A alteração do tipo penal de adulteração de combustíveis: reflexo da constitucionalização do direito penal no mercado de combustíveis

The neoconstitutionalism led to a process of ethical revaluation of the normative systems and the process of constitutionalization of the many fields of law. This study examines the consequences of this process in criminal law, so important a Law field for the protection of the most valuable assets by the society, including the fundamental guarantees, thus emphasizing the necessity of protection of the collective and individual rights, which are guided by the observance of the defendants individual rights in the course of criminal proceedings and the search for the best efficiency of penal protection, according to the corollaries of defense against the state (prohibition of the excess or Übermassverbot) and the provision of rights by the state (prohibition of insufficient protection or Untermassverbot). The offense of fuel adulteration is taken as an object of study, since it is a vital market to a nation dependent of people and good s movement for their living, driven by fossil and biofuels. Such a crime affects essential legal interests to the development of society, interests such as the environment, consumer relations and economic order, particularly the principle of free competition. This paper seeks to analyze the need of a greater efficiency of this particular criminal protection, once concluded the conduct harm and social fear as a consequence by it as growing, and therefore having its former crime type, engraved in Article 1 of Law No. 8.176/1991, rewritten in compliance with the criminal law s principle of legality. Thus, the reformation proposals and legislative creation involving this crime were observed, with emphasis on the bill No. 2498/2003, which keeps it as blank heterogeneous criminal norm, kind of penal normative whose constitutionality is raised, including the forethought of criminal responsibility in the perpetrating of the offense as culpable and subsequently increasing the applicable minimum penalty, as well as the inclusion of new activities in the typical nucleus

Granjas leiteiras na região de Ribeirão Preto - SP

On the activities of dairy farm, the constructions for the animals are basic and of utmost importance in the production process, their designs should be based on technical and economic solutions, which offer extremely efficient and functional conditions. The objectives of this work was to research and study the characteristics of dairy farms located in some towns near Ribeirao Preto and the south of Minas Gerais State and recommend solutions based on the literatures for the execution of dairy projects around Ribeirao Preto region. The study was conducted based on theoretical and in loco observations, considering the following parties of dairy farm: free stall, calves housing, milking room and its annexes (footbath, foot clean and waiting corral). The results obtained of this study appeared that most of the dairy farms were designed without technical and effective economical solutions.

Interação tritrófica e influência de produtos químicos e vegetais no complexo: brássicas x traça-das-crucíferas x parasitóides de ovos

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

Dançando com gatos e passáros: O movimento ecossistêmico da ludopoiese na educação infantil

This study shows the movement of educators ludopoiese ecosystem of the Center for Early Childhood Education Marise Paiva-CEIMAP. We used the metaphorof dance as an opportunity to stimulate scientific creativity. Ecosystem Thought, complex thinking, the theory of autopoiesis and Flow Theory, constituted the main theoretical steps to understand the phenomenon of ludopoiese, from the look of your totalidadem with the following objectives: 1 - Identify and interpret the process of self ludopoiética CEIMAP of Early Childhood Educators in the actions of the play, care for and educate in school life; 2 - Analyze Ecosystem Thought from ludopoiéticos how these processes affect and / or possible changes and transformations in practice humanescenteseducational CEIMAP. The theoretical metodógicos steps to address the proposed objectives are grounded in existential action research part of the appreciation of the complexity of the real, considering the human being a whole dynamic. In this sense the game of sand, recreational experiences, the systematic studies and video training were explored with a view to the transdisciplinary relevance of everyday phenomena. New knowledge acquired in accordance with the directions given indicating the movement of the ecosystem studied ludopoiese educators, involved in four main streams: love, play, care for and raise it from love streamline interdependently. The ludopoiese eachteacher would then be fed by this web generated by love that permeates all other educational activities, nurturing and maintaining a constant creative self-organization of knowledge and know-how to be teachers. Thus, every network that generates andstream lines the system emerges ludopoiético biology of love, the open dialogue and playing in the wishing well to the student, the aesthetic beauty of caring and educating, as a human conditionand relevant as possible to live / live not only in teaching children, but in other educational contexts of teaching and teacher education

Avaliação da educação física na escola: análise de uma proposta de intervenção

El presente estudio tiene como tema principal el debate sobre la evaluación de la escuela, específicamente la evaluación de la enseñanza y el aprendizaje de la educación física en la escuela. Presenta las tendencias pedagógicas que influyeron en los modelos de valoración de la educación en general y específicamente determinados que el proceso de evaluación en la escuela de educación física. Analiza la evaluación en educación física de una experiencia de enseñanza en la escuela pública. Para ello, hemos desarrollado la siguiente pregunta: ¿cuáles son las posibilidades de evaluación en Educación Física, teniendo en cuenta su significado y sus implicaciones en el proceso de enseñanza-aprendizaje que experimentan los estudiantes? Ya que era un problema se guían la reflexión sobre nuestra práctica docente, hablamos de la evaluación en Educación Física de cinco cuestiones esenciales para nuestra consideración, a saber: ¿para qué evaluar (razones) para evaluar la (las dimensiones del contenido ), al evaluar (momentos) se evalúa (estrategias metodológicas), que evalúa (responsable de la evaluación)? En este sentido, este estudio tuvo como objetivo discutir el proceso de evaluación en Educación Física, al reflexionar sobre su significado y sus implicaciones pedagógicas en la enseñanza y el aprendizaje de la educación física, y guiado por el informe de una experiencia de aprendizaje experiencia en una clase de 6 º y 7 º grado de la escuela primaria Escuela Fernandes Arcelina Estado, ubicado en la ciudad de Macaíba / RN. Hemos encontrado en este estudio que es la evaluación de la escuela es un proceso complejo determinado por muchos factores sociales,. Jurídica, cultural, estructural, y que sea útil para repensar el proceso de enseñanza-aprendizaje y su propia práctica docente También creemos que nuestro estudio se revela como una evaluación metodológica de las posibilidades. En ella, que se encuentra es posible evaluar en Educación Física que estudia no sólo los resultados de aprendizaje de los contenidos técnicos, habilidades y destrezas motrices, sino que nos permite analizar el rendimiento de los estudiantes en otras dimensiones de la integridad humana, como la las actitudes (valores), los conceptos, los aspectos afectivos y sociales

Em que contextos aprenderam a ensinar os professores que propiciam aprendizagens pertinente à alfabetização?

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

O estágio supervisionado como contexto de formação docente específica para educação infantil: o que dizem os formandos sobre suas aprendizagens?

Kindergarten teachers training gains the spotlight with the passing of Law number 9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of basic education, with pedagogical function. In this spectrum, the discussion about teacher training unravels to ensure social quality to education as well as the teacher s specificities towards child singularities. Adding to that, the growing propagation of Pedagogy in an undergraduate level, given that such course has been continually transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting the addition of curriculum components that are specific to upbringing. The complex debate circa kindergarten teachers training has advancements and hardships that need to be unveiled in order to improve both formation and social quality of education in the 0- 5 years old range. This investigation inserts itself in said context and aims to analyze which knowledge, specific to kindergarten teaching are constructed, according to undergraduate trainees, in Pedagogy s supervised internship. The study was conducted alongside the discipline: Supervised Internship in Child Education ministered by the Advanced Campus of Rio Grande do Norte s State University s in the municipality of Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four undergraduate interns. We first assumed that the development of teaching knowledge is a complex process of appropriation of cultural-social practices and is symbolically mediated by interactions that occur in the formation context, and the supervised internship can be understood as a space for the articulation and enlargement of theoretical and practical knowledge, directly related to the specificities of child education. The theoretical-methodological foundation was based upon the historiccultural approach of L. S. Vygotsky and M. Bakhtin s dialogism on human sciences research, as well as his postulates on learning and developmental processes, conceived as both essentially social and discursive. The investigation approached the principles of the qualitative perspective and to the construction and analysis of data, involved documental analysis and, specially, semi-structured interviews, both individual and collective, whose fundamental premise was the production-comprehension of meanings in a dialogical perspective. The participants texts/speeches produced a synthesis that points to the occurrence, within the supervised internship at CAP/UERN, of internalization/appropriation processes and, as such, of formulation of meanings that are pertinent to child education: child, childhood, kindergarten and teacher signification and this stage s specific teaching knowledge. It stood out that the internship, alongside other curriculum components, is, in fact, one of the primeval formation environment for the teachers, in which the interns interact with their colleagues, supervisor professor, collaborator professor, and of course, the children to construct their erudition. Such interactions allow the undergraduate interns to develop attitudes and procedures to reflect on what they know, what they ve done and what they can achieve. We have concluded that the undergraduate internship can constitute itself as an articulatorconsolidator environment in the future teacher s formation process and, since well oriented, can provide the effective initiation, not only to the practice, but to the praxis as a movement of non dissociability between theory and practice

Freqüência de lesões gástricas em suínos destinados ao abate na região de Ribeirão Preto, SP

Foram colhidos e examinados 1085 estômagos de suínos, machos castrados ou fêmeas, todos com idade entre 140 e 150 dias. As lesões encontradas foram classificadas de acordo com a localização, tipo e severidade. A análise macroscópica revelou que 694 (64%) estômagos apresentavam algum tipo de lesão. A paraqueratose foi identificada como alteração patológica única em 213 (19,6%) estômagos. em outros 319 (29,4%) estômagos, ela estava associada apenas a processos erosivos ou associada a erosões e úlceras. Erosões isoladas ou associadas a ulcerações foram identificadas em 121 (11,2%) animais, enquanto que úlceras, foram verificadas em 41 (3,8%) animais. A avaliação por regiões, revelou que 62,8% apresentaram lesões na região gastresofágica e apenas 6,6% na região fúndica do órgão. Tais achados sugerem a existência de diferentes causas na etiopatogenia desses dois processos gástricos. A ulceração gastresofágica estava presente em 213 (19,6%) animais, dos quais 22,7% eram machos castrados e 16,5% eram fêmeas, fato que evidencia possível influência do sexo na freqüência dessa patologia em suínos. Os exames microscópicos, realizados em parte das amostras, apenas confirmaram as alterações, já identificadas pelo exame macroscópico. Apenas o exame macroscópico conduz a resultados confiáveis na avaliação de lesões gástricas em suínos.

A autonomia da escola pública :um complexo movimento entre a outorga e a construção

The present research to explorer the configurations that come being given to the autonomy of the school, since the decade of 1990. We investigate the implementation of the principle of the autonomy in the public system of education of the State of Pernambuco and, specifically, in four school units and this schools its in the quarters of Stubborn Brasilia Teimosa and Casa Amarela, both located in Recife. We try to know if the implementation of the autonomy of the school is circumscribed in the process of productive reorganization, it was evidenced that the inclusion of this principle in the educational politics - in the scopes national and state - obeyed the dynamics of retraction that, in the neoliberal context, the performance of the State in relation to the public education and the school characterizes, with consequence impact in the investigated schools. From the empirical inquiry it was identified to the occurrence of a movement realized for the social actors of the schools research in direction to the construction of the pertaining to school autonomy; this movement presenting some limits and fragilities. It was evidenced despite this movement varied of intensity in the measure where the social actors of the schools had developed levels of dinamics processes (in greater or minor degree) related with the diverse expressions of democratic management that can occur into the school, such as: elaboration of the Politician-Pedagogical Project, institution and functioning of the Pertaining to school Advice, etc. The set of the carried through analyses made possible that it concluded that, in the context neoliberal and delimited to the investigated time and space, the implementation of the autonomy of the school comes if giving in way to a complex movement of construction

Currículo e arquitetura escolar: concepções de professoras e equipe gestora do Colégio Nossa Senhora das Neves-Natal-RN

The present study aims to investigate the conceptions of teachers and management team of the Colégio Nossa Senhora das Neves - Natal / RN about curriculum, school architecture and possible relationships established between these components. To develop the study, we rely on the theoretical contributions of Viñao Frago (2001), Escolano (2001); Benconstta (2005), among others, about the architecture school, and with regard to curriculum, ancoramo us in theoretical reflections Silva (2000, 2006, 2008). We assume that the school place is a social construct and as such, reflects the interests of certain groups, to organize, establish ways to condition their unctions and uses. In this space, people's lives is planned, both those who work there, as those who study there. Thus, the architecture school promotes, through representations, signs, symbols and shapes, certain charges that impact the ways of being and acting subjects by establishing appropriation and expropriation of rights and legitimate forms of inclusion and exclusion. Thus, it is an expression of power. A power that is expressed in the form of lead the way people should behave in a certain space. Clarity on these aspects of the architecture school is important, since in the same way that the opinion of several experts is important to discuss the adequacy of school architecture (environmentalists, architects, engineers, planners), the / the teacher / and the / as managers / must also meet the educational nature of the architecture school, so as to present its share of contribution in order to make the post-school conducive to learning multiple. From this perspective, we analyze the concepts of four teachers and eight individuals who are part of the management team of the CNSN, whose views were seized through participant observation, semi-structured interviews and documentary analysis. The construction of the data indicated levels of conceptual curriculum varied, ranging from those rooted in traditional theories of curriculum as those regarding the curriculum tied to discursive and contextual aspects. The conceptions of architecture school, predominantly focused on the aspects of the architecture school materials and most established subject, differently, relations between curriculum and school architecture

Etiology of acute diarrhea among children in Ribeirão Preto-SP, Brazil

Com o objetivo de caracterizar os principais enteropatógenos causadores de diarréia na região de Ribeirão Preto, quanto aos sorogrupos e sorotipos, por um período de 4 anos foram estudadas fezes de 1836 crianças, menores de 10 anos de idade, de ambos os sexos, portadoras de gastrenterite aguda no IAL de Ribeirão Preto, SP. Foram pesquisados os seguintes enteropatógenos: Escherichia coli, Salmonella sp., Shigella sp., Campylobacter sp., Yersinia sp., e Cryptosporidium sp., identificados através de metodologia tradicional. Foram positivas 419 (22,8%) amostras, com 1,7% de associação entre enteropatógenos. Houve predomínio na faixa etária de 0 a 11 meses. Destacou-se a E.coli enteropatogênica (EPEC) (8,7%), sendo mais frequente o sorogrupo O119 (40,2%), seguida do gênero Shigella (6,2%), dos quais 63,2% corresponderam à S. sonnei.

Entre saberes e práticas :a alfabetização de jovens e adultos no MOVA Belém

This research analyses the experience of the Alphabetization of Young and Adults Movement named Prof. Paulo Freire (MOVA Belém) in the time period 2001-2004. the study intends to reveal which knowledge/activities are constituent of pedagogical practices of popular alfhabetzers. It also intends to contribute with the registry in the history of alphabetization of young and adults in Belém, without any intention of making general the analyzed aspects. The research is characterized by the use of a qualitative approach of the type ethnographic, because it involves an analysis that considers at the same time the local and global aspects. It analysis documents produced in the period and uses semi-structured interviews for data construction. It tries to show living cues and experiences of the pedagogical activities found in the theoretical references of Brandão (2003), Freire (1979; 1987; 1992), Gadotti (1998; 2000), Ribeiro (1999; 2003), Santos (1995; 2000), Soares (1985; 1998; 2003) and other authors of alphabetization and popular education fields. This multiplicity of bibliographical and empirical references has produced a heterogeneous framework, that is much more complex and multifaceted than the one which would be constituted as the knowledge of the pedagogical, alphabetizer practice. It can not happen, however, an absolute concept that is clear and total that resumes significance and matter of the pedagogical, alphabetization practice of young and adults. So, the study establishes a relativism between them assuming as valid the ones that are of popular and democratic types. At last but not least, it intended to contribute to the history of the alphabetization of youngsters and adults in Belém with a popular education perspective without any pretension to turn the analyzed aspects into generalized ones

A dimensão social do desenho: um estudo sobre as interações no processo de (re) construção imagética da criança no Ensino Fundamental

In the historical-cultural perspective, the drawing is processed by means of a shared and complex way, under diverse relations with the other and with the immersed signs of the culture. That is, something constituted by the social interactions and that can modify the structure of the psychological functions, therefore as socialized sign, propitiates the incorporation of the functions socially. In this way, the figuration carrier sensitive and established meanings historically disclosing the shared experiences and the ways of the subject to think and perceive the world. Such reflections gave shape to the main problem of this research: how to think over about the drawing at the school to incide in the reconstruction of the childs imaginative language? Under such perspective, this work deals with the interactions in the production process of the drawing of the children in a context of teach-Iearning of the elementary school having as goal to analyze the interactions established in the cIassroom in the process of production of the drawings; to propose situations of learnings that favor the advance graphical expression of the students; and to identify in the interactive games some relations between body expression and drawing. For its accomplishment, it was opted for the construction process based in the collaborative investigation by the fact to propitiate negotiations, sharing and confrontation of ideas, becoming possible a joint construction of the knowledge. For this research, the researcher and the collaborating teacher, as well as the involved children, become themselves into co-authors of the context studied. As locus of the research, it was chosen a first cycle class, with 30 students, from Municipal School Profª. Emília Ramos (Natal/RN - Brazil), whose election took in account the fact of this school to constitute in a promotional space of reflections and professional development of teachers in service and, at the same time, for presentinglimitations theoretic- methodological in the field of teaching for Arts. In the process of the research, it was perceived that the children with the support of the verbal language formulates meanings on the seen and imagined object, printing lines and forms that if overlap to the physiological aspects of the visual perception. That is, the drawing discloses a reality appraised, enriched for the picked up vision of the image, but the meanings established for the author, or observer who becomes it perceivable and identified. In the systemizing situations, it was observed that the teaching-Iearning process of the drawing, implies a co-construction between teachers and learners. And, moreover, the necessity to interlace emotion and cognition by means of plastic-corporal interactions that foment drawing experiences, whose process concurs for the imagenative reconstruct of the apprentices

Ocorrência de Megabacteriose em Periquitos Autralianos, Canários e Agapornis na Região de Ribeirão Preto- Estado de São Paulo - Brasil

Este trabalho tem como objetivo relatar a ocorrência de um agente etiológico, denominado na Europa, Australia e EUA como megabactéria, observado em estômago de pequenas aves (canários belgas, agapornis e periquitos australianos), provenientes da região de Ribeirão Preto, Estado de São Paulo/SP. As necropsias de 64 aves silvestres (4 periquitos australianos, 12 agapornis e 48 canários), realizadas no perído de 1994 a 1997, foram analisadas, constatando-se em 56% dos casos a presença de estruturas filiformes, acidofílicas sob coloração Giemsa, gram positivas, existentes no muco do proventrículo, descritas na literatura como megabactérias. Foram testados diversos tipos de meios de cultura para reprodução in vitro deste microrganismo. Foram ainda comparadas as dimensões (comprimento e largura) dessa bactéria obtida apartir do esfregaço fresco de muco proventricular e da megabactéria proveniente de cultivo in vitro. Também foram listados os principais achados macroscópicos do animais portadores desta bactéria.

Análise quali-quantitativa da arborização na praça XV de novembro em Ribeirão Preto - SP, Brasil

A Praça XV de Novembro, implantada em meados do século XIX, tem grande valor histórico-cultural, além de se constituir em uma das principais áreas verdes do centro da cidade de Ribeirão Preto. Visando ao conhecimento detalhado da vegetação para fins de orientação do manejo e conservação dessa área, foi feito um levantamento quali-quantitativo e fitossociológico das árvores e palmeiras da praça. Foram medidas altura e Diâmetro à Altura do Peito (DAP) e identificados todos os indivíduos de porte arbóreo (árvores e palmeiras) presentes na Praça, em nível de espécie. A praça ocupa uma área de 15.456,00 m², onde foram amostradas 42 espécies distribuídas por 19 famílias, num total de 161 indivíduos. Apesar de o local apresentar arborização com alto índice de diversidade de espécies (Shannon-Weaver de 3,14), os exemplares necessitam de maior atenção quanto a problemas ligados à fitossanidade e podas adequadas, fazendo que resulte em espaço seguro para os frequentadores e em boa qualidade paisagística.