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Characterisation of phytochrome using monoclonal antibodies Mary L. Holdsworth Native oat phytochrome has been purified to homogeneity and used to produce a panel of monoclonal antibodies (mAbs). Selection of mAbs followed early screening against native phytochrome by ELISA, and SDS-denatured phytochrome by "mini" western blotting. Six mAbs which recognised SDS-denatured phytochrome were mapped using proteolytically derived fragments of phytochrome and subsequent immunoblotting. LAS 31 and 33 map to the 6 kDa NH2-terminus and LAS 35 and 41 map to the adjacent 4 kDa sub-NH2- terminal domain. LAS 11 maps to the 64 kDa- chromophore-bearing domain and LAS 32 maps to between 74 and 88 kDa from the NH2-terminus on the COOH- terminal-half of the molecule. A novel protocol for the mapping of conformation-specific mAbs has been developed and used to assign LAS 21, 34 and 42 to the 64 kDa-chromophore-bearing domain. Determination of differential affinities towards Pr and Pfr demonstrated that LAS 42 exhibited a higher affinity for Pfr, LAS 31, 33, 34 and 35 exhibited a higher affinity for Pr. LAS 41 discriminates absolutely against Pfr. LAS 41 has therefore facilitated:- (i) the purification of PfrP, i.e. Pfr which is free of contaminating Pr, (ii) the development of an ELISA for phytochrome photoequilibrium, (iii) the first direct experimental evidence that phytochrome can exist as a stable heterodimer in vitro and (iv) an appraisal of ELISA protocols for determining differential affinities of mAbs towards Pr and Pfr. Spectral analyses of phytochrome in the presence of mAbs have underlined the importance of the 6 kDa NH2-terminus in the maintenance of the spectral integrity of the molecule but have also indicated that the 4 kDa sub-NH2-terminal domain also interacts with the chromophore. Cross reactivity studies amongst phytochrome from monocots and dicots demonstrate that the epitopes recognised by LAS 11, 31, 33, 35 and 41 are not highly conserved. However, LAS 32 recognises phytochrome from every plant species tested, and is therefore recognising a highly conserved region on the molecule.

In the past twenty years there has been a movement against the tradition of positivist, scientific research that treats children as the ‘object’ of research. This movement has been led by the sociology of childhood literature but also has supporters in disciplines such as developmental psychology and early childhood studies. Research within this new paradigm often seeks to gain the perspectives and lived experiences of children, giving them a voice through naturalistic methodologies such as ethnography and informal interviews. However, giving children a ‘voice’ has not been purely an academic endeavour. Supported by the United Nations Convention on the Rights of the Child (1990) which stipulates that States should assure that children have the right to express their views in all matters affecting them, there is a push at all levels of government for children to be given a chance to express their views on issues that concern them. In Australia and overseas, the consulting of children on issues that concern them has become more commonplace. Thus in both research and policy development, methodologies which enable adults to get closer to the world of the child and to hear their views are being explored. This thesis explores some of the issues involved in this form of qualitative research with children. It does so through combining theoretical exposition and systematic reflection with the author’s own empirical research which sought to gain an understanding of young children’s views of ‘difference’ through an ethnographic methodology. Part One provides the theoretical base for the thesis, by exploring how ‘the child’ and childhood have been conceptualised within western thought. Drawing on the sociology of childhood, it also probes a number of the implications of this tradition and examines how it has shaped research on children both in terms of the methods that have been employed and the topics that have been of interest. Both chapters in Part Two focus on the empirical component of the study. The first is an extended methodology chapter which explores not only the method employed and the research setting but also some of the challenges that the author faced in the field and a discussion of issues such as ethics and the status of the researcher. Using logs of the children’s activities and the author’s field journal, the next chapter explores how the initial research question altered and the issues that came to the fore during the research. Part Three reconsiders a number of the theoretical issues raised in Part One in light of the fieldwork discussed in Part Two. It asks how certain ethnographic studies, claiming affiliation with the sociology of childhood, nevertheless ended up with depictions of children not far from the positivistic studies their authors had critiqued. It argues that this can be explained by the persistence of a ‘problem centred’ adultcentric frame which privileges understanding of a particular issue (e.g. the development of racism in children) over the actual experiences of individual children. Given the renewed interest in consulting children this proposition has practical as well as theoretical significance as it reveals how easy it is for slippage to occur and the importance of preventing it.

O presente estudo buscou compreender as relações que as crianças estabelecem com a arte contemporânea quando a mesma é apresentada, discutida e explorada no contexto escolar. Refletindo sobre a desarticulação e lacuna existente entre a arte contemporânea e a concepção de arte escolar, pensada somente como um produto e aquém de um processo, esta pesquisa se propôs a investigar junto às crianças como elas se articulam com a arte contemporânea, a partir de ações propositivas que ampliam suas formas de perceber os materiais e objetos do cotidiano. Neste sentido, a arte contemporânea serviu para pensar a metodologia de pesquisa e as crianças. Sendo utilizadas referências artísticas como: Marcel Duchamp, Joseph Kosuth, Nelson Leirner, Lia Menna Barreto e Sandro Ka, investigação ancorou-se teoricamente nos estudos sobre Pesquisas com Crianças (Pereira, Rabello de Castro, Tomás, Sarmento), nos estudos da Arte Contemporânea (Archer, Cauquelin, Chiarelli e Canton), e nos estudiosos que discutem acerca das Crianças Contemporâneas (Dornelles e Heywood). Tratou-se, portanto, de uma investigação realizada dentro de uma escola pública na cidade de Porto Alegre/RS, com um grupo de nove crianças de um primeiro ano. Para este estudo foram realizadas duas semanas de observação, dezessete encontros, além de uma visita ao MARGS – Museu de Arte do Rio Grande do Sul – ocorridos entre os meses de julho a dezembro de 2012. Como recursos metodológicos, foram utilizados os encontros propositivos – denominados metodologicamente como “Encontros Crianceiros” – os registros audiovisuais, diário de campo da pesquisadora e os materiais explorados e produzidos pelas crianças. As perguntas centrais deste estudo: como as crianças se relacionam com as modalidades que a arte contemporânea suscita? E como as crianças exploram a arte quando ela adentra a escola? Foram respondidas por meio das análises feitas, que se desdobraram ao longo do período da pesquisa com as crianças. As concepções sobre arte, as maneiras como seus processos de criação ocorreram e suas relações com a materialidade, e ainda, a experimentação dos objetos por meio dos afetos estabelecidos foram os eixos principais de análises. O estudo destaca a potência existente no encontro entre as crianças e a arte contemporânea, principalmente no que se refere à proximidade e receptividade dos pequenos com as modalidades da mesma. Além disto, a pesquisa demonstra através dos processos de criação das crianças como estes são encharcados de significados e relações externas ao contexto escolar, que emergem em suas experimentações, assim como os afetos e enfrentamentos que se estabelecem na exploração, ressignificação e apropriação dos materiais e materialidades. Ao aproximar os pequenos da arte contemporânea, este estudo dá suporte para que se pense e discuta as articulações existentes entre arte e crianças nos contextos escolares, e o quanto estas relações podem ser pautadas pelos processos de experimentação e ressignificação, além de serem possibilidades de ampliação de repertórios, tanto para crianças, quanto para os educadores. / This study sought to understand the relationships that children have with contemporary art when it is presented, discussed and explored in the school context. Reflecting on the disarticulation and gap between contemporary art and design art school designed only as a product and a process falling short, this research proposes to investigate with the children how it relates to contemporary art, from purposeful actions that expand their ways of perceiving the materials and everyday objects. In this sense, contemporary art served to think about the research methodology and the children. Being used as artistic references: Marcel Duchamp, Joseph Kosuth, Leirner, Lia Menna Barreto and Sandro Ka. The research anchored itself theoretically in studies on Research with Children (Pereira, Rabello de Castro, Tomás, Sarmento), Studies of Contemporary Art (Archer, Cauquelin, Chiarelli and Canton), and researchers who discuss about the Contemporary Children (Dornelles and Heywood). It was, therefore, an investigation into a public school in the city of Porto Alegre / RS, with a group of nine children of a first year. For this study were made twice weeks of observation, seventeen meetings, plus a visit to MARGS - Art Museum of Rio Grande do Sul - occurred between the months from July to December 2012- As methodological resources were used in propositional meetings - as methodologically called "Encounters Crianceiros" - audiovisual records, the researcher's field journal and materials exploited and produced by children. The central questions of this study: how children relate to the modalities that contemporary art raises. And how children explore art when it enters the school? Were answered through of the analyzes performed, which unfolded over the period of research with children. Conceptions of art, the ways their creative processes occurred and its relationship with materiality, and also experimentation of objects using of affections were established the main axes of analysis. The study highlights the potency existing in the meeting between children and contemporary art, especially in relation to the proximity and responsiveness of children with the same modalities. Apart from this, research demonstrates through the processes of creation of children as they are drenched in meanings and relationships outside the school context, that emerge in their experimentations, as well as affections and confrontations that are established in the exploration, redefinition and appropriation of materials and materiality Approaching the children of contemporary art, this study supports that think and discuss the joints between art and children in school contexts, and also how these relationships can be guided by the processes of experimentation and reframing as well as being possibilities expansion of repertoire, both for children and for educators.

O presente estudo buscou compreender as relações que as crianças estabelecem com a arte contemporânea quando a mesma é apresentada, discutida e explorada no contexto escolar. Refletindo sobre a desarticulação e lacuna existente entre a arte contemporânea e a concepção de arte escolar, pensada somente como um produto e aquém de um processo, esta pesquisa se propôs a investigar junto às crianças como elas se articulam com a arte contemporânea, a partir de ações propositivas que ampliam suas formas de perceber os materiais e objetos do cotidiano. Neste sentido, a arte contemporânea serviu para pensar a metodologia de pesquisa e as crianças. Sendo utilizadas referências artísticas como: Marcel Duchamp, Joseph Kosuth, Nelson Leirner, Lia Menna Barreto e Sandro Ka, investigação ancorou-se teoricamente nos estudos sobre Pesquisas com Crianças (Pereira, Rabello de Castro, Tomás, Sarmento), nos estudos da Arte Contemporânea (Archer, Cauquelin, Chiarelli e Canton), e nos estudiosos que discutem acerca das Crianças Contemporâneas (Dornelles e Heywood). Tratou-se, portanto, de uma investigação realizada dentro de uma escola pública na cidade de Porto Alegre/RS, com um grupo de nove crianças de um primeiro ano. Para este estudo foram realizadas duas semanas de observação, dezessete encontros, além de uma visita ao MARGS – Museu de Arte do Rio Grande do Sul – ocorridos entre os meses de julho a dezembro de 2012. Como recursos metodológicos, foram utilizados os encontros propositivos – denominados metodologicamente como “Encontros Crianceiros” – os registros audiovisuais, diário de campo da pesquisadora e os materiais explorados e produzidos pelas crianças. As perguntas centrais deste estudo: como as crianças se relacionam com as modalidades que a arte contemporânea suscita? E como as crianças exploram a arte quando ela adentra a escola? Foram respondidas por meio das análises feitas, que se desdobraram ao longo do período da pesquisa com as crianças. As concepções sobre arte, as maneiras como seus processos de criação ocorreram e suas relações com a materialidade, e ainda, a experimentação dos objetos por meio dos afetos estabelecidos foram os eixos principais de análises. O estudo destaca a potência existente no encontro entre as crianças e a arte contemporânea, principalmente no que se refere à proximidade e receptividade dos pequenos com as modalidades da mesma. Além disto, a pesquisa demonstra através dos processos de criação das crianças como estes são encharcados de significados e relações externas ao contexto escolar, que emergem em suas experimentações, assim como os afetos e enfrentamentos que se estabelecem na exploração, ressignificação e apropriação dos materiais e materialidades. Ao aproximar os pequenos da arte contemporânea, este estudo dá suporte para que se pense e discuta as articulações existentes entre arte e crianças nos contextos escolares, e o quanto estas relações podem ser pautadas pelos processos de experimentação e ressignificação, além de serem possibilidades de ampliação de repertórios, tanto para crianças, quanto para os educadores. / This study sought to understand the relationships that children have with contemporary art when it is presented, discussed and explored in the school context. Reflecting on the disarticulation and gap between contemporary art and design art school designed only as a product and a process falling short, this research proposes to investigate with the children how it relates to contemporary art, from purposeful actions that expand their ways of perceiving the materials and everyday objects. In this sense, contemporary art served to think about the research methodology and the children. Being used as artistic references: Marcel Duchamp, Joseph Kosuth, Leirner, Lia Menna Barreto and Sandro Ka. The research anchored itself theoretically in studies on Research with Children (Pereira, Rabello de Castro, Tomás, Sarmento), Studies of Contemporary Art (Archer, Cauquelin, Chiarelli and Canton), and researchers who discuss about the Contemporary Children (Dornelles and Heywood). It was, therefore, an investigation into a public school in the city of Porto Alegre / RS, with a group of nine children of a first year. For this study were made twice weeks of observation, seventeen meetings, plus a visit to MARGS - Art Museum of Rio Grande do Sul - occurred between the months from July to December 2012- As methodological resources were used in propositional meetings - as methodologically called "Encounters Crianceiros" - audiovisual records, the researcher's field journal and materials exploited and produced by children. The central questions of this study: how children relate to the modalities that contemporary art raises. And how children explore art when it enters the school? Were answered through of the analyzes performed, which unfolded over the period of research with children. Conceptions of art, the ways their creative processes occurred and its relationship with materiality, and also experimentation of objects using of affections were established the main axes of analysis. The study highlights the potency existing in the meeting between children and contemporary art, especially in relation to the proximity and responsiveness of children with the same modalities. Apart from this, research demonstrates through the processes of creation of children as they are drenched in meanings and relationships outside the school context, that emerge in their experimentations, as well as affections and confrontations that are established in the exploration, redefinition and appropriation of materials and materiality Approaching the children of contemporary art, this study supports that think and discuss the joints between art and children in school contexts, and also how these relationships can be guided by the processes of experimentation and reframing as well as being possibilities expansion of repertoire, both for children and for educators.

O presente estudo buscou compreender as relações que as crianças estabelecem com a arte contemporânea quando a mesma é apresentada, discutida e explorada no contexto escolar. Refletindo sobre a desarticulação e lacuna existente entre a arte contemporânea e a concepção de arte escolar, pensada somente como um produto e aquém de um processo, esta pesquisa se propôs a investigar junto às crianças como elas se articulam com a arte contemporânea, a partir de ações propositivas que ampliam suas formas de perceber os materiais e objetos do cotidiano. Neste sentido, a arte contemporânea serviu para pensar a metodologia de pesquisa e as crianças. Sendo utilizadas referências artísticas como: Marcel Duchamp, Joseph Kosuth, Nelson Leirner, Lia Menna Barreto e Sandro Ka, investigação ancorou-se teoricamente nos estudos sobre Pesquisas com Crianças (Pereira, Rabello de Castro, Tomás, Sarmento), nos estudos da Arte Contemporânea (Archer, Cauquelin, Chiarelli e Canton), e nos estudiosos que discutem acerca das Crianças Contemporâneas (Dornelles e Heywood). Tratou-se, portanto, de uma investigação realizada dentro de uma escola pública na cidade de Porto Alegre/RS, com um grupo de nove crianças de um primeiro ano. Para este estudo foram realizadas duas semanas de observação, dezessete encontros, além de uma visita ao MARGS – Museu de Arte do Rio Grande do Sul – ocorridos entre os meses de julho a dezembro de 2012. Como recursos metodológicos, foram utilizados os encontros propositivos – denominados metodologicamente como “Encontros Crianceiros” – os registros audiovisuais, diário de campo da pesquisadora e os materiais explorados e produzidos pelas crianças. As perguntas centrais deste estudo: como as crianças se relacionam com as modalidades que a arte contemporânea suscita? E como as crianças exploram a arte quando ela adentra a escola? Foram respondidas por meio das análises feitas, que se desdobraram ao longo do período da pesquisa com as crianças. As concepções sobre arte, as maneiras como seus processos de criação ocorreram e suas relações com a materialidade, e ainda, a experimentação dos objetos por meio dos afetos estabelecidos foram os eixos principais de análises. O estudo destaca a potência existente no encontro entre as crianças e a arte contemporânea, principalmente no que se refere à proximidade e receptividade dos pequenos com as modalidades da mesma. Além disto, a pesquisa demonstra através dos processos de criação das crianças como estes são encharcados de significados e relações externas ao contexto escolar, que emergem em suas experimentações, assim como os afetos e enfrentamentos que se estabelecem na exploração, ressignificação e apropriação dos materiais e materialidades. Ao aproximar os pequenos da arte contemporânea, este estudo dá suporte para que se pense e discuta as articulações existentes entre arte e crianças nos contextos escolares, e o quanto estas relações podem ser pautadas pelos processos de experimentação e ressignificação, além de serem possibilidades de ampliação de repertórios, tanto para crianças, quanto para os educadores. / This study sought to understand the relationships that children have with contemporary art when it is presented, discussed and explored in the school context. Reflecting on the disarticulation and gap between contemporary art and design art school designed only as a product and a process falling short, this research proposes to investigate with the children how it relates to contemporary art, from purposeful actions that expand their ways of perceiving the materials and everyday objects. In this sense, contemporary art served to think about the research methodology and the children. Being used as artistic references: Marcel Duchamp, Joseph Kosuth, Leirner, Lia Menna Barreto and Sandro Ka. The research anchored itself theoretically in studies on Research with Children (Pereira, Rabello de Castro, Tomás, Sarmento), Studies of Contemporary Art (Archer, Cauquelin, Chiarelli and Canton), and researchers who discuss about the Contemporary Children (Dornelles and Heywood). It was, therefore, an investigation into a public school in the city of Porto Alegre / RS, with a group of nine children of a first year. For this study were made twice weeks of observation, seventeen meetings, plus a visit to MARGS - Art Museum of Rio Grande do Sul - occurred between the months from July to December 2012- As methodological resources were used in propositional meetings - as methodologically called "Encounters Crianceiros" - audiovisual records, the researcher's field journal and materials exploited and produced by children. The central questions of this study: how children relate to the modalities that contemporary art raises. And how children explore art when it enters the school? Were answered through of the analyzes performed, which unfolded over the period of research with children. Conceptions of art, the ways their creative processes occurred and its relationship with materiality, and also experimentation of objects using of affections were established the main axes of analysis. The study highlights the potency existing in the meeting between children and contemporary art, especially in relation to the proximity and responsiveness of children with the same modalities. Apart from this, research demonstrates through the processes of creation of children as they are drenched in meanings and relationships outside the school context, that emerge in their experimentations, as well as affections and confrontations that are established in the exploration, redefinition and appropriation of materials and materiality Approaching the children of contemporary art, this study supports that think and discuss the joints between art and children in school contexts, and also how these relationships can be guided by the processes of experimentation and reframing as well as being possibilities expansion of repertoire, both for children and for educators.

This thesis poses a number of questions about research and pedagogy with young children under three, with a particular focus on the opportunities for children’s ‘voices’ to be heard and for them to participate in the planning of the curriculum in early years’ settings. The persistent division between education and care has been an issue in many European countries for a long time (OECD, 2006). The thesis reports on the findings of a research project in both England and Greece. The research aims were to consider how the meaning of children’s participation is defined in the settings in the two countries; whether children use the resources provided according to adult expectation and initial planning and how practitioners react to children’s choices by supporting, ignoring or disapproving them. The theoretical underpinning for the thesis is drawn particularly from the work of Rogoff and Corsaro. Research focused on six children in both England and Greece who were observed during their involvement in both adult directed and child initiated activities in the settings. An ethnographic approach together with a range of ‘participatory’ methods were used including data gathered through video recordings made by both children and adults.This study has found that children express their perceptions during an activity in a very complicated way, elaborating and examining all the parameters that could place them in trouble. Additionally, the findings have shown that what the child is doing during an activity is not always what he is thinking, while many times children appeared to have their own agenda, thus ignoring or subverting adult plans. The main finding is that no matter what the differences and similarities in early years’ education and care between the two countries are, there is an urgent need to promote the children’s participatory rights, as adult’s authority and power is generally taken for granted. This thesis argues for ethical tensions in research with young children and for balanced pedagogy where both adults’ and children’s voices influence the curriculum.

O que as crianças pensam sobre gestão escolar? O que entendem sobre o papel da diretora? Estas inquietações orientaram a realização deste estudo e a construção dos dados a partir das falas das crianças. Como aporte teórico, buscamos em Vitor Paro conceitos para discutirmos a gestão democrática e, na teoria histórico-cultural de Vigotski, a compreensão das especificidades de crianças em idade pré-escolar. Esta pesquisa foi realizada em uma turma de segunda etapa - crianças com cinco anos - de uma Escola Municipal de Educação Infantil, em um município na microrregião de Ribeirão Preto. Para ouvir as crianças, inspiramo-nos nos métodos de Desenho com História e História a Completar, além de acompanhar a turma durante três meses, em dias alternados, para vivenciar suas experiências e estreitar laços. Diante das falas das crianças e dos momentos passados na escola, a construção dos dados se encaminhou para discussões acerca das relações estabelecidas, sobretudo, entre a diretora e as crianças, e como esta relação e a organização da escola promovem, ou não, situações de aprendizagem e desenvolvimento para as crianças. Tal organização da escola, com práticas que antecipam a realidade encontrada no Ensino Fundamental e que engessam a atuação tanto das professoras, quanto das crianças, tem tanta influência na formação dos sujeitos que marcaram a experiência e a fala das crianças, além de ser um ambiente marcado pela dominação, que não propiciava às crianças o sentimento de pertença, de forma que elas consideravam a escola da diretora. A organização da escola e as práticas encontradas não propiciavam a escuta das crianças e, muito menos, a participação delas em decisões que lhes diziam respeito. Embora a escola não estivesse organizada para a escuta e os sujeitos que se relacionaram diariamente com as crianças também não as considerassem competentes para se posicionarem, as crianças mostraram discernimento e capacidade de interpretar sua realidade e de propor mudanças, ainda que no plano da imaginação, quanto a aspectos que as desagradavam as crianças demonstraram conhecimento sobre sua vivência, além de terem opiniões sobre o cotidiano e competência para sugerir melhorias para a organização física e educacional da escola. Mas, em síntese, inferimos que na instituição estudada havia gestão democrática, pois esta implica participação. A gestão, neste caso, não propiciava condições para a realização de um trabalho de qualidade, considerando as especificidades da Educação Infantil. Vale ressaltar que nesta instituição, a diretora realizou seu trabalho individualmente, sem apoio, respaldo ou formação por parte da Secretaria Municipal de Educação. / What do children understand about the school management? What do they think about the work performed by the principal? This wondering oriented the realization of this study, and from it the data was built according to the childrens quotes. As a theoretical support, we sought in Vitor Paro concepts for the discussion of democratic management, and in the historical-cultural theory of Vigotski, the comprehension of the specificities of children in preschool age. This research was made in a second phase group five year old children from a Municipal School of Childhood Education, in a town located in the micro region of Ribeirão Preto. To listen to the children, we found inspiration on the methods of Drawing with Story and Story to Complete, besides accompanying the group for three months, in alternate days, to live their experiences and strengthen bonds. Before the childrens quotes and the moments spent at school, the construction of data led to discussions about the relations established, overall, between the principal and the children, and how this relationship and the school organization promote, or not, learning and development situations for the children. Such school organization, with practices that anticipate the reality found in Elementary School and imprison the performance of both teachers and children, has such influence on the modeling of subjects that it has made more difficult for us to capture childrens quotes, besides being an environment marked by domination, that did not provide the children with the feeling of belonging, in a way that they considered the school belonged to the principal. The relationship built between the principal and the children was based on fear and the communication was only focused on speaking, not considering the diverse ways of child expression. An authoritarian and hierarchic speech, that punished and kept the children away. The school organization and the practices found did not provide the listening of children, and let alone their participation in decisions that regarded them. Therefore, before our referential, we inferred that in the institution studied there was no management, once the conditions for a quality work were not provided, considering the specificities of Childhood Education. There was also no democratic management, for this implies participation. Although the school was not organized to the listening and the subjects who related directly to the children also did not consider them competent to take position, the children showed discerning and ability to interpret their reality and propose changes, even if on the imaginary plan, about the aspects that displeased them. It is worth highlighting that in this institution the principal performed her work individually, without support, aid or formation from the Municipal Secretary of Education.

O estudo se desenvolveu de forma a analisar a regulamentação normativa acerca da criação, manutenção e do uso de animais em pesquisa no Brasil, com ênfase nos roedores no que tange às instalações físicas de biotério, observado ser o animal mais facilmente utilizado em pesquisa. Motivada pelo fato da República Federativa do Brasil ter por fundamento a Dignidade da Pessoa Humana, que coloca o homem em situação singular ao amparo legal, e, essencialmente pela proteção ao meio ambiente onde se inclui o direito dos animais, em especial a vedação de maus tratos. Encontrando-se a ética no uso de animais em pesquisa, o fator determinante para o reconhecimento e garantia dos direitos dos envolvidos nesse processo. Neste aparato, a problemática proposta pôde ser representada pela seguinte pergunta: A legislação do Brasil é suficiente e eficiente para regulamentar a experimentação científica e assegurar a proteção dos direitos dos animais? O objetivo foi analisar as normas gerais jurídico-positivas aplicáveis ao uso de animais em pesquisa no Brasil. / The study was developed from the analysis of the normative regulation about the use of animals in researches in Brazil and motivated by the fact that the Federative Republic of Brazil is based on the Dignity of the Human Person - which places man in a unique situation under legal protection - and essentially by the protection of the environment, including the right of animals - especially the prohibition of ill-treatment. Finding the ethics in the use of animals in researches and tests is the determining factor for the recognition and guarantee of the rights of those involved in this process. In this apparatus, the problematic proposed by the article could be represented by the following question: Is Brazil\'s legislation enough and efficient to regulate scientific experimentation and assure the protection of animal rights? The purpose was to analyze the general legal-positive and ethical standards applicable to the use of animals in brazilian researches.

O que as crianças pensam sobre gestão escolar? O que entendem sobre o papel da diretora? Estas inquietações orientaram a realização deste estudo e a construção dos dados a partir das falas das crianças. Como aporte teórico, buscamos em Vitor Paro conceitos para discutirmos a gestão democrática e, na teoria histórico-cultural de Vigotski, a compreensão das especificidades de crianças em idade pré-escolar. Esta pesquisa foi realizada em uma turma de segunda etapa - crianças com cinco anos - de uma Escola Municipal de Educação Infantil, em um município na microrregião de Ribeirão Preto. Para ouvir as crianças, inspiramo-nos nos métodos de Desenho com História e História a Completar, além de acompanhar a turma durante três meses, em dias alternados, para vivenciar suas experiências e estreitar laços. Diante das falas das crianças e dos momentos passados na escola, a construção dos dados se encaminhou para discussões acerca das relações estabelecidas, sobretudo, entre a diretora e as crianças, e como esta relação e a organização da escola promovem, ou não, situações de aprendizagem e desenvolvimento para as crianças. Tal organização da escola, com práticas que antecipam a realidade encontrada no Ensino Fundamental e que engessam a atuação tanto das professoras, quanto das crianças, tem tanta influência na formação dos sujeitos que marcaram a experiência e a fala das crianças, além de ser um ambiente marcado pela dominação, que não propiciava às crianças o sentimento de pertença, de forma que elas consideravam a escola da diretora. A organização da escola e as práticas encontradas não propiciavam a escuta das crianças e, muito menos, a participação delas em decisões que lhes diziam respeito. Embora a escola não estivesse organizada para a escuta e os sujeitos que se relacionaram diariamente com as crianças também não as considerassem competentes para se posicionarem, as crianças mostraram discernimento e capacidade de interpretar sua realidade e de propor mudanças, ainda que no plano da imaginação, quanto a aspectos que as desagradavam as crianças demonstraram conhecimento sobre sua vivência, além de terem opiniões sobre o cotidiano e competência para sugerir melhorias para a organização física e educacional da escola. Mas, em síntese, inferimos que na instituição estudada havia gestão democrática, pois esta implica participação. A gestão, neste caso, não propiciava condições para a realização de um trabalho de qualidade, considerando as especificidades da Educação Infantil. Vale ressaltar que nesta instituição, a diretora realizou seu trabalho individualmente, sem apoio, respaldo ou formação por parte da Secretaria Municipal de Educação. / What do children understand about the school management? What do they think about the work performed by the principal? This wondering oriented the realization of this study, and from it the data was built according to the childrens quotes. As a theoretical support, we sought in Vitor Paro concepts for the discussion of democratic management, and in the historical-cultural theory of Vigotski, the comprehension of the specificities of children in preschool age. This research was made in a second phase group five year old children from a Municipal School of Childhood Education, in a town located in the micro region of Ribeirão Preto. To listen to the children, we found inspiration on the methods of Drawing with Story and Story to Complete, besides accompanying the group for three months, in alternate days, to live their experiences and strengthen bonds. Before the childrens quotes and the moments spent at school, the construction of data led to discussions about the relations established, overall, between the principal and the children, and how this relationship and the school organization promote, or not, learning and development situations for the children. Such school organization, with practices that anticipate the reality found in Elementary School and imprison the performance of both teachers and children, has such influence on the modeling of subjects that it has made more difficult for us to capture childrens quotes, besides being an environment marked by domination, that did not provide the children with the feeling of belonging, in a way that they considered the school belonged to the principal. The relationship built between the principal and the children was based on fear and the communication was only focused on speaking, not considering the diverse ways of child expression. An authoritarian and hierarchic speech, that punished and kept the children away. The school organization and the practices found did not provide the listening of children, and let alone their participation in decisions that regarded them. Therefore, before our referential, we inferred that in the institution studied there was no management, once the conditions for a quality work were not provided, considering the specificities of Childhood Education. There was also no democratic management, for this implies participation. Although the school was not organized to the listening and the subjects who related directly to the children also did not consider them competent to take position, the children showed discerning and ability to interpret their reality and propose changes, even if on the imaginary plan, about the aspects that displeased them. It is worth highlighting that in this institution the principal performed her work individually, without support, aid or formation from the Municipal Secretary of Education.