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Manifesta repúdio ao projeto de emenda constitucional 206/2019, que dispõe sobre a cobrança de mensalidade pelas universidades públicas brasileiras.

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The Brazilian government has published a resolution that bans animal use in some practical classes within undergraduate and high school technical education from April 2019. Resolution No. 38/2018, issued by the National Council for the Control of Animal Experimentation (CONCEA), bans the killing of animals for dissection purposes and animal experiments in practical classes that do not involve the acquisition of new skills. The initial call for the ban was by the Brazilian Network for Humane Education (RedEH), an independent body comprising Brazilian professors and international collaborators dedicated to the implementation of replacement alternatives in education. The call was supported by InterNICHE, and many professors and other international organisations. The Brazilian Council of Veterinary Medicine, which is responsible for regulating the veterinary profession in Brazil, also stated its support for humane education and for the ban. The call was the first formal request, and it eventually led to the first legal resolution for the replacement of animal use in education in Brazil. This represents an important historic landmark in the advancement of science education.

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The article throws light on the process of importing a novel preclinical drug into India based on the real-life experience from one of our studies. A novel drug "X" acting through a new mechanism of action was hypothesized by us to function as a neuroprotectant. It was decided to import this novel drug from a university located in Brazil. An official collaboration pact was exchanged between both the sides. In accordance with the Indian Drug and Cosmetics Act 1940, unauthorized import of drug into India is not permitted. Hence, we decided to apply for the import license from Government of India. During the process of registration, we realized that the CDSCO SUGAM portal did not have facilities for the application from academic institute. We further faced challenges in different steps of import such as registration of the institute, individual drug application, fee transaction through the bank for Form 12, and customs duty clearance in the New Delhi airport. The process of import of drug for the purpose of testing by academic institutes has not been regularized by the CDSCO, and we suggest the apex organization to make separate provision for the academic institutes. This will encourage more academic institutes in India to opt for global collaborative works. This narration will further help them in following the same footsteps without facing significant hurdles. If more research on novel chemical entities is carried out in various academic institutes of India, it would not be far that we discover a blockbuster drug making the whole world turn toward us.

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Vem a público repudiar: a Lei nº 12.550, de 15 de dezembro de 2011, que instituiu a EBSERH, e a Portaria MEC/GM nº 442, de 25 de abril de 2012; qualquer forma de discriminação do MEC às universidades públicas federais que decidirem não contratar a EBSERH para gestão de seus Hospitais Universitários; qualquer iniciativa do Governo Federal de não abertura de concursos públicos por Regime Jurídico Único ­ RJU nas universidades públicas federais para o pleno funcionamento dos HUs, bem como o não repasse de recursos orçamentários como forma de retaliação, imposição e coação pela decisão de não contratar a EBSERH para gestão de seus Hospitais Universitários.

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Deliberação: não tendo se esgotado o debate sobre o processo eleitoral da Presidência e da Mesa Diretora do CNS na 216ª Reunião Ordinária, o Plenário deliberou pela continuidade desse debate na 47ª Reunião Extraordinária. Caso fosse possível, o Plenário iniciaria o debate das Comissões do CNS, com definição da dinâmica.

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Com o objetivo de diagnosticar a dinâmica da supervisão dos estágios em cursos de Graduação e Licenciatura em Educação Física após a publicação das Resoluções CNE/CP nº 01 e 02/2002, nº 07/2004 e nº 02/2007 e verificar sua aplicação, foram entrevistados sete docentes universitários, que orientam estágios curriculares em seis Instituições de Ensino Superior (IES) privadas da Grande São Paulo. A entrevista, semi-estruturada, contou com sete questões abertas abrangendo a dinâmica dos estágios, carga horária, número de orientadores por aluno orientado, entre outros aspectos. Para o tratamento dos dados, foi utilizada a técnica de análise de conteúdo. Em todas as instituições pesquisadas o estágio é exigido a partir da metade do curso; existiam projetos de pesquisa e extensão que eram validados como horas/estágio e contemplavam uma disciplina destinada aos estágios, à exceção de uma delas. As horas de estágio a cumprir variaram entre 324 a 540 horas. Existiam diferenças significativas em relação ao número de orientandos por orientador, variando de 5 a 200 alunos por orientador. Em apenas uma IES ocorriam discussões sobre os relatórios apresentados. Percebeu-se a inexistência de uniformidade entre as instituições pesquisadas e, em algumas, a ausência de discussões a respeito dos estágios evidencia que as IES pouco se comprometem com a qualidade dessa experiência no processo de formação profissional e que, talvez, normas legais mais específicas sobre número máximo de alunos orientados por orientador pudessem colaborar para que esse problema fosse minimizado.

With the objective to make a diagnosis the dynamics of the supervision of the periods of training in courses of Graduation in Physical Education after the publication of Resolutions CNE/CP nº 01 and 02/2002, nº 07/2004 and nº 02/2007 and to verify its application, had been interviewed seven university professors, who guide curricular periods of training in six Institutions of Universities privates of the Great São Paulo. The interview, half-structuralized, counted on seven open questions enclosing the dynamics of the periods of training, hours of duration, number of pupils guided for each teacher, among others aspects. For the treatment of the data, the technique of content analysis was used. In all the searched institutions the period of training is demanded from the half of the course; projects of research and extension that were validated as hours/period of training and contemplated one discipline destined to the periods of training, to the exception of one of them. The hours of period of training to fulfill had varied between 324 and 540 hours. Significant differences in relation to the number of guided persons varying between 5 to 200 students for teacher who orientates. In only one University quarrels occurred on the presented reports. It was perceived inexistence of uniformity between searched institutions and, in some, the absence of quarrels regarding the periods of training evidences that the Universities have a little committed with the quality of this experience in the process of professional formation and that, perhaps, more specific rules of law on maximum number of pupils guided for person who orientates could collaborate so that this problem was minimized.

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On the 16th of May 2006, the Diario Oficial de la República de Chile (Official News of the Republic of Chile), published Law No. 20.105, which modified Law No. 19.419 regarding advertising and consumption of tobacco. Since it entered into force, different institutions and public spaces have had to enact its regulations. The purpose of this article is to share how the new anti-tobacco law is being implemented, with a health promotion angle, by the Pontificia Universidad Católica de Chile (UC). As such, we highlight key findings from a review of the literature on the subject and describe the implementation strategies developed and substantiated in theory as well as by how they address the concerns of the university community. The main accomplishments of the anti-tobacco implementation were: reaching a compromise between the university directorate and the student leaders, who in turn motivated the student body to participate during the large-scale roll-out of the new law; the participation of all of the UC stakeholders; utilizing the varied methods of mass communication; and lastly, providing an opportunity for reflection and analysis for those directly affected: the smokers. The challenge is to evaluate the strategies implemented in the incorporation of the new Chilean anti-tobacco law.

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On the 16th of May 2006, the Diario Oficial de la República de Chile (Official News of the Republic of Chile), published Law No. 20.105, which modified Law No. 19.419 regarding advertising and consumption of tobacco. Since it entered into force, different institutions and public spaces have had to enact its regulations. The purpose of this article is to share how the new anti-tobacco law is being implemented, with a health promotion angle, by the Pontificia Universidad Católica de Chile (UC). As such, we highlight key findings from a review of the literature on the subject and describe the implementation strategies developed and substantiated in theory as well as by how they address the concerns of the university community. The main accomplishments of the anti-tobacco implementation were: reaching a compromise between the university directorate and the student leaders, who in turn motivated the student body to participate during the large-scale roll-out of the new law; the participation of all of the UC stakeholders; utilizing the varied methods of mass communication; and lastly, providing an opportunity for reflection and analysis for those directly affected: the smokers. The challenge is to evaluate the strategies implemented in the incorporation of the new Chilean anti-tobacco law.

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El presente trabajo parte de la consideración del lugar de la ética en tanto disciplina autónoma y de las referencias a la ética en otras asignaturas que atraviesan transversalmente el diseño curricular de la carrera de Psicología en la UBA, a partir de la Ley de Educación Superior 24.521/1995 y del Decreto 268/95. El mismo es fruto de una investigación más basta desarrollada en la Universidad Nacional de la Matanza bajo el nombre de La Ética como Tema Transversal, durante 1997 y 1998, con un equipo interdisciplinario integrado por los licenciados Juan Brunetti, Osvaldo Galardo, Maximiliano Galardo, Elizabeth Ormart y la Dra. María Victoria Santórsola. La Directora del Proyecto fue la Dra. Elisa Marta Basanta. De las conclusiones de dicha investigación se desprende que es preciso concientizar a la comunidad educativa universitaria del lugar de la Ética en tanto materia autónoma y en su estatuto de transversalidad. En esta presentación se intenta mostrar cómo ha quedado ubicada la ética en el plan de estudios de la carrera de Psicología de la UBA fundamentalmente en su estatuto de transversal, antes de 1995 y con posterioridad a la Ley.

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