Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article proposes the discussion of some fiscal, economic, and social aspects, namely, impacts on municipal accounts, decrease of oil revenues, retraction of the Gross Domestic Product, and formal labor market, resulting from the global crisis in commodity trade between 2014 and 2018, and their consequences on the main municipalities of the Rio de Janeiro State oil province - Campos dos Goytacazes, Macaé, Rio das Ostras, and S. João da Barra. The authors demonstrate the systemic chain between the impacts, from decline in the values ​​received as oil revenues, and acknowledge that new general and specific indicators for each municipality are necessary to expand and deepen the understanding of the crisis.

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The objective of this study was to estimate sludge production in the decanters at the Funil Water Treatment Station, located in Ouro Preto, Brazil, in order to provide subsidies to comply with current legislation regarding the design of Waste Treatment Units. To estimate sludge production - in the form of total solids and volatile solids - empirical equations found in the literature were applied, using, as input parameters, the data from the Funil Station, provided by the Municipal Water and Sewage Service. Among the equations used, those formulated by Franco (2009) presented greater proximity to the model suitable for the Funil Station.

This article aims to identify and analyze perceptions and pedagogical reflections  of Intervention Projects in a continuing education  program  conducted  by  School Managers in the Zona da Mata Mineira, Brazil. To answer the research questions, the qualitative approach is adopted as methodological  perspective,  as well as literature review and document analysis. Results indicate that school challenges are many and, although  schools are present in different contexts, management of problem situations by school managers are always quite similar. From the specific literature and data obtained, it is concluded that the themes discussed in the study surpass the skills and possibilities of immediate  solutions in the school environment.

In forest harvesting, regardless of the degree of mechanization, human labor will always be present, which requires planning to reduce the rates of accidents at work. In this context, this research applied the methodology called Forest Harvest Risk Assessment Process (PARCF) to identify, analyze and evaluate the occupational risks that originate in the semi-mechanized and mechanized forest harvesting activity, in  order  to  contribute to the planning and implementation of a control system. The application of  PARCF in forest harvesting in semi-mechanized activity indicated the following risk  category: four low, three moderate, eight high, and no critic. The chainsaw cutting operation was considered to be the highest risk level. For the evaluation of mechanized harvesting activity, the result indicated the following risk category: low five; seven moderates; eleven high and no critical risk. The operation of cutting and loading trees and moving the machine were  considered the activities with the highest  risk  level. The main controls for the protection of the worker are training, carrying out the activity according to the procedure previously established, maintenance of the machines, use of personal protective equipment and sound signaling of the machines.

Learning difficulties are a relevant theme in formal education, motivating research to identify and intervene in school failure, as one considers the vulnerability of education and the effects of learning. The aim of the study was to compare the effectiveness of a phonological intervention associated with reading in students with and without learning difficulties. Participants were 20 students from the 3rd year of a public elementary school, distributed in GI – 10 students without learning difficulties, and GII – 10 students with learning difficulties. The evaluation was based on the Cognitive-Linguistic Skills Assessment Protocol and the Reading Comprehension Protocol. For intervention, the Phonological Intervention Program and Reading Training was used. Results show significant performance for GI and GII in intragroup comparison for pre and post-testing. This indicates that the phonological intervention associated with reading training was beneficial to students with and without learning disabilities, presenting averages of superior performance in post-testing. We conclude that the phonological intervention associated with reading training improved the performance of skills necessary for literacy in students with and without learning disabilities.