[pt] Esta dissertação apresenta uma pesquisa acerca da efetividade do Fundo Social do Pré-Sal como instrumento de tradução do desenvolvimento econômico, representado pelas receitas advindas da exploração de petróleo e gás na citada região, em desenvolvimento humano – alavancando o direcionamento da parte das receitas destinadas à União obrigatoriamente para os setores de Educação e Saúde. A descoberta do Pré-Sal em 2008 gerou grandes expectativas quanto ao novo potencial de produção petrolífera do Brasil e o impacto que isto poderia trazer ao desenvolvimento econômico ao país. Em 2010, com base na experiência internacional, em especial Noruega e países Árabes, o Brasil criou um Fundo Soberano dedicado a assegurar não só que o país não se tornasse dependente do petróleo - usando esta riqueza para diversificar investimentos - mas também para assegurar que estes recursos fossem utilizados na evolução social do país. Em 2020, após crises econômicas nacionais, globais e da própria indústria de Petróleo mundial, todas intrinsecamente relacionadas, vemos que o Fundo Social representa um enorme potencial não realizado de benefício à sociedade brasileira. Através de uma extensa investigação multidisciplinar, foi possível descobrir que o Fundo Social do Pré-Sal está funcionando no aspecto arrecadatório, inclusive, com expressiva arrecadação no período entre 2012 e 2018 frente às citadas crises e drástica redução do preço do barril de petróleo. Entretanto, o Fundo ainda não está operacional, com os recursos arrecadados parados na conta única do Tesouro Nacional – prejudicando estados e municípios, que poderiam alavancar tais receitas como investimento em Educação e Saúde. / [en] The Oil and Gas industry has been one of the engines driving economic growth globally. From the first uses of oil as both medicine and fuel for lightning up to becoming one of the main sources of power worldwide, this industry has promoted drastic increases of income to nations, states and cities that found themselves lucky enough to have reservoirs below their surfaces. Surely, due to extreme technical complexities related to exploring and producing hydrocarbons (i.e. Oil and Gas), the governments of these very often relied on private companies support, hence, sharing with such entities a fair part of the economic benefit in exchange for its services. This industry, started with the first boom in the United States during the 19th century, represents today over 2 trillion dollars across the globe – an impactful amount under any evaluation – and that should still remain as this for the next few decades. We are indeed living in a world transitioning its energy sources away from fossil fuels, bucket which contains the hydrocarbons, but its demand will not halt suddenly. The recent perspectives from the most accredited sources, including energy companies, consulting companies and environmental NGOs, points that we are close to a hydrocarbon demand peak but still far away from cutting its importance in the world energy matrix. In fact, one can expect the Oil and Gas industry to remain extremely relevant, at least, until the end of this century. The rise of renewables, as solar and wind, and the advancement of technology, as vehicles electrification and batteries improvement, will not happen uniformly across the globe and many countries currently considered emerging, as the BRICS, will still rely on hydrocarbons to feed its economic growth. Hence, evaluating the future and different aspects of this industry, as done during this work, is of key relevancy.

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Our goals as teachers are to connect what we teach to our student’s lived experiences, both in the moment they first encounter those ideas and hopefully days, months, years, decades later when they are engaging in their unique life pursuits. In this session, we will explore the defining characteristics of reflections and engage examples that can be used in various time frames, class sizes, and course modalities. These intentional, purposeful, and systemic reflections built into a course’s overall structure have the radical opportunity to support critical and inclusive moments for developing linked meanings with our content. Specific moments for deep reflection are an intentional part of building the radical praxis of hope that brings life and vitality back into learning. This interactive session will offer you a chance to consider more ways to add more deeply considered reflections into your courses.

The Individuals with Disabilities Education Improvement Act (2004) mandated schools engage parents in their child’s educational planning. Despite schools’ adoption of various strategies to promote parent engagement, parents’ perceptions about these strategies, especially among those whose children are at the secondary transition age, are often overlooked. To examine parents’ perceptions of 23 previously documented parent engagement strategies, we conducted a cross-sectional online survey with 642 parents of youth with disabilities (ages 14–21) in the United States. Overall, participants reported that parent engagement strategies were moderately helpful in promoting parent engagement. Parents of color reported lower scores for perceived helpfulness than their non-Hispanic White counterparts. Top-rated strategies included making time when parents have questions and communicating strategies clearly; however, this varied by race/ethnicity. Findings highlighted the need to address racial disparities in parent engagement strategies and the importance of school-parent collaboration/communication.

This “View From the Field” column is part of a series highlighting the important roles stakeholders, peers, families, community members, and school staff have in supporting the implementation of effective practices (i.e., evidence-based, research-based) for students with or at risk for disabilities. We describe how different stakeholders can successfully partner with school intervention teams to improve social-behavior, academic, and transition outcomes. We also offer strategies for how schools can develop and sustain partnerships with these stakeholders.

This final column of the series is focused on how school and district teams can continue the forward motion toward positive student outcomes using data via continuous improvement cycles. We draw on the work of technical assistance providers and researchers from the National Implementation Research Network (NIRN; https://nirn.fpg.unc.edu) and the Center on Positive Behavioral Interventions and Supports (PBIS; https://www.pbis.org/). The key takeaway of this series is to describe how implementation of EBPs in schools can be enhanced when implementation teams “invest in the systems to support their implementation” (Kittelman et al., 2020, p. 96).

In education, the field of implementation science is a discipline dedicated to supporting educators’ use of evidence-based practices (EPBs) to improve school and student outcomes. As highlighted in previous columns in this series, school teams must thoughtfully consider how EBPs align with the school/district core values and fit the local context (Kittelman et al., 2020), how school teaming can enhance implementation of EBPs (Kittelman et al., 2021), and what activities are needed to support implementation of EBPs at different stages (Ward et al., 2021). In this column, we describe how school teams and educators can use implementation drivers to implement EBPs with high implementation fidelity (as they are designed to be implemented; Caroll et al., 2007; Sanetti & Collier-Meek, 2019). We wish to draw attention to the important work of researchers and practitioners from the National Technical Assistance Center on the State Implementation and Scale-Up of Evidence-Based Practices (SISEP; https://sisep.fpg.unc.edu) within the National Implementation Research Network (NIRN; https://nirn.fpg.unc.edu) and the National Center for Systemic Improvement (NCSI; https://ncsi.wested.org).

This View From the Field column is the third in a series describing the important contributions of the field of implementation science in supporting educators in implementing evidence-based practices (EBPs; Kittelman et al., 2020, 2021). In the previous columns, we highlighted the importance of selecting EBPs and establishing school implementation teams to provide support to students, and support to educators, in implementing EBPs. For this column, we focus on another component of the Active Implementation Frameworks (Metz & Bartley, 2012) by describing the actions and activities needed to move EBPs through different stages of implementation. In doing this, we highlight the important work of researchers and practitioners from the National Technical Assistance Center on the State Implementation and Scaling-Up of Evidence-Based Practices ([SISEP]; https://sisep.fpg.unc.edu) within the National Implementation Research Network (NIRN; https://nirn.fpg.unc.edu).

In this View From the Field column from the implementation science series, highlighting how the field enhances the implementation and scale-up of EBPs in schools and districts (Kittelman et al., 2020), we discuss the importance of implementation teams and their roles in directing support for students and supporting educators to implement EBPs. We focus largely on the work from researchers and technical assistance providers from the National Technical Assistance Center on the State Implementation and Scale-Up of Evidence-Based Practices (https://sisep.fpg.unc.edu) and the National Center on Intensive Intervention (https://intensiveintervention.org).