Impactos da progress��o continuada na educa����o do estado de S��o Paulo

The presented article discuss theoretical context and the practical impact reported in the bibliography about Continued Progression at S��o Paulo State schools. Such proceeding, oriented through Law of Basic Guidelines, LBG, from 1996, previses a restructuring in the Basic Education at the schools, primarily with respect to evaluations. Grades are replaced for cycles and reprobation only can happen if the student exceeds the limit of stated absences or for lowered acting at final of each cycle. The impact of educational public policy drafted through Continued Progression provoke transformations that need more attention, indicating a path of reflection turned to structural conditions in order that school offers the required reinforcement to students and assure quality education. It’s primordial understand, therefore, the endogenous and exogenous factors that leaded to adoption of such proceeding in the S��o Paulo State.

O ENSINO DA FILOSOFIA NAS DIRETRIZES DE JEAN MAUG���� E NO HISTORICISMO DO PENSAMENTO DE JO��O DA CRUZ COSTA: PIONEIRISMO NA UNIVERDSIDADE DE S��O PAULO

O presente estudo foi desenvolvido com o objetivo de refletir a relev��ncia do Ensino de Filosofia no contexto hist��rico brasileiro em conson��ncia conjectural paulistana. Apontamos atrav��s do Decreto nro. 6.283 de 25 de janeiro de 1934, o qual instituiu-se sendo a primeira Universidade brasileira (Universidade de S��o Paulo) nas palavras de Vita “iniciativa pioneira no Brasil��� (1969, p.16). Inspirada no modelo universit��rio tradicional da cultura filos��fica francesa, a Faculdade de Filosofia, Ci��ncias e Letras adotou desde os seus cont��guos metodol��gicos aos procedimentos intelectivos, favorecendo o desenvolvimento da interdisciplinaridade da forma����o cultural. Uma conflu��ncia marcada por intensos envolvimentos ideol��gicos estruturados do progresso moderno, infundindo compet��ncias cient��ficas na faculdade profissional incorporada �� universidade, bem como formar professores para o ensino secund��rio (SCHWARTZMAN, 2006, p.163). Sendo assim, a Faculdade de Filosofia seria o n��cleo propulsor. Por��m, o modelo centralizador de pensar o Ensino da Filosofia, a atribui uma superioridade t��cnica intelectual e saber acumulado, pouco distingue da compet��ncia escolar conquistada em outros pa��ses, pelo potencial formativo dos professores fil��sofos Jean Maug���� (1955,1982) e Jo��o da Cruz Costa (1945, 1960, 1961,1967). Maugu�� aponta-nos qu��o a forma����o em Filosofia est�� diretamente atribu��da ao docente e ao aluno, que a ela se dedica. Pela obra Ensino de Filosofia e Diretrizes, ele apresenta-nos tamb��m a concep����o de doc��ncia: o docente-intelectual, comprometido com a (re) constru����o dos significados epistemol��gicos, legitimados por uma pr��tica pedag��gica entre o j�� conhecido e ao conhecer, ou seja, entre o ensinado e ao ensinar. Nesse sentido, �� not��vel que os argumentos do docente e do fil��sofo se imbricam, ao ponto de serem confundidos e potencializados durante a forma����o. Assim, Cruz Costa, tamb��m trabalha, quando assume a c��tedra, por��m ressalta que o processo formativo adquire sentido pela Hist��ria das Ideias como constru����o do pensamento filos��fico e, portanto, o ensino se faz quando se toma consci��ncia da concentricidade hist��rica, ideias que lhe concede significado conjugado ��s t��cnicas de erudi����o, o que fez advertir aos seus alunos para as vicissitudes pelas quais passaram em nossa terra, as correntes filos��ficas estrangeiras, e, sobretudo, para a curiosa significa����o que elas t��m apresentado no envolver de nossa hist��ria (VITA, 1950, p.22). O conhecimento hist��rico �� o caminho norteador a ser percorrido, necess��rio ao devir humano, isto ��, a concilia����o entre o conhecimento te��rico e as condi����es hist��ricas.

O PRINC��PIO DA GRATUIDADE ATIVA NO PROGRAMA DE ASSIST��NCIA ESTUDANTIL DO INSTITUTO FEDERAL DE EDUCA����O, CI��NCIA E TECNOLOGIA DE S��O PAULO (IFSP) – CAMPUS CUBAT��O

Este trabalho realizado, inicialmente, com base na an��lise de alguns documentos referentes �� legisla����o educacional brasileira vigente tem por objetivo desenvolver uma investiga����o acerca da aplicabilidade da Assist��ncia Estudantil dentro do Instituto Federal de Educa����o, Ci��ncia e Tecnologia de S��o Paulo (IFSP). A partir da quest��o do Direito �� Educa����o de todo cidad��o, que est�� garantido em nossa Constitui����o Federal, o governo elaborou, no ano de 2010, o Programa Nacional de Assist��ncia Estudantil (PNAES). Respaldados nesse Programa, o IFSP criou, em 2011, o Programa de Assist��ncia Estudantil (PAE), dando validade e continuidade ��s a����es desenvolvidas nos Campi para minimizar a evas��o e o fracasso escolar, com vistas a garantir a perman��ncia dos educandos no referido Instituto. Embora o PAE tenha sido implementado em todos os Campi do IFSP, no decorrer do presente trabalho analisamos e estudamos, exclusivamente, o Campus Cubat��o, localizado na regi��o da Baixada Santista devido a, dentre outros fatores, ter sido a primeira unidade descentralizada dos Institutos Federais do pa��s. Assim, neste estudo, temos como objetivo analisar a estrutura de funcionamento do IFSP com o intuito espec��fico de investigar o Campus de Cubat��o, verificar as quest��es de Vulnerabilidade Social encontradas na destacada institui����o, averiguar as a����es do PAE que nascem do PNAES, observar a aplicabilidade desse programa com base no princ��pio da Gratuidade Ativa e do Direito �� Educa����o de todo cidad��o. Para tanto, utilizamos, fundamentalmente, al��m da legisla����o j�� mencionada, o princ��pio da Gratuidade Ativa de Melchior (2011) e o conceito de Vulnerabilidade Social proposto por Alves (1994) e por Abramovay (2002).

BOLSA FAM��LIA: IMPORTANTE DETERMINANTE PARA A EDUCA����O E CRESCIMENTO SOCIOECON��MICO DO BRASIL

Esta disserta����o trata de um tema relativamente novo, com literatura escassa, praticamente sem estudos te��ricos que o abordem. Referenciais s��o encontrados em publica����es feitas em semin��rios e palestras bem como em artigos e notas jornal��sticas. Esta disserta����o se trata de trabalho explorat��rio, anal��tico descritivo com base documental. O Programa Bolsa Fam��lia, tema central deste trabalho, �� uma ferramenta para distribui����o de renda que funciona de forma simples e tem sido efetiva para o atendimento de fam��lias que vivem abaixo da linha de pobreza. Ele �� resultado da fus��o de v��rios outros programas dispersos e com efetividade question��vel Bolsa Escola, Aux��lio G��s e Cart��o Alimenta����o. O Programa Bolsa Fam��lia beneficia fam��lias em situa����o de pobreza com renda mensal de R$ 70 a R$ 140 per capita e em extrema pobreza com renda mensal abaixo de R$ 70 reais per capita. Tamb��m estabelece condicionalidades de educa����o e sa��de. Atualmente, h�� cerca de 13 milh��es de fam��lias inscritas no Programa Bolsa Fam��lia que cumprem as condi����es do Cadastro ��nico esta �� praticamente a totalidade das fam��lias pobres segundo crit��rios do PNAD 2006 (Pesquisa Nacional de Domic��lios). Na realidade, houve substancial inje����o de recursos em ��reas outrora relegadas ao acaso, criando novos consumidores, bem como empreendedores, al��m de atrair investimentos. Quanto �� educa����o, nota-se que h�� redu����o do analfabetismo. H�� um crescimento vegetativo do ��ndice de Desenvolvimento Humano (IDH) no qual o Brasil situa-se em 84⁰ lugar dentre as 187 na����es controladas pelo PNUD (Programa das Na����es Unidas para o Desenvolvimento) em 2011. As vari��veis que comp��em o ��ndice crescem timidamente, destaca-se queda no item expectativa de escolaridade esperada das crian��as em idade de ingresso na escola (no Brasil, aos seis anos), que caiu no per��odo 2000-2011, esse fato pode indicar falha estrutural no ensino brasileiro. Esse estudo indica que h�� desenvolvimento socioecon��mico em ��reas carentes, particularmente na Regi��o Nordeste. Observa-se tamb��m a revers��o da migra����o que historicamente era de norte/nordeste a sudeste. Tamb��m nota-se redu����o da taxa de fecundidade das brasileiras, o que �� vantajoso. O Brasil tamb��m est�� com a vantagem do B��nus demogr��fico , quando a popula����o economicamente ativa supera a popula����o dependente, o que �� um excelente fator de crescimento por atrair investimentos. Apesar de melhorias observadas na d��cada 2000-2010, elas ainda s��o insuficientes. Quanto ao desenvolvimento humano , o Brasil est�� muito distante das na����es desenvolvidas, com IDH de 0,718, que cresceu na ��ltima d��cada �� taxa de 0,769% ao ano. Nesse ritmo, at�� alcan��armos o IDH noruegu��s -- primeiro colocado, ou o australiano -- segundo colocado, que �� de 0,943 ser��o necess��rios 35/36 anos. Isso nos leva a pensar que, a n��o ser que o acaso nos ajude, o sonho de nos juntarmos aos primeiros �� question��vel. Com respeito ao Programa Bolsa Fam��lia, esse prova ser uma frente social para a elimina����o da desigualdade, seus benefici��rios eram classificados como pobres e extremamente pobres e foram resgatados.

A pol��tica nacional de educa����o ambiental: limites e desafios para a sua efetiva����o na Universidade Federal do Rio Grande do Norte

The Environmental Education is a plural and diversified knowledge field, composed by a group of social agents of specific State, government and civil society sectors, with different world views and theoretical matrices that exercised and influenced its genealogy and constitutive dynamic. The Environmental Education – while specific knowledge field – has been produced, systematized and diffused in Brazil in the last decades by official State organisms, through public policies, as well as by social movements of popular education, and constitutes a large and historical movement about the environmental question, that was worldwide projected in the 1960 decade (the environmentalist movement). Concerning the creation of public policies and specific programs to the Environmental Education, in the scope of the governmental initiative, the approval of the National Policy of Environmental Education, by means of the Law n. 9.795/99 – together with its regulatory decree, the Decree nº 4.281 – represents the consolidation of a inclusion process of the environmental dimension in the educational field. These normative acts, beyond charging the public power with the incumbency to define public policies that incorporate the environmental dimension and to promote the Environmental Education in all education levels, also charge the educational institution with the duty of promoting this component in an integrated and articulated way with the educational programs that such institutions develop. In this context, it is aimed to identify and analyze under the light of the dialectical and historical materialism, the practices and concepts developed under the Federal University of Rio Grande do Norte (UFRN), with regard to its institutional policy on Environmental Education, relating it to establishing the Pnea. The analysis by means specific legislation on the subject and institutional documents UFRN. The research showed that, in general, the National Environmental Education Policy has limits to its effectiveness given the absence of specific funding for this purpose and the little government involvement in that the Brazilian State assumes, by through effective policies, the material conditions of financing actions with respect to this field of education. The fragmented and disjointed way the analyzed actions are developed constitutes a limit to the challenge for the UFRN implement, consistently and objectively, an Environmental Education policy, which can be monitored and evaluated as an effective public policy, both landmarks major goal of own Pnea as the demands of development whose agenda a critical environmental perspective.

Uma ode ao livro: a educa����o, o bibliotec��rio, a forma����o para a vida

This dissertation argues that the book as we know it will not cease to be. It is somehow a manifesto praising the artifact of words in the scope of literature and scientific culture. The present work chooses Umberto Eco and Jean-Claude-C��rriere‟s book N��o contem com o fim do livro (2010) as cognitive operator. It presents a brief overview of the evolution of the informational supports and narrates a history of the book as constructed by complex bases; it also highlights the permanent and current state of the book having in mind the concept of contemporary as proposed by the Italian philosopher Giorgio Agamben, as opposed by the ephemeral character of the technological informational supports; moreover, it elects the book as a tool for the learning of Science and Culture, as a school for life, as put by Edgar Morin when referring to the Romance genre, in some of his works regarding Education; it presents as supporting evidence, two interviews with book-lover scholars from the Federal University of Rio Grande do Norte. Science thinkers like Edgar Morin, Maria da Concei����o de Almeida, Ilya Prigogine, Giorgio Agamben, Pierre Levy, Umberto Eco, Roger Chartier, among others are used as sources of theoretical references. The dissertation places itself in the interface between Literature, Complexity and Education.

Gest��o e gerenciamento de res��duos s��lidos: diretrizes jur��dico-ambientais para a sustentabilidade

rates in the Brazilian cities, which time there is an inexistent theoretical reflection about public policy statement adding the way of Urban Solid Waste (USW) and tailing integrated management plans in the majorly Brazilian cities. The unappropriated solid waste disposal and final pollution result in a strong socioenvironmental problems and material extravagancies that should be used to recycling and reusing waste material, besides bringing immense challenges for the thematic Strategy Urban and Environmental Management it considers the Sustainable City Model. Moreover, this labor projects a discussion about USW problematic through legally and environmentally point of view, including the public environmental policy and the social technologies as resolution tactics. At that time, it reports rights, scientific articles, documents and Environmental Law Doctrine on findings thematic studies, also the propose displays an interdisciplinary research methodology which combines bibliographic method - focusing theory aspects of the legally environmentally guiding principle, public policy and social technologies. Those are theorist features very important to create a Municipal Integrated Solid Waste Management Plan (PMGIRS) - modus operandi of the Federal Law n. 12.305/2010 (National Solid Waste Policy - PNRS). That policy is interesting to receive financial resources from federal government (Cities Ministry; idem, Federal Decree n. 7.404/2010 and Federal Law n. 10.257/2001) helping the preservation of the environment, regional development, generation of jobs and income (art. 6º), in addition broadening spreading’s private companies dedicated to waste management. Consequently, the PNRS contains a set of guidelines and general procedures; it should be an operation of this legal policy contextualized by Social Technologies theory (TS) into social issues, legal, economic and environmental aspects. Therefore, this research notes the possibility of public policy statement implementation over and done with the PNRS by the terms of development and sustainability in the urban space.

Movimento de educa����o e cultura popular no Brasil dos anos 1960: resist��ncia desfeita

In this work we defend the thesis that the movements of culture and popular education in the 1960s in Brazil, manifested itself into resistance to hegemonic thought, coming from the North, which reduced the popular individuals and their knowledge to the ignorant condition. The focus of our study lies on the resistance produced by these movements in the history of the Country. We used as theoretical reflective foundation the thinking of Boaventura de Sousa Santos and his thesis about the construction of rationalities focused in the fight against indolent reason and the deconstruction of the inferiority in the colonized plan. But the analysis also favors approaches of other authors in the proportion that deals with the action of social actors of culture and popular education movements that have marked their presence in the public space, whose views and interests were invented and reinvented constantly in the relacional game. From the point of empirical view, the research makes use of bibliographies and written documentary sources such as newspaper articles, speeches, statements, manifests and documents like these. The research intends to seek in the past the understanding of those Movements in an effort to enable the viewing of certain remnants of the past that have relevance as social and academic wealth of experience. From the popular and the local, movements of culture and popular education in the 1960s, they overcame the barriers of invisibility and raised Itself to the plan of the global history, when they began to become protagonists of their own history, until their dreams were buried by the 1964 tragedy.

Movimento de educa����o e cultura popular no Brasil dos anos 1960: resist��ncia desfeita

In this work we defend the thesis that the movements of culture and popular education in the 1960s in Brazil, manifested itself into resistance to hegemonic thought, coming from the North, which reduced the popular individuals and their knowledge to the ignorant condition. The focus of our study lies on the resistance produced by these movements in the history of the Country. We used as theoretical reflective foundation the thinking of Boaventura de Sousa Santos and his thesis about the construction of rationalities focused in the fight against indolent reason and the deconstruction of the inferiority in the colonized plan. But the analysis also favors approaches of other authors in the proportion that deals with the action of social actors of culture and popular education movements that have marked their presence in the public space, whose views and interests were invented and reinvented constantly in the relacional game. From the point of empirical view, the research makes use of bibliographies and written documentary sources such as newspaper articles, speeches, statements, manifests and documents like these. The research intends to seek in the past the understanding of those Movements in an effort to enable the viewing of certain remnants of the past that have relevance as social and academic wealth of experience. From the popular and the local, movements of culture and popular education in the 1960s, they overcame the barriers of invisibility and raised Itself to the plan of the global history, when they began to become protagonists of their own history, until their dreams were buried by the 1964 tragedy.

Lei de fal��ncias e de recupera����o de empresas

Regula a recupera����o judicial, a extrajudicial e a fal��ncia do empres��rio e da sociedade empres��ria.

Lei de acesso �� informa����o : cartilha de orienta����o ao cidad��o

Guia destinado ao cidad��o, para dar conhecimento a este a respeito das novas determina����es trazidas pela Lei nº 12.527/11. Destaca os principais pontos da norma e apresenta as diversas formas de acesso a informa����es na C��mara dos Deputados.

Lei Geral da Copa

Lei nº 12.663, de 5 de junho de 2012, que "disp��e sobre as medidas relativas �� Copa das Confedera����es Fifa 2013, �� Copa do Mundo Fifa 2014 e �� Jornada Mundial da Juventude 2013, que ser��o realizadas no Brasil; altera as Leis nos 6.815, de 19 de agosto de 1980, e 10.671, de 15 de maio de 2003; e estabelece concess��o de pr��mio e de aux��lio especial mensal aos jogadores das sele����es campe��s do mundo em 1958, 1962 e 1970", e legisla����o correlata.

A revis��o da lei de patentes : inova����o em prol da competitividade nacional

Relator: Newton Lima ; equipe t��cnica: Pedro Paranagu�� (coord.) ... [et al.] ; consultores legislativos: C��sar Costa Alves de Mattos, F��bio Luis Mendes, Mauricio Jorge Arcoverde de Freitas.

Vinte e cinco anos da Lei da Pol��tica Nacional do Meio Ambiente

Aborda aspectos da Lei 6.938, de 31 de Agosto de 1981, que disp��e sobre a Pol��tica Nacional do Meio Ambiente. Discute os ajustes posteriores feitos nessa lei e os pontos que ainda exigem aperfei��oamento.