other meanings for teaching praxis

A presença de homens docentes na educação infantil: lugares (des)ocupados

A partir da abordagem investigativa da multirreferencialidade, com base em Jacques Ardoíno, e tendo como lentes teóricas os conceitos de cultura e de gênero, discutidos respectivamente por Victor Hell, Stuart Hall, Alfredo Veiga-Neto, e Joan Scott, Guacira Lopes Louro, Dagmar Meyer, este estudo tem como objetivo analisar as implicações da presença de homens docentes na Educação Infantil, problematizando as relações de gênero a partir de um amálgama de atravessamentos sociais, históricos e culturais. Para tanto, foram realizadas entrevistas semi-estruturadas com dois homens que exercem a função de educador infantil na rede pública de ensino do Município de Natal/RN/Brasil. A análise das entrevistas possibilitou a organização dos dados em quatro focos de discussão. O primeiro deles refere-se às figuras masculinas (re)produzidas no cotidiano da Educação Infantil, cujas representações discursivas constroem o homem como “perigoso”, “poderoso” e “respeitado”, ajudando a perpetuar os vínculos histórica e culturalmente estabelecidos entre a figura masculina e as imagens de autoridade, liderança, comando, ao mesmo tempo em que reforça o suposto caráter natural das relações entre a figura feminina e o cuidado infantil. O segundo foco de discussão trata da polarização entre os elementos do binômio masculino/feminino, ativado constantemente nas relações que se estabelecem entre homens e mulheres no cotidiano da Educação Infantil, tornando as instituições desta etapa de ensino um local de concretização dos mais diversos significados de gênero. O terceiro foco de discussão problematiza a necessidade de afirmação da heterossexualidade dos educadores infantis entrevistados, destacando-se a associação (geralmente feita por gestores, por colegas de trabalho e pelas famílias das crianças) entre a heterossexualidade masculina e o adequado exercício da função docente. O quarto e último foco de discussão trata das lacunas da formação inicial e continuada de educadores infantis, enfatizando que, de modo geral, os cursos que formam professores para atuar em instituições de Educação Infantil tendem a desconsiderar a inserção profissional de homens nessa etapa de ensino. Assim, a Dissertação que ora apresentamos tem como escopo a desnaturalização de estereótipos de gênero no cotidiano da Educação Infantil, entendendo que este é também um contexto muito profícuo para o exercício de resistência às imagens cultural e historicamente associadas a homens e mulheres.

Effect of Tripanosomicide Benznidazole (Rochagan®) on the Biodistribution of Sodium Pertechnetate (Na99mTcO4) in Wistar Rats

Benznidazole, a drug with specific anti-Trypanosoma cruzi activity, is used in the treatment of Chagas’ disease. The radiopharmaceutical sodium pertechnetate (Na99mTcO4) is used to obtain diagnostic images of the stomach, thyroid, parathyroids, salivary glands, brain and in the study of esophageal reflux and blood flow. This study aimed at evaluating in vivo the influence of benznidazole treatment on the sodium pertechnetate biodistribution in Wistar rats. The percentage of radioactivity per gram (%ATI/g) of various organs (brain, heart, esophagus, stomach, small intestine, large intestine, spleen, liver, muscle and blood) was determined. Comparing the treated rats with the controls, we observed that sodium pertechnetate biodistribution did not change when administered to rats treated for thirty days with benznidazole

Comparison of prophylactic and therapeutic use of short-chain fatty acid enemas in diversion colitis: a study in Wistar rats

OBJECTIVES: To study the effect of short-chain fatty-acids on atrophy and inflammation of excluded colonic segments before and after the development of diversion colitis. INTRODUCTION: Diversion colitis is a chronic inflammatory process affecting the dysfunctional colon, possibly evolving with mucous and blood discharge. The most favored hypotheses to explain its development is short-chain fatty-acid deficiency in the colon lumen. METHODS: Wistar rats were submitted to colostomy with distal colon exclusion. Two control groups (A1 and B1) received rectally administered physiological saline, whereas two experimental groups (A2 and B2) received rectally administered short-chain fatty-acids. The A groups were prophylactically treated (5th to 40th days postoperatively), whereas the B groups were therapeutically treated (after post-operative day 40). The mucosal thickness of the excluded colon was measured histologically. The inflammatory reaction of the mucosal lamina propria and the lymphoid tissue response were quantified through established scores. RESULTS: There was a significant thickness recovery of the colonic mucosa in group B2 animals (p = 0.0001), which also exhibited a significant reduction in the number of eosinophilic polymorphonuclear cells in the lamina propria (p = 0.0126) and in the intestinal lumen (p = 0.0256). Group A2 showed no mucosal thickness recovery and significant increases in the numbers of lymphocytes (p = 0.0006) and eosinophilic polymorphonuclear cells in the lamina propria of the mucosa (p = 0.0022). CONCLUSION: Therapeutic use of short-chain fatty-acids significantly reduced eosinophilic polymorphonuclear cell numbers in the intestinal wall and in the colonic lumen; it also reversed the atrophy of the colonic mucosa. Prophylactic use did not impede the development of mucosal atrophy

Biodistribuição do pertecnetato de sódio após desvio gástrico em Y de Roux (técnica de capella)

O desvio gástrico em Y de Roux é a técnica cirúrgica mais utilizada no tratamento da obesidade mórbida. Esta operação reduz o volume do estômago e o comprimento do intestino delgado, gerando alterações estruturais e metabólicas que podem influenciar no resultado de exames cintilográficos de pacientes operados. Com o objetivo de avaliar a biodistribuição pós-operatória do pertecnetato de sódio (Na99mTc) em órgãos de ratos Wistar submetidos à técnica do bypass (desvio) gástrico em Y de Roux (BGYR), foram utilizados 12 ratos distribuídos aleatoriamente em grupo tratado (n=6), submetido à cirurgia do BGYR e o grupo controle (C; n=6). No 15º dia de pós-operatório foi administrado 0,1 mL via plexo orbital de Na99mTc aos animais dos dois grupos, com atividade radioativa média de 0,66MBq. Após 30 minutos, os ratos foram mortos e retirados fragmentos de tireóide, coração, pulmão, fígado, estômago, rim e fêmur. As amostras foram lavadas com solução salina 0,9%, pesadas e submetidas ao Contador Gama 1470, WizardTM Perkin-Elmer-Finlândia para determinação do percentual de atividade radioativa total por grama (%ATI/g) de cada órgão. Empregou-se o teste t de Student para análise estatística, considerando-se significantes as diferenças das médias quando p<0,05. Redução significante na média de %ATI/g foi observada no fígado, estômago e fêmur dos animais submetidos à cirurgia de BGYR comparada ao grupo controle (p<0,05). Nos demais órgãos não houve diferença estatisticamente significativa entre os grupos. Em conclusão, a cirurgia BGYR em ratos modificou a biodistribuição do Na99mTc em alguns órgãos, podendo ter implicações clínicas na interpretação de exames cintilográficos. Este estudo xi teve um caráter multidisciplinar com a participação de pesquisadores das áreas de Cirurgia Experimental, Farmácia, Radiobiologia, Medicina Nuclear e Estatística

Avaliação do efeito de um adoçante comercial com sucralose na marcação de constituintes sanguíneos com tecnécio-99m, na morfologia das hemácias e na biodisponibilidade dos radiofármacos pertecnetato de sódio e ácido dietilenotriaminopentacético-tecnécio-99m em ratos Wistar.

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Biodistribuição do fitato de sódio marcado com tecnécio-99m em ratos esplenectomizados

O baço, como maior órgão linfóide do corpo humano, desempenha funções imunológicas relevantes, tais como depuração de bactérias da corrente sangüínea, produção de anticorpos e interação com a função hepática. A esplenectomia tem sido evitada sempre que possível, mas quando realizada pode provocar uma série de efeitos indesejáveis. O radiofármaco 99mTc-fitato é usado no diagnóstico de doenças, especialmente no fígado, através de exames de imagem, na dependência de sua biodistribuição. Algumas drogas e intervenções cirúrgicas podem interferir na biodistribuição de radiofármacos e inexistem na literatura dados sobre efeitos da esplenectomia no metabolismo do 99mTc-fitato. O objetivo do trabalho foi avaliar se a esplenectomia interfere na biodistribuição hepática do 99mTc-fitato e na função do fígado em ratos Wistar. Sob anestesia e técnica asséptica, os animais do grupo SP (n=6) foram esplenectomizados. No grupo C (controle; n=6) os animais não foram operados. Após 15 dias de observação, foi injetado de 0,1ml de 99mTc-fitato via plexo orbital (0,66MBq) em todos os animais. Após 30 minutos, foram retiradas amostras hepáticas para determinação do percentual de radioatividade/grama (% ATI/g), usando-se contador gama Wizard Perkin-Elmer. Realizou-se dosagem sérica de ALT, AST e LDH, e leucometria. Estatística pelo teste t, com significância de p>0,05. Observou-se diferença significativa (p=0,034) comparando-se o %ATI/g no fígado dos ratos esplenectomizados (0,990,2) com os controles (0,400,2). ALT, AST e LDH tiveram dosagens significativamente menores e houve leucocitose nos esplenectomizados (p=0,01), comparando-se com os controles. Concluiu-se que, em ratos, a esplenectomia provavelmente provocou alteração na captação de 99mTc-fitato pelo fígado, coincidindo com alterações na função hepática. A realização deste estudo teve caráter multidisciplinar, envolvendo pesquisadores de diversas áreas como Medicina Nuclear, Cirurgia, Análises Clínicas e Estatística. Este aspecto preencheu os requisitos da multidisciplinaridade do Programa de Pós-graduação em Ciências da Saúde

Eosinófilos sanguíneos e fecais em crianças infectadas por helmintos e protozoários

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Freqüência e etiologia das dermatomicoses em pacientes atendidos no Hospital Giselda Trigueiro, Natal, RN

Dermatomycoses are fungal infections that attack the skin, hair and nails, in addition to the mucosal and cutaneous-mucosal zones. Objective: Observe the frequency of dermatomycoses, identify etiological agents and establish an association between the results and sex. Age, collection site, time and lesion location. Methods: Between February, 2002 and December, 2004, samples were collected from patients at Giselda Trigueiro Hospital in Natal, Brazil, by lesion scraping and hair removal, following 70% alcohol disinfection, and submitted to direct and culture examination. Results: Of the 817 lesions collected, 325 (39.8%) were fungus positive, with the hair collection site yielding the highest number of positive results (65.8%) and the scalp and hair representing the most frequent lesion sites (65.9%). Negative results occurred mainly in the lower limbs (78.6%). Of the species identified, 55.9% were yeasts, 41.6% dermatophytes and 2.5% Fusarium spp. Non-albicans Candida was the most isolated yeast (43.3%), mainly in females (61.7%) over the age of 40 years (56.4%). T. rubrum was the most isolated dermatophyte (67.9%),notably in males (59.2%) in the 0-20 age group (44.7%). With respect to collection site, 73.9% of the dermatophytes were present in the skin and 61.1% of the yeasts in the nails. When assessing the collection site, the inguinocrural regional was 22.6% positive for dermatophytes, and the nails and hands, 41.8% for yeasts. Conclusions: The results obtained verified that: most of the positive lesions were found in the hair, whereas skin and nail lesions yielded more negative results; T. rubrum was the most isolated dermatophyte and non-albicans candida the most commonly found yeast; positivity was greater in males in the 0-20 year age group at the skin site and in the inguinocrural region, while yeasts were more frequent in females in the over-40 age group at the nail sites

Literatura e educação :ação argumentativa na discussão de histórias

The focus of this thesis is the discussion of stories from the fairy tales genre in reading classes of Children´s Literature. Its main purpose is to investigate the argumentative action in the mediation pedagogic process.The evidence from this study is that the argumentative action is a fundamental component of teacher´s mediation as far as story discussion is concerned. The concept of mediation in this thesis comes from principles of interacionist Psychology articulated with THE theory of argumentation. It is understood that argumentative action is a process that objectives to obtain and to intensify the interlocuter´s adhesion through speech. The analysis of the story discussion activity is based on Psycholinguistic, particularly on the study of prevision ability; on the Theory of reception with special reference to the theory of the aesthetic effect, which considers the reader´s reactions and reader´s replies to the text; and on sociocognitive conflict study highlighting conflicts modalities brought up by the discussion of texts. The corpus analysed is composed by discussion episodes of stories from reading classes of Children´s Literature realized through participative observation.The subjects were children aged five-six years old from a public pre-school located in Natal-RN, Brazil. The study highlights mediation acts of argumentative nature such as direct question; illustrations from the book; rereading that were used by the teacher-researcher in story discussion. Among its conclusions it is revealed that argumentative action in stories discussion favors and intensifies the agreement of children´s to the activity. It increases the interaction between text and reader; it favours children´s organization and explicitation of their thoughts. The analysed material shows children´s exposing their ability to argue when having adequade scaffolding by an argumentative mediator the teacher

Reelaborando conceitos e ressignificando a prática na educação infantil

In this research we described the path of thirty one teachers involved with elementary school, amog which we included ourselves, looking for professional formation that allowed us to understand the function of educating childen. In this sense, this group of teachers begins a process of intentional, systematic and voluntary reflection, in an attempt to give new meanings to daily concepts of life and work, and linking them to their socialpractices. Having as reference the theoretical and methodological principles of socio-historical approach and collaborative research, the Group of Studies: The Dialogue Reflection as Re-meaning of Pedagogical Practice: a continuous education proposal, motivated by the willing and the necessity of re- elaborate knowledge about collaboration, reflection, infant education, playing and development which meets the new and goes the inverse way revisiting concepts and conception already consolidated, confronting and re-meaning them enlightened by one s own effort and the collaboration of pairs, mediated by Cycles of Reflexive Studies and Inter/intrapersonal Sessions. We can affirm that these tools helped the process of reflexivity put into practice by participants, which most important consequence was the theoretical re-meaning and practice in the ambit of infant education. During this investigation, we could see some theoretical and practice presuppositions which permitted to attribute to the exercise of reflexivity in collaboration the means into which the involved people could rescue the actions taken, justified their choices, confronted their theoretical options with their peers and with the systematized knowledge would question their certainties and rebuild in intra-psychological level, the knowledge elaborated socially. To this group which main activity is the docent profession, the personal and professional development constitutes the objective in which actions were articulated and operations which made learning possible as well as professional development

Alfabetizar crianças na escola pública: fazeres docentes em discussão

The most recent data of the Brazilian Test (BRAZIL, 2005) and of the SAEB (BRAZIL, 2007) have reaffirmed the serious situation of the Brazilian public school, where great part of the students, after to conclude 4º year of basic education, does not present minimum knowledge of reading and writing. In this picture, the situation of the state of Rio Grande do Norte, whose students had presented, in the last evaluation is particularly difficult, the worse performances of the country, in this area. The data also discloses that the failure pertaining to school, closely tied with the failure in the literacy, not only remains, as takes other aspects. In consequence of this picture, the literacy, even so widely argued in the last few decades, still instigates inquiries, as it is the case of this work. Our study got shaped due to reflections, as much to the theorizations to which we had access, as of the emergent questions of ours pedagogical practice. Through the past three decades, the studies in the area of literacy with the purpose to understand the constituent nature of the process, its aspects and its determinative ones has been intensified. The produced knowledge has contributed for the overcoming of the reductionist form as if it thought/thinks, in some contexts - this process. Such statements impel them to reflect concerning what is happening in the school, limiting or making possible the pertaining to school success. With these concerns, we delimit, as focus of study, the teaching action, having the following stunning question: What to make professors, in the context of the public school, to propitiate or hinder the process of literacy of the children? In this direction, our object of study is to make them professors who can propitiate or hinder the process of literacy of the children, in the context of the public school. The objective work to investigate, from practical of professors the teachers, that to make professors related to the literacy process - they can propitiate or hinder the learning of the written language, for the pupils of the public school, at the beginning of the school process. The work if inscribes in the qualitative boarding of research and if it configures as a case study, with characteristics of Research-Action, inspired by the following principles: authenticity and commitment and systematic restitution. For the retraction of the data, they had been used: half-structuralized interview; participant comment; meeting of studies and reflection; register in daily of field. We define as locus of study, a school of public net and, more specifically, a group of the initial years of school process that integrates the cycle of literacy . Of the five invited teachers, only one demonstrated interest in participating of the work. Its group of first year of the First Cycle of basic education is composed for 34 children, with ages between six the nine years. The data constructed by means of the described procedures, as well as its analysis, make possible to identify, between the many aspects and to make that they compose the pedagogical dynamics in the context of classroom, the following categories to make articulated with the literacy process: 1. To make of practical the relative ones to the planning, understood as To make relative: 1,1 distribution of the time-space/routine; 1.2 to the didactic activities and/or sequences and teaching interventions; 1.3 to the organization/election of the contents; 1.4 to the materials/didactic resources and 1.5 to the evaluation. 2. To make relative to the interaction professor-pupil, systemize in: 2.1 attention to the diversity; 2.2 to the affectivity. These to make, in the form as if materialized in the practical one observed, had been reflected, jointly with the teacher, as constituting parts of obstacles to a perspective of literacy. By means of the sharing of the reflections, anchored in theoretical conceptions concerning the practical one of teach-learning and, more specifically, of literacy, we register indications of new meanings of these to make on the part of the teacher in conducting them as providers of learning of its pupils, first purpose of its teaching performance. This finishing, possible synthesis at this moment is, therefore, point of fond and departure for new studies

Ensinar/Aprender ortografia: uma experiência na formação de professores

The studies in the education area have been defending the importance of forming autonomous teachers that they look for to understand the context in that they act, for that movement to make possible educational interventions with better conditions of the students' learning. In the extent of the teachers' formation, it has been discussed the importance of formative actions that they have as focus the analysis of the needs in the educational formation, as alternative to turn such more significant actions. Concerned with those subjects and with the school failure in the Brazilian education, especially in the children's of the public school literacy, we accomplished this work that aims at to investigate the needs of teachers' of the Fundamental Teaching of the public school formation, in the extent of their students' orthographic difficulties, building with those teachers knowledge on the process of teaching/learning spelling. The study was accomplished at a municipal school of the city of Parnamirim-RN, that offers the Fundamental Teaching I. the approach investigativa is of qualitative nature, where the case study and the research-action were used as methodologies. They participated in the research 7 teachers and 1 coordinator of the institution. For the construction of the data the following instruments were used: glimpsed semi-directing collective and individual, documental analysis, questionnaire and observation, that made possible the triangulation of the data for the content analysis. The main results pointed that the teachers' of that school initial needs were addressed not only to the teaching of the spelling, but also to the formation type that they would receive. We verified although the formative process was favorecedor of sockets of the teachers' conscience: related to the orthographic mistakes, to the strategies used at classroom and to the planning addressed to the teaching of the spelling. Finally, we concluded that the teachers' reflection researched about their own formation needs contributed for (trans)formations of their conceptions and practices related to the teaching of the spelling, even before some found difficulties, so much in the formation as in practice pedagogic developed by the participants

O processo avaliativo institucional de desempenho do sistema público municipal de Teresina-PI (2001 a 2005): entre a lógica da excelência e a lógica da aprendizagem

This work focalize the institutional and educational evaluation, aiming to investigate the Municipal System Institutional Evaluation Performance of Teresina City Piauí (2001-2005), and to reflect about Institutional System Performance and its contribution to compose a new learning evaluation practice. In this sense, classifies elements about the evaluation practice in two Elementary Education municipal public schools, involving Education Municipal Bureau technicians as managers, pedagogues, teachers and students. Based on the ethnographic studies principles in the educational area, the work employs investigative procedures like document analysis, interviews with groups and individuals and also participator s comments. Intending to comprehend the complexity produced by the institutional and education evaluation processes, the wok reveals the Institutional Evaluation legal and educational political basis and the several positions assumed by the Learning Evaluation, as a classification tool or as a learning enhancement. This work points, as results, to a evaluation culture bipolarity carried out by the Municipal Education System as a explicit control and regulation toll, related to the classification and learning in a interaction process that operates both in the pressure and the reflection, as a culture practice established between excellence of logic and learning. The evaluation history has been construct on the evaluation actions dialectics, joint simultaneously between the Institutional Evaluation Performance and the learning evaluation. The senses, meanings and actions bipolarity is a interaction process product sustained between the institutional evaluation, under the scholar ranking application, and the learning evaluation. In this relativity, the teacher evaluation practice is found, ruled by interesting, thoughts and actions on the school evaluation, allowing a higher security and support to the learning results. Grounded in the researched reality, its possible to say that the teacher s evaluation practice is diversified, with different characteristics, when it is done in the learning search and in the learning intention. In the first case, reflects, rearranges and constructs new actions that lead the student to produce learning. In the second, shows the will, the wish of learning, but is a weak action, producing a not really significant learning and development; as a result, remains the mark approach as a determinant in the student future. The work s hope is to contribute not just to rethink these two evaluations dimensions the institutional and the learning ones but also to organize the school and to improve the pedagogic process

Políticas públicas de atendimento à criança: desafio da ação articulada no Projeto Belém Criança (2001-2004)

Public politics of Service to the Child: The Challenge of the Action Articulated in the Project Belém Criança (2001-2004) if it constitutes in a study on the politics directed toward the children of 0 the 6 years. It has as objective to analyze the configuration of the politics of integral attention to the child, evidencing the form as the same ones they had been redimensioned by the neoliberal ideas and by the lines of direction of the international organisms. The work has like empiric reference the project Belém Criança, developed by county of Belém from a partnership with the Deep of United Nations for Infancy (UNICEF), in the period of 2001 and 2004. The project intends to develop an articulated action among the several county departments which offer assistance to the children looking for to rationalize the resources and to optimize the services. Amongst the methodological procedures that materialized the research distinguished: The bibliographical review and documental allowed to analyze the contextualization of the public politics and, between them, the social politics of attendance to the child; the historical revolution this attendance; the paper of the UNICEF how articulator of the politics in municipal scope; and the paper of county how executer these politics. Still it was utilized, the half-structuralized interview, Having like subjects: the representative of the UNICEF in Belém, the municipal co-managers and actors of community in which the project was implemented. The result of the analyzes review that, historically, the politics destined to the child they had been being dimensioned having like support the fight of social movements vindictive for publics politic which guarantee the fundamentals rights these citizen. Although legal dimension of current politics of attendance to the child, to assume a vision of completeness and the guarantee of the rights, it still has a great exaggeration between the speech and the practical one. Actually, the same one are elaborate inside the neoliberal optics, with ruled actions by the beginning in combat to the poverty, implanted with low costs and with practice which to lead to the excessive fragmentation, generating inadequate actions and punctual programs which don t guarantee the social quality of the attendance. This perspective was evidenced to the most of the actors which the Project Belém Criança don t constitute itself a real public politic toward the child of 0 the 6 years, although present innovating aspects, how the mobilization and participation. It was demonstrated yet, in the participant s depositions of the research, that the bureau had numberless of difficulty to develop the action preview in the project, it has seen the great complexity of articulation between the several organism responsible by politics of attendance