Academic literature on the topic 'Education - Brazil - Law and legislation'
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Journal articles on the topic "Education - Brazil - Law and legislation"
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Nascimento, Maria Cristina Delmondes, and George Gomes de Amorim. "The Enviroment Education in Pratice: Challenges ahead Legislation." Amadeus International Multidisciplinary Journal 1, no. 2 (March 13, 2017): 31. http://dx.doi.org/10.14295/aimj.v1i2.11.
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: This study discusses the environmental education in practice and the challenges faced by teachers before the law. This is a field study, exploratory in nature, where it is intended to reflect the effectiveness of environmental education in pedagogical practice, together with teachers from schools in Araripina, State of Pernambuco, Brazil. The starting point is the teachers' perception about the pedagogical practice related to environmental education. 45 teachers were interviewed, through a previously structured script. The answers showed that, although they have an academic background at the level of specialization lato sensu, the teachers do not have specific training to work with the transversal themes planned, especially with the theme Environmental Education, as required by the legislation. The teachers' perception points to the need for a more specific training in terms of the environment, in addition to another, more focused on the reflection on the importance of strengthening human values, to strengthen the construction of citizen subjects.
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Carvalho, L. Nelson, and Bruno M. Salotti. "Adoption of IFRS in Brazil and the Consequences to Accounting Education." Issues in Accounting Education 28, no. 2 (December 1, 2012): 235–42. http://dx.doi.org/10.2308/iace-50373.
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ABSTRACT: Brazil is a rare case of a complete adoption of IFRS, not only for consolidated financial statements, but also for the individual ones. Very few countries dared to converge their accounting standards toward IFRS in the company-only financial statements, probably afraid of the tax or dividends impact. Brazil made the ambitious move, changing the Company law and altering the income tax legislation in such a way that a safe path was built to bridge from the old BR GAAP standards to IFRS.
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Silva, Marta Leandro da, and Geraldo Inácio Filho. "A trajetória histórico-normativa das políticas curriculares de graduação tecnológica no Brasil: cursos superiores de tecnologia (LDB 4024/61 a 9394/96)." Cadernos de História da Educação 17, no. 3 (November 17, 2018): 821. http://dx.doi.org/10.14393/che-v17n3-2018-12.
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Este artigo aborda a trajetória histórico-normativa das políticas curriculares dos cursos de graduação tecnológica no contexto da legislação federal. Articula-se ao contínuo das pesquisas de doutorado; Pesquisa FAPESP (2011/0845608) concernentes às políticas de educação tecnológica no Estado de São Paulo; reportando-se também à atual Pesquisa de Pós Doutorado em Educação (História da Educação) que versa sobre as políticas públicas da educação profissional e tecnológica no Brasil. Sob bases metodológicas da pesquisa qualitativa em educação a análise abrange a pesquisa bibliográfica e a documental. Nesse espaço textual, contemplou-se, prioritariamente, a pesquisa documental. Focaliza a análise da legislação federal da: I) primeira Lei de Diretrizes e Bases da Educação Nacional (LDB) 4.024/61 e legislação complementar do extinto Conselho Federal de Educação (CFE); II) da vigente LDB 9394/96; Pareceres e Resoluções do atual Conselho Nacional de Educação (CNE).À luz de uma abordagem descritivo-analítica e de interpretação legislativa visou-se, aqui, referenciar as normatizações de Pareceres e Resoluções expedidos pelo CNE. Priorizou-se o estudo do Parecer CNE/CEB 29/2002, pois esse documento contempla o histórico da educação tecnológica no Brasil. A título de considerações preliminares, cabe enfatizar a relevância do Estado de São Paulo, prioritariamente pelas orientações normativas do CEE/SP e do Centro Paula Souza (CPS), na inovação e oferecimento de educação profissional e tecnológica pública no Brasil. Entretanto, constam ainda demandas urgentes quanto ao reconhecimento das peculiaridades dos cursos superiores de graduação tecnológica; bem ainda quanto à necessidade de um vigoroso planejamento participativo e diagnóstico a fim de identificar as especificidades do desenvolvimento nacional e a correlata formulação de políticas curriculares para a educação profissional tecnológica pública.Palavras-chave: políticas curriculares; trajetória histórico-normativa; cursos superiores de tecnologia, legislação federal.AbstractThis article discusses the historical and normative trajectory of curricular policies of technological undergraduate courses in the context of federal. Articula up legislation to continuing the doctoral research; FAPESP (2011/0845608) concerning the technological education policies in the State of São Paulo; also reporting to the current post of Research Doctorate in Education (History of Education) that deals with the public policy of vocational and technological education in Brasil. Sob methodological basis of qualitative research in education analysis covers literature and documentary. In this textual space, looked up primarily documentary research. Focuses on the analysis of federal legislation: I) First Law of Guidelines and Bases of National Education (LDB) 4,024 / 61 and supplementary legislation of the former Federal Council of Education (CFE); II) of the current LDB 9394/96; Opinions and resolutions of the current National Education Council (CNE) .A light of a descriptive-analytic approach and legislative interpretation aimed to here refer to the regulations of opinions and resolutions issued by the CNE. We prioritized the study of the CNE / CEB 29/2002, as this document includes the history of technological education in Brazil. By way of preliminary considerations, it should be emphasized the importance of the State of São Paulo, primarily by the guidelines established by the EEC / SP and the Paula Souza Center (PSC), innovation and professional education and public offering technology in Brazil. However, still appear urgent demands for recognition of the peculiarities of higher education courses in technology graduation; and also on the need for a vigorous participatory planning and diagnosis to identify the specifics of the national development and related formulation of curriculum policies for public technology professional education.Keywords: curriculum policies; historical -normative trajectory; higher education technology, federal legislation
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Cenci Gasperin, Jéssica. "EDUCAÇÃO INCLUSIVA: LEGISLAÇÃO BRASILEIRA E A INCLUSÃO." Revista Científica Semana Acadêmica 9, no. 209 (September 17, 2021): 1–25. http://dx.doi.org/10.35265/2236-6717-206-9142.
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Today the inclusion of students with disabilities is a reality in Brazilian schools, a right guaranteed by law. guaranteed by law. This article provides insight, through legislation, into the historical construction of inclusion, allowing the elucidation of concepts relevant to the education of people with disabilities. of inclusion, allowing the elucidation of concepts relevant to the education of people with disabilities in the regular school system. the education of people with disabilities in the regular school system. In addition, it allows us to perceive the history of school inclusion in Brazil in parallel with the historical vision of inclusion in the regular school system. in Brazil in parallel with the historical view of disability in the country, as well as to analyze if the legislation guarantees the effective inclusion of students with disabilities in the regular school system. legislation guarantees the effective inclusion of students with disabilities in the regular school system, as well as to regular school system, and also to reflect on the current laws that address inclusive education and their guidelines. The research used a qualitative literature review methodology, based on the legislation on inclusive education, the subject of the project. on inclusive education, the subject of the project. In addition, it was conditioned to the concept and vision of the main authors in the studies of this topic. the main authors of studies on this topic, such as Silva, Ferreira and Mantoan, which were conducted in journals, articles and the Internet. in journals, articles and internet. It is concluded that legislation, in spite of the advances and setbacks throughout history, is indispensable for the throughout history, is indispensable to guarantee and ensure the entry and permanence of these students in regular school, however, it is However, legislation alone does not guarantee the full inclusion of these students, since this depends on the However, legislation alone does not guarantee the full inclusion of these students, as it depends on numerous factors, including the involvement of the management team, teachers, and other and others responsible for pedagogical practice, as well as the elimination of barriers that may impede the full inclusion of these students. that may impede the full inclusion of these individuals in society.
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Abzalova, Khurshida Mirziyatovna. "Criminal Law Protection of Human Life and Prevention of Murder in Uzbekistan (On the Example of Women)." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1085–93. http://dx.doi.org/10.17762/pae.v58i1.858.
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In the world, protection of the rights and interests of the individual is one of the priority areas for improving legislation. In this process, a special role is played by criminal legislation, which is designed to ensure the protection of human life as the most valuable object of criminal law protection. The fight against crimes against life, in particular murder, is the highest priority for judicial and law enforcement agencies. In this regard, the adoption of effective measures to counter deliberate killings, the study of the causes and conditions that contribute to their Commission, as well as the identity of the killer are of great scientific and practical importance. According to statistics provided in the UN Global Study on Homicide report for 2019, the number of murders per 100,000 people in El Salvador is 61.8, in Brazil-30.5, in Russia-10.82, in Switzerland-5.35, in Uzbekistan-3, Finland-1.42, in the UK-1.2[1]. All this indicates the need to pay special attention to effective criminal law protection of human life.
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Carvalho Rodrigues, Neire Cristina, Antonio Carlos Victor Amaral, and Vanessa De Lima Andrade. "O ENSINO JURÍDICO NO BRASIL." Científic@ - Multidisciplinary Journal 4, no. 2 (December 5, 2017): 41. http://dx.doi.org/10.29247/2358-260x.2017v4i2.p41-50.
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O artigo enfoca a questão do ensino jurídico no Brasil, tendo como marco inicial a colonização deste país e a partir daí o incremento que o Direito de fato teve com o passar do tempo. O estudo adequa dessa forma, uma historicidade a respeito desse ensino, sua expansão até a atualidade, e como está atualmente o ensino jurídico no Brasil. O presente artigo será desenvolvido com um conciso histórico do ensino jurídico no Brasil. Após, será apresentado o modelo de ensino dogmático ainda dominante nos dias de hoje e as novas legislações que tentam reverter este quadro. E, por fim, serão apresentados alguns caminhos que podem ser trilhados para se alcançar um ensino que forme profissionais habilitados para garantir a efetividade do Direito na conjuntura social. Palavras chave: Graduação em Direito. Dogmática. Ensino Jurídico. The article focuses on the issue of legal teaching in Brazil, having as an inicial mark the colonization of this country and, from there, the increament that the Law really had over the time. The study thus adapt a historicity about this teaching, its expansion to the present and how the legal teaching is currently in Brazil. This article will be developed with a concise historical history of legal education in Brazil. Afterwards, it will be presented the model of dogmatic teaching still dominant today and the new legislation that tries to reverse this situation. And, finally, some paths will be presented that can be traced to reach an education that will train professionals qualified to guarantee the effectiveness of Law in the social conjuncture. Keywords: Graduation in Law. Dogmatic. Legal Teaching.
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de Ávila, Renato Ivan, and Marize Campos Valadares. "Brazil Moves Toward the Replacement of Animal Experimentation." Alternatives to Laboratory Animals 47, no. 2 (May 2019): 71–81. http://dx.doi.org/10.1177/0261192919856806.
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In Brazil, efforts towards the regulatory acceptance and implementation of innovative methods to replace experimental animal use in various fields began to gather force in 2008, with the approval of Law No. 11,794/2008 (the Arouca Law). This law represented a milestone, as it created the National Council for the Control of Animal Experimentation (CONCEA) to deal with the ethical and legal issues related to the use of laboratory animals. In 2014, CONCEA put together a framework for expanding the implementation of non-animal methodologies for use in research and education. It also promoted the regulatory acceptance in Brazil of 24 test guidelines, including 15 in vitro approaches. It should be emphasised that, in Brazilian legislation, replacement is generally based on the toxicological endpoint and not on the category of product, as tends to be the case in other countries (e.g. cosmetics in the European Union). The resolution-dependent deadlines for the obligatory replacement of in vivo methods with the CONCEA-approved tests are 2019 and 2021. Brazil has advanced considerably towards the replacement of animal experimentation, and in certain aspects, this has been in a highly progressive manner. However, there is still a lot of work to be done, especially considering the current political scenario with reduced investment in research, development and innovation. The chronology of significant events following the approval of the Arouca Law, which have contributed to the promotion of the Three Rs alternatives in Brazil, will be examined.
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Cunha, Catherine da Silva, and Sônia Elisabete Constante. "The archives in Rouanet Law." Transinformação 25, no. 3 (December 2013): 203–11. http://dx.doi.org/10.1590/s0103-37862013000300003.
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The aim of the article is to discuss the recognition by archivists and archival institutions of the cultural aspect as an important tool for the preservation of documents. It is based on studies about historical and cultural heritage, whose paradigms comprise the Archives as places of memory. It highlights the inclusion of public and private Archives among the cultural areas benefited by the law for cultural promotion, provided these institutions do not restrict access to the public. We also stress the relevance of this integration for the development of cultural projects aimed at preserving documents, as well as raising the necessary resources for their implementation. We point out the relationship between the Archives and Culture established in theoretical references in this field. This study is guided by the polysemous character of the concept of “culture” due its numerous appropriations and applications. We also present the concepts of public policies and cultural projects and conclude that the inclusion of this subject in the curricula of the courses in Archive Administration in Brazil can disseminate tax legislation and ways to raise funds to support Brazilian culture, promote heritage education within the universities and institutions, and contribute to the archiving practice by acknowledging the importance of Archives to culture.
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de Oliveira Castelini, Alessandra Lopes, Célia Sousa, and Denise Quaresma da Silva. "UNIVERSAL DESIGN FOR LEARNING AND ITS TECNOLOGIES: MULTIFORMAT /MULTISENSORY BOOKS IN INCLUSIVE EDUCATION." International Conference on Technics, Technologies and Education, ICTTE 2019 (2019): 161–66. http://dx.doi.org/10.15547/ictte.2019.03.042.
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The article aims to give visibility to discussions on inclusion in the interdisciplinary context from the Universal Design for learning-DUA and its technologies in the actions developed under the International Project on Multiformat/ Multisensory Books from a scientific exchange between Brazil and Portugal with financial support from CAPES. The qualitative study (Martins, 2004), of a bibliographic nature with a methodological framework for reviewing the literature and the current educational legislation, including the Brazilian laws and guidelines, CF/88, LDB/96 (Brazil, 1988, 1996, 2008, 2015) , Guidelines of the Ministry of Education of Portugal- Decree-Law No. 54/2018 and international guidelines such as Unesco (1990, 1994, 2000, 2016) and UN (2015). The theoretical backing is based on the studies of Alves, Ribeiro & Simões (2013); Castelini & Quaresma da Silva (2018); Freire (1987); Gatti (2011); Nunes & Madureira (2015); Rapp (2014); Sousa (2012, 2018); Yunes (1995); and others. We found that the DUA approach and its technologies are facilitating resources for inclusion, because they promote affordable and inexpensive pedagogical practices that use different educational technologies. Actions developed in the project were socialized that allow the expansion of access to reading with more flexible and personalized approaches, making it possible to adapt them according to the educational context.
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Marcelino, Leonardo, and Sueli Teresinha de Abreu Bernardes. "Interdisciplinaridade, arte e cultura popular na educação básica segundo o discurso dos documentos legais vigentes." Horizontes 34, no. 2 (December 21, 2016): 31. http://dx.doi.org/10.24933/horizontes.v34i2.467.
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ResumoO objetivo deste artigo é analisar as menções à interdisciplinaridade, à arte e à cultura popular no discurso da legislação vigente nos aspectos em que se refere à educação básica. O corpus desta pesquisa abrange a Constituição da República Federativa do Brasil, a Lei de Diretrizes e Bases da Educação Nacional, o Plano Nacional de Educação e as Diretrizes Curriculares Nacionais Gerais para a Educação Básica vigentes. A análise documental proposta fundamentou-se em conceitos de Ivani Fazenda sobre interdisciplinaridade, de Ana Mae Barbosa sobre Arte-Educação, de Carlos Brandão sobre cultura popular e Luís Dourado sobre políticas educacionais. Os resultados expressam a preocupação com o acesso aos bens culturais e artísticos e às relações entre teoria e prática como dimensão interdisciplinar a ser alcançada. De modo específico nas Diretrizes menciona-se o ensino da arte em suas diferentes linguagens e propõe-se o ensino interdisciplinar por meio de projetos temáticos.Palavras-chave: Interdisciplinaridade; Arte; Cultura popular; Legislação; Educação básica.Interdisciplinarity, art and popular culture in basic education according to the discourse of the current legal documentsAbstractThis paper aims to analyze mentions of interdisciplinarity, arts and popular culture in the basic education aspects in its current legislation discourse. The corpus of this research is composed of the current Constitution of Federative Republic of Brazil, National Educational Bases and Guidelines Law, National Education Plan and General National Curriculum Directives for Basic Education. The documentary analysis is based on Ivani Fazenda’s interdisciplinary concepts, on Ana Mae Barbosa’s Art-Education, on Carlos Brandão’s popular culture and Luís Dourado’s education policy. In general, the findings highlight the concern about the access to artistic and cultural assets as well as the link between theory and practice as interdisciplinary dimension to be achieved. Specifically, the Guidelines mention the teaching of art in its different languages and focus on the interdisciplinary teaching using thematic projects.Keywords: Interdisciplinarity; Art; Popular Culture; Legislation; Basic Education.
Dissertations / Theses on the topic "Education - Brazil - Law and legislation"
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Faraco, Bruno Pereira. "Transparência das informações públicas nos portais das instituições federais de educação profissional da região sul do Brasil." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1630.
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Considerando a necessidade de comunicação entre a administração pública e a sociedade e seus cidadãos, da maneira mais efetiva e transparente possível, o objetivo desta pesquisa foi analisar o conjunto de elementos de transparência das informações públicas apresentadas pelos gestores nos portais dos Institutos Federais da Região Sul do Brasil. Trata-se de uma pesquisa quantitativa e qualitativa, aplicada quanto à sua finalidade, e exploratória quanto ao seu objetivo. No intuito de explicar a problemática a partir dos referenciais teóricos publicados, foi utilizado omo procedimento a pesquisa bibliográfica e o posterior estudo de campo nos seis Institutos Federais da Região Sul do Brasil. Assim, o referencial teórico abordou aspectos sobre a transparência pública e conceitos de informação e comunicação no setor público, apresentando índices de mensuração de transparência pública. O levantamento de dados junto aos Institutos buscou mensurar nos portais o grau de transparência das informações apresentadas pelos gestores, aplicando instrumento de pesquisa que permitiu a obtenção de índice de transparência para 11 categorias de itens pesquisados, além de verificar a presença nos portais dos itens considerados obrigatórios pela Lei de Acesso à Informação. Em um segundo momento, buscou verificar, por meio de questionário, a percepção dos gestores dos Institutos sobre os aspectos que compõem o tema proposto, a fim de observar como acontece esse processo de comunicação entre os órgãos públicos e o cidadão. Os principais resultados obtidos enfatizam, de maneira geral, um baixo índice de divulgação das informações públicas, com menor média de divulgação para informações sobre responsabilidade social, ambiental e econômica, e maior média para as informações relacionadas aos dados gerais da instituição, desde sua estrutura administrativa até sua regulamentação. Também foi observado que nenhuma instituição pesquisada cumpre integralmente com as exigências da Lei de Acesso à Informação. Os resultados sobre a percepção do gestor demonstram uma tendência de divulgar as informações produzidas, mas fatores como a desorganização das informações nos portais, a falta de padronização na estrutura virtual e no tipo de linguagem utilizada, bem como a falta de mecanismos de participação e interação popular nos portais são determinantes no tocante aos problemas de acesso e de comunicação com o público em geral. Além disso, o pouco tempo de criação das instituições pesquisadas e do exercício do cargo de seus gestores também deve ser considerado como reflexo para os resultados encontrados. Dessa forma, a presente pesquisa realçou a importância do tema Transparência Pública e alcançou um resultado positivo para uma contribuição científica e social.Considering the need of communication between public management and society and its citizens, in a way which is more effective and transparent, the aim of this research was to analyze the transparency of public information presented by the managers of the portals of southern Brazil’s Federal Institutes. It is a qualitative and quantitative research, applied as its purpose, and exploratory as its aim. In order to explain the issue from the theoretical frameworks published, it will be used as a procedure the bibliographic research and the further study field research in the six southern Brazil’s Federal Institutes. Therefore, the theoretical framework approaches aspects about public transparency, concepts of information and communication in the public sector, and it presents measurement indexes of public transparency. The data collection with the Institutes sought to measure – in the portals – the level of transparency of the information presented by the managers, applying a search tool which provided the transparency index of eleven categories of the researched items, besides verifying the presence of the required items by Access to Information Law. In the sequence, it sought to verify the Institutes managers’ perception of the aspects which composes the proposed theme, for the purpose of observing how the process of communication between public agencies and the citizen is happening. The main results obtained emphasize, in a general way, a low level of public information propagation, with a lower average of propagation to the information about social, environmental and economic responsibility, and a greater average to the information related to the institution’s general data – from its management structure to its ordinance. It was also observed that no institution which was researched fully comply with the demands of the Access of Information Law. The results about the manager perceptio demonstrate a tendency in publishing the produced information, however, elements such disorganization of information in the portals, lack of standardization of the virtual structure and type of language to use, and lack of procedures of popular participation and interaction in the portals are determiners to bring problems in the access and in the communication with the public. Besides, the short time of institutions’ creation and the short time of the managers assuming their functions must be considered as a reflex of the found results. Therewith, the present study highlighted the importance of Public Transparency theme and it reached a positive result to a scientific and social contribution.
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Scatola, Edm??ia Soares Pinto. "Reformas curriculares e os desafios da coordena????o de um curso de ci??ncias cont??beis diante da gest??o do projeto pol??tico pedag??gico." FECAP - Faculdade Escola de Com??rcio ??lvares Penteado, 2013. http://132.0.0.61:8080/tede/handle/tede/520.
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Previous issue date: 2013-08-30The Pedagogical Political Project is presented as an instrument of academic management, pointing alternative paths and establishing commitments in search of an IES identity and the course it offers. Therefore, the PPP is instituted from intentional actions with an explicit sense and a commitment defended collectively. This study was intended for knowing and analyzing the way of acting of a coordinator of an Accounting Sciences course facing the construction process of the Pedagogical Political project as a response to the curricular changes instituted, and therefore, to point out challenges, difficulties and progress originating from it. For this, a descriptive research was performed with a qualitative approach. The data were obtained from interviews and document analysis. A participative leadership style and democratic management of the coordination of the investigated course was observed, as well as the decentralization of the pedagogical management effort using strategies and actions looking for the involving everyone in the curricular decision making process. Actions such as the creation of deliberative instances, pedagogical meetings, meetings and other participative actions were detected. Delegating functions and implementing changes in the course indicate that the exercise of autonomy and participation are the most valued pillars by the coordination. Despite the intentions and the participative actions in the construction of the PPP, there are challenges to be overcome by the course coordination such as implementing a competence curriculum with a vision focused in the labour market not in the market, a vision still present in DCNs. The desired profile for the accountant currently demands reviewing the curricula theory and adopted methodologies for increasing the learning process and student development. It is concluded that a participative leadership style allows knowledge mobility, professional and interpersonal experiences that promote the engagement of everybody in the academic activities and results, motivating them to accept the challenges of the path towards the scientifical and technological formation of students. However, this pedagogical manager profile shall be related to a complex and systemic scientific paradigm and with a question and doubt pedagogy that allows the interaction and dialogue between disciplines and actors involved, transforming static and conservative academic spaces into dynamic, democratic and transforming spaces
O Projeto Pol??tico Pedag??gico apresenta-se como um instrumento de gest??o acad??mica que aponta caminhos alternativos e estabelece compromissos para a busca da identidade da IES e do curso que oferece. Assim, o PPP se institui a partir de a????es intencionais, com um sentido expl??cito e com um compromisso defendido coletivamente. Este estudo teve como objetivo conhecer e analisar o modo de atua????o do coordenador de um curso de ci??ncias cont??beis diante do processo de constru????o do Projeto Pol??tico Pedag??gico como resposta ??s mudan??as curriculares institu??das, e, assim evidenciar desafios, dificuldades e avan??os da?? decorrentes. Para tanto, realizou-se uma pesquisa descritiva com abordagem qualitativa. Os dados foram coletados por meio de entrevista e de an??lise documental. Constatou-se um estilo de lideran??a participativa e de gest??o democr??tica da coordena????o do curso investigado, bem como, o esfor??o pela descentraliza????o da gest??o pedag??gica com a utiliza????o de estrat??gias e a????es que buscam o envolvimento de todos nas tomadas de decis??es curriculares. Foram detectadas a????es como a cria????o de inst??ncias deliberativas, reuni??es pedag??gicas, encontros, e outras a????es participativas. A delega????o de fun????es e a implementa????o de mudan??as no curso indicam que o exerc??cio da autonomia e a participa????o s??o os pilares mais valorizados pela coordena????o. Apesar das inten????es e das a????es participativas na constru????o do PPP, existem desafios a serem superados pela coordena????o do curso tais como a implementa????o de um curr??culo por compet??ncias com uma vis??o focada no mundo do trabalho e n??o mercadol??gica, presente ainda nas DCNs. O perfil desejado para o contador na contemporaneidade exige a revis??o da teoria dos curr??culos e das metodologias adotadas para fomentar a aprendizagem e o desenvolvimento dos acad??micos. Conclui-se que um estilo de lideran??a participativa permite a mobiliza????o de saberes, de experi??ncias profissionais e interpessoais que promovem o envolvimento de todos nas atividades acad??micas e nos resultados motivando-os a aceitar os desafios da caminhada rumo ?? forma????o cientifica e tecnol??gica dos alunos. Entretanto, este perfil de gestor pedag??gico deve relacionar-se com um paradigma cient??fico complexo e sist??mico e com uma pedagogia da d??vida e da pergunta que permita a intera????o e o di??logo entre as disciplinas e os atores envolvidos, transformando espa??os acad??micos est??ticos e conservadores em din??micos, democr??ticos e transformadores
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Navarro, Ana Paula. "A Faculdade de Direito de São Paulo e as interferências imperiais no ensino Jurídico: uma edição de legislações de 1827 a 1879." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-11112010-142221/.
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Esta dissertação de mestrado apresenta a edição de setenta e quatro documentos do século XIX referentes à administração da Academia de Sciencias Juridicas de São Paulo, atual Faculdade de Direito da Universidade de São Paulo. Com base na edição desta documentação, relatamos as interferências imperiais na Academia, desde a época de sua fundação em 1827 até 1879. Foram editadas legislações imperiais que revelam interferências do Governo, cujo objetivo era o controle do Curso Jurídico. Estas interferências regulavam, por um lado, vários aspectos do cotidiano acadêmico como a nomeação de professores, o conteúdo a ser lecionado, os cursos preparatórios e a resolução de dificuldades relacionadas à deficiência do ensino, à falta de professores, à indisciplina dos alunos e, por outro lado, anulavam e substituíam os estatutos da Faculdade quando havia um motivo conveniente ao Governo. O estudo dos aspectos históricos da fundação da Faculdade e das interferências imperiais revela que a Academia tinha por função manter a estrutura do Poder Monárquico, com a formação de bachareis alinhados à ideologia dominante.This Masters dissertation is a presentation of seventy-four 19th Century documents referring to the management of the Academia de Sciencias Juridicas in São Paulo, now the University of São Paulo School of Law (Faculdade de Direito da Universidade de São Paulo). Based on the edition of these documents, we discuss imperial interference in the Academy, from its foundation in 1827, until 1879. Imperial legislation from this period shows interference from the government, whose aim was to control the Law Course (Curso Jurídico). On one hand, this interference served to regulate various aspects of academic life, such as the appointment of professors, course content, preparatory courses and resolution of problems related to inadequacies in teaching, absence of tutors and student discipline, and on the other hand, it served to annul and substitute the Schools own bylaws whenever the government considered it necessary. The study of the historic aspects of the Schools foundation and of imperial interference shows that the function of the Academy was to preserve the structure of Monarchical Power, by producing graduates aligned with the dominant ideology of the time.
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Müller, Kelli Cristina. "A formação da cidadania no cenário educacional brasileiro : avanço ou retrocesso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/15848.
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Este estudo pretende desenvolver de forma teórica, conceitual e histórica a questão da cidadania no cenário das diversas etapas da história da educação brasileira. Pretende também verificar como a idéia de cidadania tem passado do plano ideal para a realidade das práticas pedagógicas. Essas questões irão nortear este estudo, partindo da constatação de que a maioria da população brasileira não tem os direitos básicos assegurados para garantir uma vida digna, entre estes: educação, saúde, moradia, trabalho, lazer, ea inclusão e exclusão digital. O Estado Brasileiro avançou em termos político-jurídicos, em termos dos ideais proclamados da democracia, a exemplo da Constituição Federal (1988) e dos principais acordos e pactos internacionais de garantia e proteção aos direitos humanos de que é signatário; mas o modelo de gestão governamental fundamentado no neoliberalismo dificulta o fortalecimento da democracia e da cidadania, sendo esta entendida enquanto garantia dos direitos civis, políticos e sociais. É neste quadro de fragilidade do regime democrático e da cidadania, e por acreditarmos na educação enquanto instrumento de formação da cidadania e na escola como instituição social que trabalha com a socialização do conhecimento, formação de hábitos, valores e atitudes, que procuramos verificar qual a contribuição da escola para a formação da cidadania. Nesta direção, tomamos como referência a LDB/1996, devido à ênfase dada aos direitos do aluno, ao ensino cidadão, à gestão democrática e ao professor profissional, espera-se detectar se a cidadania proclamada nos textos da LDB (Leis de Diretrizes e Bases da Educação Nacional/1996); tem condições de se realizar nas práticas pedagógicas Foram realizadas análises documentais de conteúdo dos textos legais (leis) e documentos oficiais, com o propósito de verificar se os princípios defendidos encontravam amparo nas propostas de atendimento educacional apresentadas para formação da cidadania. As interpretações e considerações que emergem desta investigação se assentaram em referenciais teóricos apresentados por autores que estudam política de educação. Os resultados da investigação apontam alguns requerimentos necessários ao desenvolvimento de um projeto pedagógico nessa direção: apoio institucional e definição de política governamental; vivências de gestão democrática; projeto pedagógico orientado para a formação da cidadania, enquanto proposta global de escola; domínio dos conteúdos específicos dos direitos humanos e da cidadania por todos os atores da escola de forma a poder integrá-los aos conteúdos curriculares; prática pedagógica que respeite o aluno como sujeito produtor do conhecimento e a escola como espaço sistemático de exercício da cidadania. Concluindo, estes achados vêm confirmar a tese de que estes requerimentos contribuem para a construção de um projeto pedagógico. Nesta perspectiva, o educador é o elemento fundamental, a partir da sua decisão e da adesão ao projeto; o que requer uma formação profissional fundamentada nos conteúdos da cidadania democrática.This study it intends to develop of theoretical, conceptual and historical form the question of the citizenship in the scene of the diverse stages of the history of the Brazilian education. It also intends to verify as the citizenship idea has passed of the ideal plan for the reality of practical the pedagogical ones. These questions will go to guide this study, leaving of the constatação of that the majority of the Brazilian population does not have the basic rights assured to guarantee a worthy life, between these: education, health, housing, work, leisure. The Brazilian State advanced in politician-legal terms, in terms of the proclaimed ideals of the democracy, the example of the Federal Constitution (1988) and of the main agreements and international pacts of guarantee and protection to the human rights of that he is signatory; but the model of governmental management based on the neoliberalismo makes it difficult the fortalecimento of the democracy and the citizenship, being this understood while guarantee of the civil laws, social politicians and. It is in this picture of fragility of the democratic system and the citizenship, and for believing the education while instrument of formation of the citizenship and the school as social institution that works with the socialization of the knowledge, formation of habits, values and attitudes, that we look for to verify which the contribution of the school for the formation of the citizenship In this direction, we take as reference the LDB/1996, due to emphasis given to the rights of the pupil, to education citizen, the democratic management and the professional professor, expects to detect if the citizenship proclaimed in the texts of the LDB (Laws of Lines of direction and Bases of the Nacional/1996 Education), has conditions of if carrying through in practical the pedagogical ones. Documentary analyses of content of the legal texts (laws) and official documents had been carried through, with the intention to verify if the defended principles found support in the presented proposals of educational attendance for formation of the citizenship. The interpretations and considerações that emerge of this inquiry if had seated in theoretical referenciais presented by authors who study education politics. The results of the inquiry point some necessary petitions to the development of a pedagogical project in this direction: institucional support and definition of governmental politics; experiences of democratic management; pedagogical project guided for the formation of the citizenship, while school proposal global; domain of the specific contents of the human rights and the citizenship for all the actors of the form school it to be able to integrate them it the curricular contents; practical pedagogical that respects the pupil as subject producer of the knowledge and the school as systematic space of exercise of the citizenship. Concluding, these findings come to confirm the thesis of that these petitions contribute for the construction of a pedagogical project. In this perspective, the educator is the basic element, from its decision and of the adhesion to the project; what he requires a professional formation based on the contents of the democratic citizenship.
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Koliski, José Luiz. "A qualificação profissional de encarcerados da colônia penal agroindustrial do Paraná." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1160.
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A presente pesquisa tem por objetivo analisar os limites e possibilidades da qualificação profissional para reinserção econômica e social de encarcerados, tomando como referência a Colônia Penal Agroindustrial do Paraná. Apoia-se nos fundamentos teóricos e metodológicos do Materialismo Histórico e Dialético, e utiliza como instrumento de coleta de dados a entrevista individual semiestruturada realizada com dezessete encarcerados participantes de atividades educativas e laborais. Os principais resultados apontam que o perfil socioeconômico da população carcerária, caracterizado pela baixa escolaridade, falta de qualificação profissional, e a ocupação de empregos precários, contribui para o ingresso na criminalidade e, consequentemente, o encarceramento. O segundo aspecto constatado foi o caráter contraditório da prisão em sua finalidade punitiva e ressocializadora, tendo por meta simultânea punir e reinserir o condenado à sociedade. Por fim a qualificação profissional, compreendida amplamente como uma relação social, articulando-se formação geral, profissional e prática, reduz-se a cursos curtos e aligeirados, prescindindo da escolaridade e da integração entre educação geral e profissional, sequer atendendo às demandas de mercado. As evidências apontadas permitem inferir que os programas de qualificação profissional são ineficientes e ineficazes na reinserção econômica e social dos encarcerados. O trabalho na prisão, de caráter produtivo e educativo, cumpre apenas a função produtiva, predatoriamente explorado por empresas privadas, significando para o encarcerado muito mais uma possibilidade de amenizar as condições carcerárias e de remição da pena, do que sua profissionalização.This research aims to analyze the limits and possibilities of professional qualification for economic and social rehabilitation of prisoners, with reference to the Penal Colony Agroindustrial of Paraná. It builds on theoretical and methodological foundations of the Historical and Dialectical Materialism and uses as data collection tool semi-structured individual interviews conducted with seventeen imprisoned participants of educational and professional activities. The main results show that the socioeconomic profile of the prison population, characterized by low education, lack of professional qualification, and the occupation of precarious jobs, contributes to entry into the crime and hence incarceration. The second aspect was noted the contradictory nature of the arrest at his punitive and ressocializadora purpose, with the simultaneous goal punish and reinsert the condemned to society. Finally the qualification, widely understood as a social relation, articulating general education, professional and practical, reduce the short and streamlined courses, regardless of education and integration between general and vocational education, even taking into account the market demands. The evidence presented allow us to infer that vocational training programs are inefficient and ineffective in the economic and social rehabilitation of prisoners. Prison labor, productive and educational, only fulfills the productive function, predatory operated by private companies, meaning for the imprisoned very much a possibility to ease prison conditions and redemption pen, your professionalism.
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Myeki, Mfundo. "Dismissal law in the education sector." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1567.
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This treatise will therefore critically discuss fairness requirements in dismissal law within the context of the education sector from: i) the perspective of a dismissed employee; and ii) the perspective of an employer who wishes to dismiss employees fairly; and iii) the perspective of a deemed dismissal. It will be proper to flow this discussion from the premises of what should be considered procedural and substantive fairness in dismissals.
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Keyes, John Mark. "Judicial review of delegated legislation the rule of law and the law of rules." Thesis, University of Ottawa (Canada), 1985. http://hdl.handle.net/10393/5029.
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Peszle, T. L. (Theresa L. ). "Language rights in Québec education : sources of law." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26751.
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This study first provides general background on the public education system of Quebec, and the Canadian and Quebec legal systems. Legal background information includes: the classification of Canadian laws; the Common Law and Civil Law traditions of law, and the definitions of sources of law of each tradition; Quebec's bijurisdictional legal system; the court system of Quebec; Constitutional sources of law; and, the role of the Judiciary in Canadian education.This thesis is a documentary study of the sources of law which establish language of instruction rights in Quebec. Its purpose is to assist educators, students of education, and other lay persons of law to gain understanding of the legal bases upon which the Judiciary formulate decisions in matters of language of instruction. Common Law and Civil Law legislative and case law sources, which are applicable to Quebec, are identified and examined, and relevant sources presented.
In addition to providing a summary for Common Law sources, and for Civil Law sources, a chronological summary is given, which reveals six main periods in the development of language of instruction provisions in Quebec.
The conclusion is that the primary sources of law for language of instruction in Quebec are: s. 93 of the Constitution Act, 1867, and case law thereunder; and, the judicial interpretation and provisions of s. 23 of the Constitution Act, 1982. Future case law in Quebec may reveal s. 23 of the Canadian Charter of Rights and Freedoms, 1982 to be the most significant source of law for the preservation of minority English language instruction, institutions, and rights of management and control.
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Wang, Yan, and 王燕. "Paradigm shift of education governance in China: two compulsory education legislation episodes 1986 vs. 2006." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44352876.
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The thesis addresses the paradigm shift of education governance in China through a study of the policymaking process of two legislation episodes in China: the 1986 Compulsory Education Law and the 2006 Compulsory Education Law Amendment. The research started with two broad initial research questions: how was the Compulsory Education Law made and amended? Why was the Law made and amended? Using ethnographic interviews and documentary analysis as the main research methods, more specific questions on the 1986 and 2006 legislation were later delved into as the research evolved in depth: What were the driving forces behind the 1986 and 2006 legislation? What values of compulsory education were assumed in the central decisions of the 1986 and 2006 legislation? What was the institutional rationale underpinning the 1986 and 2006 legislation?
The data was collected through ethnographic interview with some forty informants involved in the policymaking process. The research findings were analyzed and presented on three levels. First, the findings were presented on the basis of narration analysis. Second, the policymaking process of the legislation was analyzed from three paradigms: agenda-setting, decision-making and organizational behavior. Finally, by examining the results of the previous stages of analysis and further comparing the two cases, the research arrived at a theoretical framework for education governance that embraces three essential elements: political ideology, perceived value of education, and institutional rationale.
The analysis of the two legislation episodes identified that the political ideology, which shifted from efficiency-oriented economic well-being to equity-oriented social cohesion, steered the agenda-setting of the compulsory education legislation. The perceived value of education reflects the role that education plays in development, changing from economic value to social value. The institutional rationale essentially determines strategies by which compulsory education materializes, with a variance from governing by goal and mobilization to governing by accountability and regulation. In conclusion, education governance in China witnessed a paradigm shift from “economic instrumentalism” toward “social rationalism” over the twenty-year period from the mid-1980s to 2006.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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SHELL, PAUL RICHARD. "LOCAL IMPLEMENTATION AND INTERPRETATION OF ARIZONA BILINGUAL EDUCATION STATUTES AND POLICIES." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183787.
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The study investigated the degree of compliance of selected Arizona public school districts with a set of state statutes which placed a limit on the amount bilingual education services a district could provide to students. The existing literature on implementation and compliance suggested that several conditions might influence districts to implement programs of instruction which would be at variance with the state laws. The study used questionnaires to gather program data from 40 school districts in southeastern Arizona. These questionnaires were screened to determine those districts offering programs of instructions which exceeded the restrictions of state law. Six such districts were found. Interviews were conducted with program administrators in each district to determine the explanations for noncompliance. An interview was also obtained with an Arizona Department of Education official to determine the role of the state regarding the bilingual statutes. Information obtained from the interviews revealed that several of the programs had been established under federal pressure to provide equal educational opportunity to limited-English-proficient children. These programs had existed long before these state statutes were put into effect in 1981. Data also indicated that the state statutes lacked enforcement mechanisms. The state agency responsible for those programs received no mandate to monitor districts or to enforce state restrictions. Also, this agency was federally-funded with a primary loyalty to federal priorities to keep programs in operation and with a service rather than an enforcement orientation toward local districts. No enforcement of the restrictions found in the 1981 bilingual statutes took place. Furthermore, administrative regulations for the 1981 statutes were formulated which permitted programs of instruction exceeding state limitations to continue. In 1984 new bilingual statutes were put into effect which removed the restrictions of the old statutes. The new statutes are discussed from the historical perspective of the earlier statutes.
Books on the topic "Education - Brazil - Law and legislation"
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Entre política e educação: Ensaios e artigos. Rio de Janeiro, RJ: Editora Marques Saraiva, 1999.
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Castro, Rubens da Silva. Novos comentários à LDB: 15 anos depois. Curitiba, Brasil: Editora CRV, 2012.
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Ranzi, Serlei Maria Fischer, and Nadia G. Gonçalves. Educação na ditadura civil-militar: Políticas, ideários e práticas (Paraná, 1964-1985). Curitiba, Paraná, Brasil: Editora UFPR, 2012.
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Saraiva, Editora. Educação: Lei de diretrizes e bases da educação : Lei n. 9,394, de 20 de dezembro de 1996. São Paulo, SP: Editora Saraiva, 2013.
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Bastos, Alexandre Fleming Vasques. A reforma da universidade no Brasil: Um discurso (re)velador. Maceió, Alagoas: EDUFAL, 2007.
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A reforma da universidade no Brasil: Um discurso (re)velador. Maceió, Alagoas: EDUFAL, 2007.
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Lopes, José Loureiro. Educação de adultos no Brasil: Legislação e ideologia. João Pessoa: Governo do Estado da Paraíba, 1985.
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Leite, Sandra Fernandes. O direito à educação básica para jovens e adultos da modalidade EJA no Brasil: Um resgate histórico e legal. Curitiba, Brasil: Editora CRV, 2013.
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Gomes, Nilma Lino. Práticas pedagógicas de trabalho com relações étnico-raciais na escola na perspectiva da Lei no̲ 10,639/03. Brasília: Unesco, 2012.
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Luiz Antônio Constant Rodrigues da Cunha. Educação, estado e democracia no Brasil. São Paulo, SP: Cortez Editora, 1991.
Find full textBook chapters on the topic "Education - Brazil - Law and legislation"
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Machado-Filho, Haroldo. "Climate Change Policy and Legislation in Brazil." In Climate Change and the Law, 639–51. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5440-9_29.
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Sarlet, Ingo Wolfgang, and Gabrielle Bezerra Sales Sarlet. "Persons with disabilities and access to higher education in Brazil." In Affirmative Action and the Law, 179–97. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429268991-12.
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Shanks, Rachel, and Scott Peter. "Issues and Impact of the Named Person Legislation in Scotland." In The Palgrave Handbook of Education Law for Schools, 487–505. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77751-1_23.
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Alvarado, Jose Luis, and Cathi Draper Rodriguez. "Education of Students with Disabilities as a Result of Equal Opportunity Legislation." In The Palgrave Handbook of Education Law for Schools, 297–314. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77751-1_13.
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Ranieri, Nina Beatriz Stocco. "Religion and the Public School Curriculum in Brazil." In Law, Education, and the Place of Religion in Public Schools, 26–36. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003024972-3.
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Novak, Judit. "On Realizing the World-Class University: Litigation and the State." In Evaluating Education: Normative Systems and Institutional Practices, 93–106. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_7.
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AbstractThis chapter examines Dickinson v. Mälardalen University as an empirical manifestation of state action for creating and maintaining world-class universities (WCUs). It advances the argument that while litigation has long been assumed to play a far more limited role in higher education (HE) than it does in other areas of public policy, this element of governing fuels a different form of state building, in which courts and judges—sometimes from even the mere existence or threat of their intervention—can play a crucial role in WCU development. At the same time, we need to ask a variety of questions about the outcomes of lawsuits and their effects on HE. Does litigation have the effect of realizing the WCU, or does it not matter at all whether policy goals are pressed in courts or through legislation and professional choices? If it does matter, how and why? This chapter argues that a turn to the courts and a reliance on more formal, less malleable rules is not merely an alternative route to the same goal; litigation matters because law is different, because judicial decision-making shapes and constrains HE politics and policy in important ways.
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Parente, Flavia, and Luciana Fontes Pessoa. "Special Education in Brazil." In Advances in Early Childhood and K-12 Education, 126–42. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7630-4.ch007.
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Historically, the idea of inclusion has accompanied the transformations in the concept of disability. This shift from the medical model to the social model and more recently to the biopsychosocial model is addressed in the first part of this chapter. In Brazil, it is estimated to be 12.7 million people with disabilities. Brazilian legislation, in accordance with international norms, assures students who are in an inclusive situation the same opportunities to learn as other students. Students with disabilities should have access to the various kinds of instruments to ensure they have the opportunity to learn. Although the data indicates advances in terms of including students with disabilities in the mainstream education system, the goals of the National Education Plan have not been fully met. This chapter aims to present a framework of the actual situation of special and inclusive education in Brazil. The chapter also points out the main features of this legislation and presents statistical data about the Brazilian students with disabilities situation in 2020.
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"Legislation, university education and economic performance." In Education and the Law, 75–83. Routledge, 2003. http://dx.doi.org/10.4324/9780203420836-14.
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"Legislation and minority rights in higher education." In Education and the Law, 17–38. Routledge, 2003. http://dx.doi.org/10.4324/9780203420836-10.
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"Education, legislation and economic performance: the case of Japan." In Education and the Law, 39–47. Routledge, 2003. http://dx.doi.org/10.4324/9780203420836-11.
Full textConference papers on the topic "Education - Brazil - Law and legislation"
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Liu, Mei. "Legislation on Educational Punishment." In 2016 2nd International Conference on Economy, Management, Law and Education (EMLE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emle-16.2017.83.
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MARIA, CILIBIU OCTAVIA. "ADMINISTRATIVE CONTRAVENTION RESPONSIBILITY IN ENVIRONMENTAL LAW." In 13th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2013. http://dx.doi.org/10.5593/sgem2013/be5.v2/s23.001.
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Zhou, Chen, and Qian Xia. "Practical Experience in Global Watershed Legislation and Its Enlightenment to the Legislation of Yangtze River Law." In Proceedings of the 5th International Conference on Economics, Management, Law and Education (EMLE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.191225.178.
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Yin, Na. "Analysis on the Legislation of Rural Drinking Water Management in Jiangxi Province." In Proceedings of the 5th International Conference on Economics, Management, Law and Education (EMLE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.191225.193.
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Dalimartha, Felix, and Faisal Santiago. "Banking Legislation Renewal as a Preventive Effort of Banking Corruption Crime." In Proceedings of the 1st International Conference on Law, Social Science, Economics, and Education, ICLSSEE 2021, March 6th 2021, Jakarta, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.6-3-2021.2306201.
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Gaolun, Li. "Value Conflict and Balance Between Security and Freedom Reflections on the Anti-terrorism Criminal Legislation in China." In Proceedings of the 4th International Conference on Economics, Management, Law and Education (EMLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emle-18.2018.146.
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Masitah, Siti, and Faisal Santiago. "Urgency of Harmonization of Ministerial Regulations / Institutions in the Establishment of Legislation." In Proceedings of the 1st International Conference on Law, Social Science, Economics, and Education, ICLSSEE 2021, March 6th 2021, Jakarta, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.6-3-2021.2306289.
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Antipin, Vladislav. "EVOLUTION OF THE ELECTORAL LEGISLATION OF THE RUSSIAN EMPIRE IN THE EARLY TWENTIETH CENTURY." In Current problems of jurisprudence. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02058-6/022-028.
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The article considers some of the reasons for the emergence and development of the electoral law, the factors that influenced its evolution in general and in Russia itself at the beginning of the twentieth century. The interrelationships of socio-economic changes in the country after the reforms of Alexander II and the electoral legislation are revealed. The question of the correlation between this process and the level of development of education, in particular legal education, is raised separately.
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Do Nascimento Filho, Sebastião Orlando, Paulo Eduardo Malaquias, and Rogério Andrade Flauzino. "An Evolutionary Optimization Algorithm to Planning the Time of Delivery Schedule and Factor in a Hydroelectric Power Plant with Battery Energy Storage Capability." In Simpósio Brasileiro de Sistemas Elétricos - SBSE2020. sbabra, 2020. http://dx.doi.org/10.48011/sbse.v1i1.2494.
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The modernization of regulation and legislation rules of the power systems in nowadays is partially due the penetration of renewable resources generation and an energy store capability. The generation based on alternative source has an intermittent pattern and its linkage with a hydroelectric generation plant should be considered in the expansion of generation matrix. Some pioneer projects are conducted in Brazil that confirms this relevance. The battery energy storage is another functionally possible today and must be considered in the technical and economic analysis. This paper presents a method based on evolutionary approach that intends to optimize a time of delivery schedule and factor with objective of the decrease the payback time. In front of the optimized time of delivery schedule and factor is proposed an optimal law of control of a battery storage system. Experimental data was employed and the results reached could be used to better operate energy storage systems and deal with regulation aspects.
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Vitória Abrahão Cabral, Marina, and Valdir Júnio dos Santos. "Restorative justice and the resolution of judicial conflicts: na analysis of the restorative justice Program of the General Department of Social and Education Actions (DEGASE –RJ)." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212436.
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The analytical and practical field of restorative justice is linked to the debates on the new social conflict management that challenge the institutional design of criminal justice and the Brazilian legal system. When starting from the problematization of the Brazilian criminal justice, we assume that the penalty under neoliberalism presents itself as a societal project that is sustained by the paradox of the potentiation of the police and penitentiary State and the minimization of the economic and social areas of action of the State. Thus, restorative justice emerges as an efficient conflict resolution mechanism, mainly because its criminal approach is based on equating relationships and repairing the damage caused to individuals and communities. In this context, this research aims at analyzing the impact of the implementation of the Restorative Justice Program of the General Department of Social and Education Actions (DEGASE, abbreviation in Portuguese) established by Ordinance 441 of September 13, 2017, within the scope of the social and education units, as well as the challenges presented to those responsible for implementing the law in the state of Rio de Janeiro, Brazil (judges, public defenders, members of the Public Prosecution Service and the DEGASE System) inthe management of restorative practices directed at juvenile offenders deprived of freedom. This problematization raises questions about the limits of the definition of crime and punishment; the relationship between criminal law; and the protection of human rights. The research is structured in three stages: systematic review of the academic field of restorative justice and the Brazilian criminal justice system; elaboration of a framework of the experiences of policies developed in the field of restorativejustice in the state of Rio de Janeiro; and the elaboration of the sociodemographic profile of adolescents and their family structure –analyzing the variables:gender, infraction, age group, monthly family income, education, family structure, and territoriality. It is expected to obtain a critical view of the state of the art of literature on restorative justice in the Brazilian criminal justice system and the debate in the field of conflict resolution criminalized by juvenile offenders served by the Restorative Justice Program of the General Department of Social and Education Actions (DEGASE).