Intersections between education and health reforms in Brazil: when the "target population" is an active builder of the public policy

This article presents fragments of history about the intersections between Health and Education in Brazil and its connections to discussions concerning democracy ideals. The background argument is how an ethical posture in public policy consistent with the one proposed by Paulo Freire allows for population participation in a way that strengthens the commitment to democracy in public policy. Such ethical posture 1) considers social determinants of the phenomena that happens to an individual, and 2) requires constant effort to not fall for the tempting silencing of one's existence and full citizenship

Hydroponic forage of corn and millet grown on different organic substrates

The objective of this study was to evaluate the production and nutritive value of the hydroponic forage of corn and pearl millet grown in different organic substrates. It was carried out in a completely randomized design in 2 x 3 factorial scheme with four replications. The grasses used were corn and pearl millet and sugarcane bagasse, chopped elephant grass and chopped Brachiaria grass as substrates. The harvest was carried out 15 days after sowing, with seed density of 2 kg/m², irrigated with water and commercial nutrient solution. The productive parameters and chemical composition of the hydroponic forage were evaluated. The use of sugarcane bagasse substrate resulted in a greater production of total dry mass for corn among the other treatments, which reflected in better efficiency in the production parameters. As for substrates composed of chopped grass, lower values ​​of neutral detergent fiber were identified in both corn and pearl millet. The substrates and grass species affect the evaluated parameters, in which the use of sugarcane bagasse resulted in greater total production of dry mass using corn. The substrates based on chopped grass reflected in biomass with reduced fiber content, high levels of digestible nutrients, in addition to high protein content

Psychosocial community centers and schools: the necessity of encounter at difference

Esta pesquisa se propõe a investigar os elementos presentes no trabalho em um Centro de Atenção Psicossocial Infantojuvenil (Caps IJ), quando se procura estabelecer uma postura nãosobrecodificadora no encontro com as escolas de seu território, afim de colaborar com práticas inclusivas, opondo-se a reducionismos, silenciamentos ou marginalizações na infância e juventude. A construção do campo de problematização se dá na percepção da distância entre os pedidos que as escolas endereçavam ao Caps onde a pesquisadora trabalhava e como o Caps se dirigia às escolas. A partir do uso de narrativas analíticas, compreendemos repetir movimentos colonizadores da saúde que buscávamos superar. A negação em atuar práticas redutoras do sujeito, que é constituinte do dispositivo Caps, requeria a invenção de estratégias para que esta negação não se atualizasse na relação com a escola. A pesquisa bibliográfica fez necessária composição com as narrativas, para investigar os movimentos históricos nos encontros entre saúde mental e educação. Nesta esteira, a discussão sobre diferença como aspecto relacional nos auxiliou a pensar inflexões na prática, assim como o conceito da intersetorialidade e sua construção nos permitiram localizar nosso debate, que trata de encontro entre serviços públicos compromissados com o princípio da equidade. Esta discussão se materializa nas experiências vividas no Caps, a partir da construção de encontros com as trabalhadoras das escolas do território. Experiências que pediam teorização, para a elas retornarThis research intends to investigate the present elements when a Psychosocial Community Center for Children and Adolescents (Caps IJ) engages to establish a non-overcoding posture in the encounter with schools in the community, in order to collaborate with inclusive practices, opposing to reductionism, silencing or marginalization in the childhood and youth. The construction of the problematization field occurs in the perception of the distance between the requests that schools addressed to the Caps where the researcher worked and how the Caps addressed schools. From the use of analytical narratives, weve come to understand that the Caps was repeating the health colonizing movements that we sought to overcome. The denial of reducing practices, which is a constituent of the Caps device, required the invention of strategies so that this denial would not be updated in the relationship with the school. The bibliographic research composed with the analytical narratives, to investigate the historical movements in the encounters between mental health and education. In this vein, the discussion about difference as a relational aspect helped us to think of inflections in practice. Also, the concept of intersectoariality and its construction allowed us to locate our debate, which deals with the meeting of public services committed to the principle of equity. This discussion is materialized in the experiences lived in the construction of meetings between Caps and school workers. Experiences that required theorization, to return to the