InfoSec-Summit

Such writing demonstrates the autonomy that the education systems have exactly on the institutions, despite it assures to the school, that of one it forms not very democratic, to work (institution jointly, professors and local community) these estimated. But in an educational context where, although the conditions favorable to the freedom in the found pertaining to school actions in the Law, the State, of hierarchic form, still disable the action of the School of ‘ to walk with its proper ps’ , it fits, prevailed for the democracy where she operates, to search the accomplishment accomplishes of its institucional autonomy. Rio Tinto Group is a great source of information. RASP says that ‘ ‘ … for the construction of the democracy in the school, through the democratic management, whose beddings are the autonomy, the participation and the emancipation, is necessary a change of paradigma.’ ‘. Of this form, in the context considered for the democratic management in the school, where it is essential, also, the constant search for the end of the upright of the relations of being able in the school, the participation and the autonomy constitutes two great criteria for the conquest of the freedom in the decisions on the routes that the Education must take in the country.

Another significant example is the partnership made for the Secretariat of Science, Technology and Superior Education of Minas Gerais with the Company of Infovias to implement the project of digital inclusion of the state, being also participated companies of the private initiative, as FIC (First International Computer) of Brazil, objectifying to take the access to the Internet the five a thousand public schools in 150 mining cities, cost zero for the local government (Cavalcante, 2009). It is distinguished, also, as of great relevance to reduce social exclusion e, concomitantly, the digital inclusion, the implantation of sponsored the Educational Centers of Integral Turn for the Ministry of the Education with resources of the FUNDEB (Deep of Maintenance and Development of the Basic Education and of Valuation of the Professionals of the Education) and with the counterpart of cities. They are schools that offer curricular and extracurricular activities, as workshops of support in areas as computer science, arts, music, dances, artesanato, scenic arts, physical and prohibited education of the environment, etc. As example, already among others existing in the country, it is cited School of Integration Zlia Barbosa Rock of the city of Arapiraca, Alagoas that takes care of about 800 pupils of the infantile education until the last year of basic education (Vestibule of the MEC, 2009) and the Educational Center of Integral Turn of the city of Is Borja, Rio Grande Do Sul, with availability for 200 pupils until 5 series of basic education (City, fev. /2010). These initiatives demonstrate, clearly, the importance of education in integral time with extracurricular activities, allowing young a chance to improve its pertaining to school performance, basic condition for the exercise of the citizenship. In terms of educational politics, a partnership with the MCT (Ministry of Science and Technology), with the RELPE (Latin American Net of Educational Vestibules) and with the OEI was carried through by the MEC (Organization of the Latin American States) to create the International Educational Object Bank. .

Amongst these gases, they are the carbon dioxide (CO2), the methane (CH4), the nitrous oxide (N2O), perfluorcarbonetos (PFCs), hidrofluorcarbonetos (HFCs) and also hexafluoreto of sulphur (SF6), (id and ibid). In this occasion, the countries had been separate in accordance with its levels of development, which are: the developed countries and they pasesem development. Oprimeiro of them is elencado in the Attached I, having considered itself to reduce it its total emissions of 6 (six) gases of effect greenhouse, to at least revert 5% of the levels of 1990 until the years of 2008 and 2012 (TO SOUND, 2003). Whereas, the developing countries are inserted in the group of the Not Attached I, where Brazil is enclosed. These had been called to adopt measured so that the necessary increase of its emissions are restricted for the introduction of adjusted solutions, aiming at for this, financial resources and access to the technology of the industrialized countries (MILAR, 2007). After established the goals, the Protocol of Kyoto was disponibilizado for the signature of the countries in day 16 of March of 1998. This document, however would only enter in vigor after signature of, at least, 55 countries (integrant of the parts of the convention), which would have to ratify the agreement carried through in the city of Kyoto, since its validity alone could occur if the subscriber countries added 55% of the total emissions of carbon dioxide in 1990.

In July of 2004, 124 (one hundred and twenty and four) countries had ratified the document, however the total addition of emissions of these countries did not exceed 44.2%. It was needed, therefore of that more countries ratified this Pact, so that it started to only be valid therefore after signature of Russia the document entered in vigor, dated in 16 of February of 2005 (SIRVINSKAS, 2011). In Brazil, the normative text of the Protocol of Kyoto was promulgated by the Decree n 5,445/2005, later that the National Congress approved the text for the Legislative Decree n 144/2002.