Les relations entre l'État canadien et les Autochtones sont, depuis 1876, principalement régies par la Loi sur les Indiens. Le 9 octobre 2001, le ministre des affaires indiennes et du Nord canadien présente à la Chambre des communes la Loi sur la gouvernance des Premières nations (LGPN), projet de loi qui, d'affirmer le ministre, constitue une politique charnière en droit fédéral canadien. En effet, la LGPN a pour objet de compléter et de modifier la Loi sur les Indiens afin de préparer, selon les dires du ministre, les communautés autochtones à leur éventuelle émancipation politique. Le discours du gouvernement canadien suggère que la LGPN ouvre la voie à la décolonisation du droit fédéral autochtone puisqu'elle rompt avec l'approche coloniale inhérente à la Loi sur les Indiens. Une grande majorité d'Autochtones s'oppose toutefois à l'adoption de ce projet de loi, l'interprétant comme une reconduction de la politique colonialiste fédérale. L'objectif du présent mémoire est de déterminer si la LGPN annonce véritablement la fin des rapports coloniaux entre le gouvernement canadien et les Autochtones ou si, au contraire, elle n'est que l'expression moderne d'une mesure législative colonialiste. Notre analyse se fonde sur une grille d'identification du colonialisme que nous aurons préalablement établie. Après avoir démontré que la Loi sur les Indiens constitue un exemple paradigmatique de colonialisme, nous tenterons de déterminer si la LGPN se distingue véritablement de la Loi sur les Indiens. Nous conclurons que, bien que comportant certaines mesures positives, la LGPN témoigne de 1'hésitation du gouvernement canadien à changer la nature des relations qu'il entretient avec les Autochtones. / Since 1876, relations between Aboriginals and the federal Crown have always been defined by the Indian Act. On October 2001, the First Nations Governance Act (FNGA) was introduced in the House of Commons by the Minister of Indian Affairs and Northem Development. According to the Minister, the bill is pivotaI in seeking to amend and complement the Indian Act in order to prepare Aboriginals for their future political emancipation. The purported purpose of this new policy is to operate a fundamental shift away from the colonial approach ofthe Indian Act. However, the majority of Aboriginals are opposed to the enactment of the bill since, in their view, it only entrenches the colonial approach embraced by the federal govemment's policies. The purpose of this thesis is to determine whether the FNGA will in fact shift away from the colonial approach of the govemment toward Aboriginals or if, on the contrary, is about modemizing colonialism. Our analysis begins with a definition of a framework using indicators to identify colonialism which we will have previously drawn up. Using this framework, we will first demonstrate the colonialist nature of the Indian Act, to then determine whether the FNGA in fact distinguishes itself from the Indian Act. While the FNGA contains sorne steps in a direction of shift away from the colonial approach, it largely reveals that the Canadian govemment still hesitates to change the nature of its relationship with Aboriginals. / "Mémoire présenté à la faculté des études supérieures en vue de l'obtention du grade de maître en droit". Ce mémoire a été accepté à l'unanimité et classé parmi les 5% des mémoires de la discipline. Commentaires du jury : "Excellent mémoire qui formule clairement la problématique pertinente et qui l'utilise très efficacement dans l'analyse des résultats de la recherche, laquelle est très impressionnante par ailleurs."

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Agradecemos a compreensão. on 2017-08-25T14:49:36Z (GMT) / Submitted by ISABEL CRISTINA DOS SANTOS null (isabelebianca@hotmail.com) on 2017-09-05T01:54:00Z No. of bitstreams: 1 Dissertação_-_Isabel_-_versão_final_-_depositar_(1)[1].pdf: 2076611 bytes, checksum: df76b8bae73f253fe2094a35ee98276a (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-09-06T13:10:34Z (GMT) No. of bitstreams: 1 santos_ic_me_arafcl.pdf: 2076611 bytes, checksum: df76b8bae73f253fe2094a35ee98276a (MD5) / Made available in DSpace on 2017-09-06T13:10:34Z (GMT). No. of bitstreams: 1 santos_ic_me_arafcl.pdf: 2076611 bytes, checksum: df76b8bae73f253fe2094a35ee98276a (MD5) Previous issue date: 2016-11-03 / O presente trabalho está inserido no campo dos estudos da temática da Lei Federal 10.639/03, correlacionando-a especificamente com a disciplina de Sociologia ofertada no ensino médio. Sendo assim, esta pesquisa diz respeito aos aspectos do orixá Exu, nos cultos das religiões afro-brasileiras, principalmente no Candomblé, na Umbanda.. O objetivo geral desta dissertação foi investigar a possibilidade de abordagem dos aspectos do orixá Exu como conteúdo específico da disciplina de Sociologia do ensino médio, tendo como referência a Lei Federal 10.639/03, e as Diretrizes Curriculares da Educação Básica dessa disciplina no Estado do Paraná. Os objetivos específicos da presente dissertação foram: compreender em que medida a antropologia evolucionista contribuiu para o desenvolvimento do racismo e da intolerância aos povos africanos, afro-brasileiros e suas culturas; compreender a influência da escola evolucionista nos estudos antropológicos brasileiros e entender o processo de mudanças de paradigmas da antropologia brasileira. Buscando a validade empírica da presente dissertação, fundamentamos a metodologia na teoria de Weber (2001), visto que concordamos com o autor em relação ao modo de investigação dos fenômenos sociais, tentando aplicá-lo para compreensão do fenômeno social em questão. Utilizamos vários procedimentos, dentre eles a pesquisa bibliográfica (documentários, seleção de livros, artigos e leis) e a elaboração de um roteiro de entrevistas estruturadas, com questões abertas, direcionadas aos professores, à direção e aos pedagogos da coordenação de colégios do ensino básico. Nesta pesquisa, consideramos o quanto a educação deve contribuir para desfazer o mal-entendido que ocorreu com o orixá Exu, sob pena de continuarmos como uma visão racista sobre Exu e as religiões afro-brasileiras. Nesse âmbito, apresentamos ao leitor algumas das pesquisas mais importantes sobre Exu. O diferencial de nossa pesquisa está na demonstração da relação entre Exu e a Lei 10.639/03, evidenciando que é possível abordar o tema como conteúdo específico, fundamentado também nas diretrizes curriculares da disciplina de Sociologia do estado do Paraná. A contribuição da presente pesquisa também se efetiva nas sugestões de como seria possível relacionar Exu com os conteúdos específicos da disciplina em questão. Foram realizadas nove entrevistas com professores do ensino médio, de várias disciplinas, de colégios estaduais (alguns ministram aulas em mais de um colégio) da Região Metropolitana de Maringá, norte do Paraná, durante o mês de novembro do ano de 2015. As respostas desses profissionais proporcionaram o conhecimento das dificuldades que os professores enfrentam ao abordarem temas relacionados às religiões afro-brasileiras nas aulas, mas nos revelaram, principalmente, maneiras de abordar os aspectos do orixá Exu como conteúdo específico. / This work is inserted in the field of thematic studies of Federal Law 10.639/03. correlating specifically with Sociology discipline offered in high school. Therefore, this research concerns the aspects of Orisha Eshu, the cults of the african-Brazilian religions, especially Candomblé and Umbanda..The general objective of this work was to investigate the possibility of approaching aspects of Orisha Eshu as specific content of high school sociology discipline, with reference to the Federal Law 10,639 / 03 and the Curriculum Guidelines for Basic Education of the discipline in the state of Paraná. The specific objectives of this dissertation were: to understand to what measure evolutionary anthropology contributed to the development of racism and intolerance to African people, african-Brazilians and their cultures; understand the influence of evolutionary school in the Brazilian anthropological studies and understand the process of paradigm shifts of Brazilian anthropology. Seeking the empirical validity of this dissertation, we base the methodology in Weber's theory (2001), as agreed with the author in relation to the social phenomenon research mode, trying to apply it to understanding the social phenomenon in question. We use several procedures, including literature searches (documentaries, selection of books, articles and laws) and the elaboration of a guide for structured interviews with open questions, directed to teachers, the direction and pedagogues of coordination of basic education schools. In this research, we consider how education should help dispel the misunderstanding that occurred with the Orisha Eshu, otherwise continue as an racist view of Eshu and african-Brazilian religions. In this context, we present the reader with some of the most important research on Eshu. The differential of our research is the demonstration of the relation between Exu and Law 10.639/03, showing that it is possible to approach the theme as specific content, also based on the curriculum guidelines of the discipline of the state of Paraná Sociology. The research contribution is also actualize in suggestions for how could relate Eshu with the specific contents of the subject in question. Nine interviews were conducted with high school teachers in several disciplines, state schools (some give classes in more than one school) the metropolitan region of Maringa, north of Paraná, during the month of November 2015. The responses of these professionals provided the knowledge of the difficulties that teachers face in addressing issues related to african-Brazilian religions in class, but mainly revealed in ways to address aspects of the Orisha Eshu as specific content.

Whilst the adoption of commercial transgenic plant agriculture continues to spread globally, it is not necessarily indicative of universal support, and would appear to belie the inherent existential tensions and conflicting rights between transgenic, organic, and conventional plant agricultural systems. These tensions are typically vented via the inevitable adventitious presence of transgenes in non-transgenic crops, and the competing, and often conflicting scientific and acrimonious claims and counter-claims on the merits and proprieties of transgenic plant agriculture for the environment and public health. Nevertheless, the virtual irreversibility of transgenic plant agriculture, the exigencies of feeding the growing world population amidst continuing global food security scares, and the continuing dependency of livestock farming on transgenic plant feedstuff, especially in Europe, underscore the imperatives for mutual co-existence of all three forms of plant agricultural systems. Drawing on the socio-legal theory that risks and responsibility are correlatives, it is argued in the thesis that our “technological society” is also a “risk society”, and as it is for comparable “technologies of risk” in the post-industrial era, the regulatory framework for the co-existence of transgenic and non-transgenic plant agriculture, must of necessity, invoke corresponding responsibility in law for any consequential economic loss and damage to the environment and public health, in order balance and moderate the conflicting rights in the coexistence paradigm for transgenic and non-transgenic plant agriculture. Whilst drawing on relevant and analogous case law and legislations from the United Kingdom, the European Union and North America, the thesis defines the boundaries of inherent risks, responsibility and rights in the current coexistence paradigm for transgenic and non-transgenic plant agriculture, and proposes a modality for an effective sui generis compensation regime, as an integral part of the broader coexistence policy, on the grounds that such a regime could moderate conflicting rights, increase public acceptance, and build public confidence in transgenic plant technology, rather than hinder its continuing global growth and promise.

Made available in DSpace on 2015-03-04T20:06:52Z (GMT). No. of bitstreams: 0 Previous issue date: 25 / Bolsa para curso e programa de Pós Graduação / A pesquisa investiga como a política antirracista (Lei Federal 10.639/03) foi recontextualizada pelo magistério municipal de Esteio, representado pelo Grupo de Estudo sobre Africanidades no período de 2003 a 2008. Objetiva analisar como a lei Federal nº 10.639/03 foi recontextualizada no decorrer da prática do grupo de estudos formado por professores da rede municipal de ensino de Esteio. A pesquisa tem como principal marco teórico de referência o paradigma crítico e está respaldada nas idéias dos seguintes autores: Gramsci, Freire, McLaren, Pacheco, Triviños, Munanga, Bâ, entre outros. Tem como orientação e desenho metodológico o estudo de caso qualitativo. A coleta de dados no campo empírico foi realizada por meio da análise de documentos, da entrevista semi-estruturada e do diário de campo. Três professores colaboraram com o estudo e foram escolhidos por critérios de representatividade qualitativos previamente estabelecidos. No processo de análise dos dados, foram identificadas quatro categorias de anális / The research investigates how the anti racism policy (Federal Law 10.639/03) was put into context by the municipal teaching body of Esteio, represented by the Group of African Study in the period of 2003 to 2008. The goal is to analyze how the Federal law nº 10.639/03 was adapted and put into the practice by a study group composed by teachers from the municipal education system of Esteio. Theoretically, the research follows a critic paradigm developed by the following theorists: Gramsci, Freire, McLaren, Pacheco, Triviños, Munanga, Baa, and others. In terms of methodology, the orientation is to value qualitative aspects using tools to collect data empirically such as documents analyzes, semi structured interviews, and field diaries or journals. Three professors collaborated with the study. Their selection was due to the fulfillment of established criterions. In the data analysis’ process, four categories were identified: The movement responsible for the group creation, Political Formation and Educational

The overarching purpose of this doctoral thesis is to determine if the system of legal mechanisms in European Community law governing what procedural rules national courts shall apply to Community rights can be reformed to better balance involved interests. European Community law is often applied and enforced by ordinary national courts that, as a general rule, supplement substantive Community rules with national procedural rules. While the Community rights that individuals can rely upon before national courts are the same in all Member States, the procedural rules that national courts apply to those Community rights can and often does differ between the Member States. While this order is often acceptable, Community law contains a number of exceptions from the general rule that it is the Member States that decide what procedural rules national courts shall apply to Community rights. Such exceptions are primarily motivated by the need to ensure the effectiveness of Community. In order to determine what interests should be taken into account when deciding what procedural rules national courts shall apply to Community rights and how a more balanced system could be constructed, the European legal system is herein compared to that of the United States. American State courts apply Federal law much like national European courts apply European Community law and, also similar to Community law, a system of legal mechanism governing what procedural rules State courts shall apply to Federal rights has developed. While U.S. law and European Community law are in this respect similar, the two are not identical. A comparison between the two reveals that the European approach improperly overlooks several interests that are central in the American approach. Most importantly, the European approach emphasizes and promotes the effectiveness of union law at the expense of upholding a proper division of power between union and states. American law also provides European Community law with practical advices regarding how a better balanced approach can be constructed and points to solutions that should be avoided.

This thesis examines the relationship between the private enforcement of EU competition law and forum shopping with a particular focus on cross-border collective end-consumer redress. There is no coherent framework across the EU for these types of cases. This lack of uniformity has the potential to create recourse to different national courts. Lawyers may engage in forum shopping when filing lawsuits on behalf of the victims of mass torts. Such practices can provide Member States with incentives to amend their laws to attract collective proceedings and create competition between national judicial systems. However, forum shopping is not the only concern. There appears to be a paucity of cross-border collective claims. This is coupled with an apparent lack of motivation for end-consumers to seek a remedy, particularly if the only choice is to litigate outside their own legal regime. Addressing this situation is vital given that end-consumers regularly suffer harm in the form of higher prices, lower output, reduced quality and limited innovation as a result of antitrust infringements but they are rarely compensated due to legal and practical obstacles. To each end-consumer the harm may indeed be de minimis. However, the aggregate harm can amount to a considerable sum. In the absence of effective redress procedures, infringing undertakings retain the spoils of their unlawful conduct. Against this background, this thesis examines the extent to which the conflicts-of-laws rules encourage forum shopping and considers the appropriate forum and the appropriate procedural measures that need to be adopted in order to facilitate effective and equal access to justice for end-consumer victims of EU competition law violations.

Este trabalho de pesquisa tem como objetivo essencial verificar quais as contribuições que a experiência pedagógico-organizacional dos Centros de Estudos de Línguas do estado de São Paulo e, em específico, de alguns de seus docentes pode oferecer para uma implementação de boa qualidade e eficaz (BROOK; SOARES, 2008; HOPKINS, 1987; HOPKINS, 1997; MURILLO, 2007) da língua espanhola nos currículos das escolas públicas do Ensino Médio paulista. Para tanto, daremos enfoque especial a duas questões: ao contexto educativo no qual o ensino de castelhano está inserido nas unidades do CEL pesquisadas e às estratégias de ensino que seus docentes utilizam no desenvolvimento de atividades pedagógicas cotidianas. Os dados que embasam o estudo dessas questões foram obtidos, essencialmente, em contexto de pesquisa qualitativa (LUDKE e ANDRÉ, 1986) em três unidades do CEL-SP, na Capital, Grande São Paulo e Interior. Também serão fundamentais os elementos coletados na pesquisa de Santos (2007) acerca das representações (ROUSSIAU e BONARDI, 2000) de alunos, coordenadores e professores dos CEL sobre a qualidade de ensino e aprendizagem de espanhol da instituição. Por meio da análise de tais dados, verificamos se as relações (sociais, afetivas, culturais e organizacionais) existentes nas escolas pesquisadas e se a prática pedagógica dos docentes fundamentam-se em princípios de qualidade educativa expostos em documentos oficiais para o ensino de línguas estrangeiras no Brasil como os Parâmetros Curriculares Nacionais (PCN, 1998; 2000) e as Orientações Curriculares (OC, 2006) e, ainda, em princípios teóricos que descrevem a boa qualidade de ensino (AÇÃO EDUCATIVA, UNICEF, INEP, 2007; HOPKINS, 1987; HOPKINS e LAGESWEUJ, 1997, MACHADO, 2007 et al.). / The main goal of this research is to make an assessment of how the historical knowledge and analysis of the pedagogical activities developed by São Paulo Language Study Centers (CEL-SP) units can contribute to an effective and high quality implementation (BROOK and SOARES, 2008; HOPKINS, 1987; HOPKINS, 1997; MURILLO, 2007) of the spanish language in the curriculum of the public schools of São Paulo. With this objective, we will approach mainly two questions: the educational context of the spanish education in the analyzed schools and the approaches and teaching methodology used by teachers in the development of daily pedagogical activities. The data that sustains the study of these questions were obtained basically through a qualitative research (LUDKE e ANDRÉ, 1986) in three units of CEL-SP, in the Capital, Great São Paulo and countryside. The elements gathered by Santos (2007) research about the CELs students, coordinators and teachers representations (ROUSSIAU e BONARDI, 2000) about the teaching and learning quality of the institution are also fundamental. Through data review, we will clarify if the relations (social, affective, cultural and organizational) present in the analyzed schools and the teachers pedagogical practice are related to the principles of the educational quality stated in official documents for education in Foreigner Languages like the Parâmetros Curriculares Nacionais (PCN, 1998; 2000) and the Orientações Curriculares (OC, 2006) and, also, the theoretical principles that characterize high quality education (AÇÃO EDUCATIVA, UNICEF, INEP, 2007; HOPKINS, 1987; HOPKINS and LAGESWEUJ, 1997, MACHADO, 2007 et al.).

Esta pesquisa partiu da atual situação da biblioteca escolar brasileira; instituição que, ainda quando existente, é marcada sobretudo por concepções centradas em apenas uma de suas características: uma coleção organizada de recursos informacionais. A questão ganha destaque no presente momento, com a emergência da Lei Federal no 12.244/10, que determina a obrigatoriedade da criação de bibliotecas nas instituições de ensino nacionais e as define exclusivamente como um acervo, bastando, portanto, ações centradas na garantia do acesso à coleção disponibilizada pelas bibliotecas para o cumprimento da determinação oficial. A partir deste contexto, o estudo indica a necessidade do desenvolvimento de políticas públicas ocupadas não somente com a criação de bibliotecas escolares, mas principalmente com sua ressignificação na educação, garantindo que se ocupem com o direito de informar-se que crianças e jovens têm, apropriando-se de informação e cultura. Com o objetivo de conhecer e sistematizar categorias implicadas na implantação de políticas públicas para bibliotecas escolares, a pesquisa - de natureza qualitativa - contemplou uma abordagem de referencial teórico e de estudo exploratório - por meio de entrevistas semiestruturadas - sobre a implantação da política pública municipal levada a efeito na cidade de São Bernardo do Campo (SP), que teve como fruto a Rede Escolar de Bibliotecas Interativas (REBI), concebida a partir do paradigma da apropriação cultural. Como resultado, foram sistematizadas categorias a serem consideradas numa política pública voltada à criação, ressignificação e consolidação da biblioteca escolar em nosso país. / This research was based on the situation of Brazilian school libraries; still scarce in the educational environment and when they exist are usually only a collection of book; an organized collection of information. The issue takes on more relevance with the creation of Brazilian federal law no 12.244/10 which mandates the creation of libraries in all national educational institutions and defines them solely as a collection of material. Therefore, efforts focused only on providing access to library materials are sufficient to fulfill the schools obligation under the law. In this context, the study recommends the development of public policy focused not only on the creation of school libraries but also, and crucially, on redefining them, ensuring that they will be focused not only on the right to access information, but also the right to know how to access and use it. Aiming to understand and define criteria for the implementation of public policy for school libraries, this qualitative research included a theoretical approach and also an exploratory study - through semi-structured interviews on the implementation of the municipal public policy carried out in São Bernardo do Campo (SP), which led to the creation of Rede Escolar de Bibliotecas Interativas, a network of libraries based on the concept of apropriação cultural (Portuguese term that means the construction of meaning for the use of the informational/cultural Center). As a result, the criteria to be considered in public policy aimed at the creation, redefinition and consolidation of school libraries in Brazil have been defined.

Made available in DSpace on 2016-04-26T20:20:52Z (GMT). No. of bitstreams: 1 Jose Fernando Steinberg.pdf: 574055 bytes, checksum: 13ab267a0826d15d38280ac14eb0c6cd (MD5) Previous issue date: 2012-05-23 / Handles this dissertation analyzing the incident uniform interpretation of law, under the special courts of the States and Federal District, in accordance positivized by art. Federal Law N. 18 12.153/2009, which established the special courts of the Exchequer. At first, it was shown a little about the general philosophy of specialized courts, and the peculiarities of his appeal system, settled exclusively by judges of first instance, as a rule, without being given access to the courts of justice. But despite the excellent results in terms of speed, until 2009, no attention had been paid to the possibility of delivery of disparate decisions by numerous colleges around the country considering the impossibility of bringing the special appeal for the preservation of the unity of interpretation of federal law (No 203 Summary, STJ), and low viability of the extraordinary appeal, reserved for strictly constitutional and representative issues. As a result of that, people in general were submitted to a not very coherent and harmonious system, although rapid, as seen in the famous case of telephone operators tried by the Supreme Court in RE 571572, rapporteur of the minister Ellen Gracie. Hence the need to create a mechanism for the preservation of the jurisprudence of the superior courts. It was demonstrated the beneficial effect of the adoption of binding precedents, but the serious prejudice to the principle of speed in the creation of a "special feature" stealth incident intra muros. Accordingly, it was analyzed the functioning of the real asset, owing to the peculiarities shown in the new Law 12.153/2009, which is not limited to the discipline of the courts of the Exchequer city and state, but that spreads throughout the system rite summary. Still, attempts aim to strengthen the culture of the foregoing, as seen, for example, the new incident resolution demands the constant repetitive design of the new CPC, approved by the Senate, but, pending consideration by the House of Representatives (PL n . 166/2010 or n. 8.046/2010).Even the President of the Supreme Court is facing the Brazilian bankruptcy appellate system, which can be prevented or remedied by the SGP No 15/2011, of his own intellectual, and proposes that the anticipation of a final and unappealable decisions on the occasion of delivery of the second degree. The approximation of systems of common law and civil law, with the increasing objectification of the process, but since our culture is respected and that there is no legal unnecessary immobilization can be a good way to increase the speed. For the last, there are some suggestions so that law students can think of legislative and administrative changes aimed at the balance between legal certainty and reasonable duration of the process / Cuida a presente dissertação de mestrado da análise do incidente de uniformização de interpretação de lei, no âmbito dos juizados especiais dos Estados e do Distrito Federal, nos termos positivados pelo art. 18 da Lei federal n. 12.153/2009, a qual instituiu os juizados especiais da fazenda pública. De início, discorreu-se um pouco sobre a filosofia geral dos juizados especiais, e as peculiaridades do seu sistema recursal, dirimido, exclusivamente, por juízes de primeiro grau, como regra, sem que seja facultado o acesso aos tribunais de justiça. Mas, apesar dos excelentes resultados em termos de celeridade dos julgamentos, até 2009, nenhuma atenção havia sido dispensada à possibilidade da prolação de decisões díspares por parte dos inúmeros Colégios Recursais espalhados pelo país. Considerando-se a impossibilidade de interposição do recurso especial para a preservação da unidade da interpretação do direito federal (Súmula n. 203, STJ), e a escassa viabilidade do recurso extraordinário, reservado para questões estritamente constitucionais e de repercussão geral, o jurisdicionado via-se submetido a um sistema pouco coerente e harmônico, apesar de célere, como ocorreu no célebre caso das operadoras de telefonia julgado pelo STF no RE 571.572, de relatoria da ministra Ellen Gracie. Daí a necessidade da criação de um mecanismo para a preservação da jurisprudência dos Tribunais Superiores. Procurou-se demonstrar o efeito benéfico da adoção de precedentes obrigatórios, mas, o grave prejuízo ao princípio da celeridade na criação de um recurso especial camuflado de incidente intra muros. Nesse sentido, analisou-se o funcionamento desse verdadeiro recurso, mercê das peculiaridades inscritas na nova Lei n. 12.153/2009, a qual não se limita à disciplina dos juizados das fazendas públicas municipal e estadual, mas, que se espraia por todo o sistema do rito sumaríssimo. Ainda, apontaram-se tentativas de fortalecimento da cultura dos precedentes, como se vê, por exemplo, no novo incidente de resolução de demandas repetitivas constantes do projeto do novo CPC, aprovado pelo Senado Federal, mas, pendente de apreciação pela Câmara dos Deputados (PL n. 166/2010 ou n. 8.046/2010). O próprio Presidente do Supremo Tribunal Federal está a apontar a falência do sistema recursal brasileiro, o que pode, segundo o autor, ser evitado ou remediado pela PEC n. 15/2011, de sua autoria intelectual, e que propõe a antecipação do trânsito em julgado das decisões por ocasião da prolação do acórdão de segundo grau. A aproximação dos sistemas de common law e de civil law, com a crescente objetivação do processo, mas, desde que seja respeitada a nossa cultura jurídica e que não haja engessamentos desnecessários, pode ser um bom caminho para o incremento da celeridade. Por derradeiro, foram deixadas algumas sugestões para que se possa pensar em alterações legislativas e administrativas voltadas ao equilíbrio entre a segurança jurídica e a razoável duração do processo

Está em curso no Senado Federal a revisão da primeira lei de âmbito nacional sobre o parcelamento do solo urbano no Brasil, aprovada em 1979. As discussões desta revisão bem como as suas repercussões na formulação de leis municipais remetem à necessidade de compreensão da construção deste instrumento urbanístico como realidade histórica. Este trabalho reconstrói o processo de formulação de uma legislação federal de regulação do loteamento no Brasil até a aprovação da Lei nº 6.766, conhecida como Lei Lehman. Parte-se da hipótese que a lei aprovada em 1979 foi gestada e construída historicamente durante as quatro décadas que a precederam. Por meio do levantamento bibliográfico, documental e entrevistas, este estudo evidencia quais as temáticas abordadas na Lei Federal nº 6.766/79 já estavam presentes nas discussões e nas propostas de lei sobre loteamento entre o início do século XX até 1979. A pesquisa foi estruturada em cinco eixos de análise, desenvolvidos concomitantemente. Um eixo procurou detectar a competência dos entes federativos em legislar sobre o loteamento, a partir da legislação vigente. O segundo eixo buscou consolidar as discussões sobre a normatização de loteamentos por meio de publicações e eventos, do campo do planejamento urbano, que trataram este tema. O terceiro eixo partiu da cronologia das leis aprovadas e projetos de lei formulados sobre loteamento urbano até a aprovação da Lei Lehman. Um quarto eixo analisou o processo de aprovação desta lei na Câmara e no Senado Federal. Por fim, o último eixo se debruçou na análise de como os aspectos de caráter civil, administrativo, registrário, penal e urbanístico foram sendo incorporados nos debates e nas propostas de uma lei federal de loteamento. Este estudo pretende contribuir para a complementação e o aprofundamento dos trabalhos que tratam da regulação do parcelamento do solo no Brasil e para o debate atual da revisão da Lei Federal nº 6.766. / In the Federal Senate there is in progress the review of the first nationwide law on the division of Brazil\'s urban land, adopted in 1979. The discussions of this review and its formulation impacts of municipal laws remit in understanding the construction of this urban instrument as a historical reality. This paper reconstructs the formulation process of a federal legislation of the allotment regulation in Brazil until the approval of 6766 Law, known as Lehman Law. It starts with the assumption that the law approved in 1979 was historically and management constructed during the four decades that preceded it. Through biographical, documentary and interviews survey, this study shows which subjects broached on Federal Law 6766/79 were already present in the law discussions and proposals about land division between the early twentieth century to 1979. The research was structured in five axes of analysis, developed concurrently. The first axis aimed at detecting the competence of federal sectors in allotment legislation, through the current law. The second axis tried to consolidate the discussions about the allotment land normalization by publications and events of urban planning field that had dealt this issue. The third axis came from the chronology of the laws approved and projected laws on urban land division until the approval of Lehman Law. A fourth axis examined the approval process of this law in the Congress and Federal Senate. Finally, the last axis has focused on the analysis of how the aspects of civil, administrative, registration, penal and urbanistic character were being incorporated in the debates and proposals of a federal allotment act. This study intends to contribute to the works` deep examination and complementing that treat of the land division regulation in Brazil and the current debate of the Federal Law nº. 6.766.