Nitrato, nitrito e sorbato em produtos cárneos consumidos no Brasil

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O Processo de estrangeirização da Terra no Brasil: estudo de caso da empresa Umoe Bioenergy no município de Sandovalina (SP)

From the agri-food crisis of 2007/2008, we live an intensifying period in the global land rush. The land grabbing is analyzed as a process that occurs on a global scale, especially to countries in Africa and Latin America, the main targets of the current global competition for land, because beyond the earth have low prices and the legislation be flexible, low and ineffective supervision of the state (especially in the issue of environmental and labor laws), also have vast tracts of arable land, with fertile soils and high availability of water resources (the latter element has become relevant in that case analysis). In addressing the land foreignization in the XXI century it is necessary to speak about the issue of biofuels and bioenergy, since it is these that define the current phase of land foreignization in Brazil. In the 1970s occurred the first incentive to produce ethanol in the sugarcane cultivation, with the policy of the National Alcohol Program (PROALCOOL). From the 2000s this interest again sharpened up and foreign capital began to see in Brazil a great opportunity for a production facility and purchase of old agro-processing plants that were implanted in PROALCOOL period but who were disabled. This is the case of Umoe Bioenergy, Norwegian company that in 2006 started its production in the municipalities of Narandiba and Sandhurst, located in the Pontal do Paranapanema region that, in turn, is the region of São Paulo with larger agrarian conflicts, settlements land reform, land grabbing and high poverty rates...

O Fórum Nacional em Defesa da Escola Pública e o princípio de gestão democrática na Constituição Federal de 1988

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Gestão democrática e participação na educação profissional agroecológica do MST (PR): limites e possibilidades de uma educação emancipatória

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A formação continuada de professores (as) no Brasil e em Portugal: reflexões acerca da educação sexual nas instituições escolares

Este texto tem por objetivo refletir acerca da formação inicial e continuada de professores (as) em sexualidade, educação sexual e relações de gêneros no Brasil e em Portugal. Pontua a importância de maiores investimentos no sentido de incluir estas temáticas nos currículos oficiais de cursos que formação inicial de professores (as), evitando-se assim, formar professores (as) mal preparados (as), cheios (as) de tabus e de equívocos que acabam claramente sendo repassados através dos currículos ocultos, contribuindo para aumentar o desrespeito e a violência na comunidade. Reflete ainda sobre a importância de investimentos dos governos dos dois países em ações de formação continuadas, como forma de minimizar a lacuna deixa na formação inicial. Conclui ser este, em curto prazo, o caminho possível e viável de dar subsídios teóricos e práticos aos professores (as), para que a legislação vigente em Portugal e os parâmetros curriculares propostos no Brasil sejam cumpridos de forma eficaz e com possibilidade de responder às necessidades emergentes e urgentes destes dois países.

Caminhos da inclusão percorridos pelo Brasil

This paper aims to discuss and reflect the trajectory of inclusive education in Brazil, for such it is important to bring as she is becoming. The notion of inclusion is directly related to the right to equal that from the eighteenth century marks the social constructions and political ideas and social relations stuck on democracy and / or equality in the world, as well as in Brazil. But what is presented in the practice of social relations today is as an equal and non-homogeneity and recognition of identities, cultures and specific needs of each. Inclusion and integration are being discussed all over the country, but it's still a fact that deserves more involvement by all actors of society. She was raised primarily in the form of laws, decrees, documents, and now gaining ground in academic research showing the differences between the two terms, and finally is reaching the school, although it is still insufficient participation, with regard to transformation of the trader concerned with working in a school for all, along the lines of an egalitarian society with respect for diversity. To this end this paper argues the importance of continuing education in all areas of knowledge for the implementation of public policies actually everyone regardless of their differences.

Subsistemas, comunidades e redes para a análise da participação no processo de políticas públicas

In recent literature, the concept of policy subsystem has occupied a central place in many theoretical models, it is considered prime unit of analysis in recent approaches to the policy process. Subject of intense theoretical discussion, when compared to related concepts such as policy communities, policy networks and policy issues, these concepts can contribute to the analysis of political participation process, characteristic of democratic governments. This present study aims to present a critical review of the literature on subsystems, policy issues, policy networks and policy communities, as well as discuss these concepts emphasizing the participatory potential of the actors who make up these spaces, seeking to contribute to the dialogue of studies in public policy and participation policy in Brazil.

Aspectos da regulação sobre o ensino a distância no Brasil

This article presents a reflection on the historical aspects and legislation on Distance Learning (DL). For this, a bibliographic and documentary research was performed with the goal of raising the necessary notes for discussion. The text begins with the characterization of the current society, the Information Society, which supports the modern distance education, which uses information and communication technologies (ICTs) to establish the process of learning teaching. Five stages of the EAD are identified. Later, the Brazilian legislation concerning the DL is punctuated, starting with the passage by Article 80 of the Guidelines and Bases Law-LBD (Law 9394/96) along with the critical analysis of Decree 5,622/05. Finally, in the final considerations is discussed the negative image that the DL carries by the Brazilian population and obstacles in the existing rules that hinder the democratization of access to education that aims DL.

Entre vanguarda e a participação: a democracia no programa político da esquerda brasileira (1930-1935)

This paper examines the conceptions of democracy in the Brazilian left among 1930-1935, in particular those expressed in the manifestos of the National Liberative Alliance (ANL) and the texts written by Luis Carlos Prestes, Virgínio Santa Rosa and Caio Prado Jr. I argue that the Brazilian left started from a common troubled field, according to which land concentration represented the biggest obstacle to genuine political expression of the Brazilian people. Despite the convergence towards land reform, designed as a sine qua non condition to democracy in Brazil, the left has developed two different answers to the practical implementation of the principle of the people's government: the first, which I call altruist vanguard, which is more emphasized on texts of Virgínio Santa Rosa and Luís Carlos Prestes, and the second, the Republican participacionismo, which is explored on the writings of Caio Prado Jr. and ambiguously in the manifests of the National Liberative Alliance.

Institucionalização da Gestão Escolar no Brasil: em foco as primeiras décadas do século XX (1911-1950)

This work aims to investigate the institutionalization of management processes in the legislation of the Brazilian education. For this study was considered the first decades of the twentieth century (1911-1950). The laws of Brazil in the early Republic were derived from tradition or forged by the great legislators. In turn, the tradition is inserted in the power of social organization that is preserved, in a more forceful manner, through the norms and rules. With this assumption, the study chose the Rivadávia and Carlos Maximiliano Reforms, both of the beginning of the century, and the Organic Laws of Teaching, granted by the government in this period, to understand how legislation institutionalized the role of the director in basic education in this context history. The reflections presented introduce historical elements that demonstrate actions and relationships that remain in the form of habits in the school managements. These institutionalized elements contribute to the debate about the political and pedagogical difficulties pointed out by scholars and professionals, related to the promotion of democratic management in the public school.

A gestão democrática da educação: expectativas da escola sobre a participação da família

The objective of this study was to verify the importance of family involvement as an element of democratic school management challenging legislation, intellectual discourse and the perspective of school staff. For this purpose, we analyzed the information obtained by means of instrument PDESchool applied in the public schools of a medium-sized city in the state of São Paulo. We found that the school teams identify school / family interaction as an important factor in the work to be developed, although families show little involvement in the management of school units.

Planejamento Urbano e participação popular: há uma fórmula para a cidade que sonhamos?

O texto é uma nova aproximação dos autores a um tema cujo núcleo é a questão da gestão meio ambiental com enfoque na sustentabilidade. A preocupação aqui apresentada refere-se à questão da participação popular e traz alguns exemplos quanto ao protagonismo do Estado em relação ao tópico. Mostra que a legislação brasileira é atualíssima em relação ao assunto e que ela estaria em condições de lidar com as “ruínas”, com as “regressões” resultantes de uma visão de progresso que marca o processo civilizatório ocidental. Sugere a necessidade de “alargar os espaços de participação da grande massa popular nas decisões”. Reconhece, nesse quadro, a importância da mudança da realidade através da mudança do próprio sujeito da transformação. E, justo por reconhecer isso, aponta a fundamentalidade da educação ambiental. Pede ajuda a exemplos tirados de Araraquara, cidade do interior paulista para mostrar os limites e as possibilidades de avançar em um paradigma de participação popular na construção de uma sociedade sustentável.

A economia criativa no Brasil: da gênese, ferramentas políticas aos desafios futuros

This paper aims to make a historical and bibliographical review on the Creative Economy, from its birth to the implementation of this in the Brazilian scenario. Through this historical review, we intend to point out the main problems and prospects for this branch is in an incipient stage in Brazil, despite the recent institutional growth and increased financial incentives. The justification curtails the fact the literature on the creative economy in Brazil is extremely sparse, limited to articles based on case studies and legislation itself and plans of the Department of Creative Economy (SEC) of. Thus, we intend to help the promotion of this business booming and has low theoretical analysis.

Nas trilhas da democracia: reflexões comparativas entre a Espanha e o Brasil

The article searches to launch some analyses and investigations on the historical reach of produced participative processes in Spain and Brazil. Evidently, both the processes if had uncurled in historical, social, economic contexts and distinct politicians, but, exactly thus, keep some approaches that we intend to give prominence in the present article. How much to the dismantlement of the State of social welfare, we present, still, that in the case of Spain occurred a decentralization of its formulator power to decide arrangement of public politics that started to count on the participation of social actors in the called relational city (BECERRA, 2011). In the case of Brazil, the dictatorial period (1964-1985), the fast urban growth and the generation of precarious peripheries in the main cities, the distension and the Constituent (1986-1988) had generated the enough forces of pressure so that, gradually, if it incorporated the participative arrangement in the power to decide process.

Desafíos de Brasil para la consolidación de su protagonismo internacional: educación y cultura

Over the last years, Brazil has gained international visibility especially due to the capacity of its economical development and the progress of its public policies on fighting poverty. Though there reason for celebration exists with respect to the country’s recent achievements, Brazil still has a lot to do if it wants to gain international prominence. In this paper, we address two issues that are fundamental for Brazil to achieve real leadership: education and culture.