Suchergebnisse

O autismo ou o Transtorno do Espectro Autista (TEA) é diagnosticado através de análises que resultam nas alterações físicas e funcionais do cérebro, relacionando-se ao desenvolvimento motor, da linguagem e do comportamento, podendo ser diagnosticado em diversos níveis – do mais simples ao mais avançado – seja entre crianças ou adultos que executam seu convívio social em todos os locais – principalmente em ambiente escolar. Assim sendo, teve-se como objetivo geral, refletir sobre a importância da ação do pedagogo(a) no processo de inclusão do autista na escola. Desenvolveu-se uma pesquisa bibliográfica para gerar resultados para compreensão do tema em estudo, onde realizou-se estudos através de artigos científicos, dissertações e livros voltados ao tema. Diante disso, pode-se ter como resultado a compreensão de que o papel do pedagogo(a) em sala de aula ultrapassa as barreiras sociais, possibilitando um estudo mais direcionado as ações humanizadas entre o autista e os demais alunos(as). Contudo, para que o pedagogo e instituição de ensino possam cumprir um ensino eficaz com aplicabilidade da lei, requisitos metodológicos e melhores condições de convívio entre os públicos envolvidos, a participação dos pais e mães, amigos(as) e familiares devem prevalecer de forma efetiva nas ações escolares de inclusão, pois é através do respeito e humanização do convívio que o homem se reconhece como ser humano, e pode se respeitar entre os espaços e nas trocas de experiências, na convivência social que nasce das linguagens, conforme as necessidades.
Palavras-chave: Ensino. Isonomia. Transtorno do Espectro Autista.
AbstractAutism or Autism Spectrum Desorder (ASD) is diagnosed through analyzes which result in physical and functional changes in the brain, relating to motor, language and behavior development, and it can be diagnosed at different levels - from the simplest to the most advanced ones - whether among children or adults who carry out their social life in all places - mainly at school environment. Therefore, the general objective was to reflect on the importance of the pedagogue's action in the process of including the autistic child in the school environment. A bibliographic research was developed to generate results for understanding the subject under study, where studies were carried out through scientific articles, dissertations and books focused on the subject. That said, there is the possibility to find as a result the understanding that the role of the pedagogue in the classroom goes beyond social barriers, enabling a more focused study of humanized actions between the autistic child and the other students. However, in order the pedagogue and educational institution can fulfill an effective teaching with applicability of the law, methodological requirements and better conditions of coexistence between the involved publics, the participation of the parents, friends and relatives must prevail in an effective way in school inclusion actions, since it is through respect and humanization of coexistence that people recognize themslves as a human beings, establishing respect among spaces and the exchange of experiences; also, social coexistence that is born of languages, according to ones needs.
Keywords: Teaching. Isonomy. Autistic Spectrum Disorder.

Fundação para a Ciência e a Tecnologia. Grant Numbers: SFRH/BPD/110943/2015, SFRH/BPD/84140/2012, PTDC/AAC – AMB/119273/2010 ; The use of organic wastes as soil amendments can be an important measure to improve soil quality and reduce waste accumulation and landfilling. However, the potential contaminant loads of such wastes, can be a source of environmental concern. Consequently, legislation has been developed to regulate the use of these wastes in agricultural soils. However, the regulations only consider chemical parameters, which are insufficient to establish the level of environmental risk. A possible solution is the use of species sensitivity distributions (SSDs), employing ecotoxicological data from test batteries that could be incorporated into legislation. In the present study, 2 different hazardous concentrations affecting 5 and 50% of the soil community (HC5 and HC50, respectively) were determined using ecotoxicological data (effect concentrations, 10 and 50% [EC10 and EC50, respectively]) for 5 different wastes. The results demonstrate that, as expected, current legislative thresholds do not translate to environmental risk/protection and that SSDs may be an important tool allowing the simple inclusion and interpretation of ecotoxicological data from test batteries in legislation. On the other hand, SSDs must be used with caution because there are still doubts about their actual value in risk prediction and about which estimates provide adequate protection. For instance, the use of HC50EC10 values is not recommended; these values overlap with the more conservative HC5EC50 data, highlighting the fact that the use of lower effect concentrations may not always provide the most protective approach. Also, hazardous concentrations need to be calibrated at the field or semifield level, to verify environmental protection in different soils/environments and the adequacy of standard test organisms.

The upper limit concentrations of metals established by international legislations for dredged sediment disposal and soil quality do not take into consideration the properties of tropical soils (generally submitted to more intense weathering processes) on metal availability and ecotoxicity. Aiming to perform an evaluation on the suitability of these threshold values in tropical regions, the ecotoxicity of metal-contaminated dredged sediment from the Guanabara Bay (Rio de Janeiro, Brazil) was investigated. Acute and avoidance tests with Eisenia andrei were performed with mixtures of dredged sediment with a ferralsol (0.00, 6.66, 13.12, 19.98, and 33.30 %) and a chernosol (0.00, 6.58, 13.16, 19.74, and 32.90 %). Mercury, lead, nickel, chromium, copper, and zinc concentrations were measured in test mixtures and in tissues of surviving earthworms from the acute tests. While ferralsol test mixtures provoked significant earthworm avoidance response at concentrations ≥13.31 %, the chernosol mixtures showed significant avoidance behavior only at the 19.74 % concentration. The acute tests showed higher toxicity in ferralsol mixtures (LC50=9.9 %) compared to chernosol mixtures (LC50=16.5 %), and biomass increased at the lowest sediment doses in treatments of both test soils. Most probably, the expansive clay minerals present in chernosol contributed to reduce metal availability in chernosol mixtures, and consequently, the ecotoxicity of these treatments. The bioconcentration factors (BCF) for zinc and copper were lower with increasing concentrations of the dredged sediment, indicating the existence of internal regulating processes. Although the BCF for mercury also decreased with the increasing test concentrations, the known no biological function of this metal in the earthworms metabolism lead to suppose that Hg measured was not present in bioaccumulable forms. BCFs estimated for the other metals were generally higher in the highest dredged sediment doses. ; Ricardo Cesar and Juan Colonese were supported by grants from the National Brazilian Council for Scientific and Technological Development (CNPq) and CAPES (Coordination for the Improvement of Higher Level -or Education- Personnel—Sandwich Doctorate).