Em Tulsa há educadores que se opõem aos testes padronizados e dizem que não aplicarão testes que roubam a liberdade educacional das crianças.

The Tulsa Test-defyers: We won’t give tests that “rob children of their educational liberties.”

 “It’s about watching kids cry. And throw chairs. And pee their pants. And scratch their face until it turns red or they bleed. That’s what it’s about. That’s all that it’s about.”

Nikki Jones, on the impact of high-stakes tests on children and why she won’t administer them.

Karen Hendren and Nikki Jones

Karen Hendren and Nikki Jones teach first grade at Skelly Elementary School in Tulsa, Oklahoma—and they are refusing to trade in their job titles for “test prep tutor.” Declaring that they will refuse to administer a battery of tests (including the infamous MAP test, the same test I helped to organize a boycott against in Seattle), these educators have become the most recent test-defyers in a growing movement of conscientious objectors to standardized tests.

The “testocracy” is determined to reduce the intellectual and emotional process of teaching and learning to a single score that they can use to deny students promotion, destabilize the teaching profession, label schools as failing, and turn them into privatized charter schools. Karen Hendren and Nikki Jones were quickly threatened with disciplinary measures by their Superintendent.  If you have a message of solidarity for them, please send it to me and I will pass it on to them.

The brave actions of Karen Hendren and Nikki Jones are sure to inspire other educators around the nation who believe that education has to be about more than eliminating wrong answer choices.  The civil rights movement to reclaim and redefine education has only just begun.

Below is the letter they sent home to families explaining why they refuse to administer these exams.

—-

To the Families of the Children in our Classrooms,

First of all, we want to thank you for the opportunity to work with your children. We understand that it is difficult to drop your most precious belongings off in the hands of someone else. We understand that you are trusting us to use the best practices in teaching in order to ensure the most success for your child. Our number one goal in teaching is to keep the best interest of your child at the heart of all we do. We hope our passion, education, and dedication is evident daily.

Quickly, we want to take a moment and talk about ourselves. While we don’t want our bios to be the focus, we do want our parents and the community to have an understanding of our behind- the-scenes work and passion that we put into our jobs. We want you to know about our accomplishments, research, and experiences in order for you to have an understanding of our background and professionalism.

My name is Karen Hendren and I am currently a 1st grade teacher at Skelly Elementary. I graduated from Oklahoma State University with a degree in Elementary Education. I have teaching experience at Educare, Sand Springs Early Childhood Center, and overseas at Feltwell Elementary in England on the military base. I was assigned the Lead teacher position for First Grade. The District has entrusted me to teach Professional Development over both Reading and Math. My evaluations have always shown me to be an effective teacher.

My name is Nikki Jones and I am also a first grade teacher at Skelly Elementary. In addition to first grade, I have taught Pre-K and K for the district. I graduated from the University of Oklahoma with a degree in Early Childhood Education. Recently, I was recognized on the cover of NAEYC’s magazine, The Young Child, as the feature teacher. Last spring, I was utilized by TPS as a model for Early Childhood in an NPR story airing over Tulsa success in implementing Early Childhood Programs. Most recently, I received the national award for Outstanding Classroom Practitioner by the organization, NAECTE, and Cengage Publishing. I serve as the State Rep for UOO as an advocate for children and their families in diminishing the High Stakes Testing monster. All of my evaluations have shown me to be an effective teacher. Both Karen and I continually pursue knowledge and understanding and have been trusted by the district to lead and represent multiple aspects of Early Childhood Education throughout our years of service.

Unfortunately, in the recent years, the mandates have gradually squelched the creativity and learning from our classrooms. The problem is that we are having to spend WAY too much time on formal assessments. All of the testing is required and some of it is classified as High Stakes Testing (HST). A high-stakes test is any test used to make important decisions about students, educators, schools, or districts, most commonly for the purpose of accountability—i.e., the attempt by federal, state, or local government agencies and school administrators to ensure that students are enrolled in effective schools and being taught by effective teachers. In general, “high stakes” means that test scores are used to determine punishments (such as sanctions, penalties, funding reductions, negative publicity), accolades (awards, public celebration, positive publicity), advancement (grade promotion or graduation for students), or compensation (salary increases or bonuses for administrators and teachers). (Glossary of Education Reform, 2014)

This year, in first grade, your child is being asked to participate in the following assessments:

Literacy First Assessment: This takes anywhere from 40 minutes to over an hour per student to administer. This is a one-on-one assessment that is to be conducted quarterly or more for progress monitoring.

“Where to Start Word List”: This assessment correlating to the F&P screening. The purpose of this screening is to level each child and ensure they are given reading instruction on their level. After going through the word lists, then the child is screened using a book on the assigned level. This assessment is done quarterly or as needed to progress monitor. It takes 20-30 minutes per child is also a one-on-one assessment.

Eureka Math: Children are to be given a whole group, 60 minute math lesson that has an “exit ticket” assessment at the end of each lesson. Yes, they want first graders testing daily over the lessons. This exit ticket is not long, but it still takes time. It equilibrates to daily testing for 6 and 7 year old children. This math curriculum also had a mid-module assessment and end of unit assessment.

iRead: iRead is a software program that the district requires children to be on for 20 minutes a day. It comes with an abundance of software issues and frustrations. The district has been working diligently on trying to get this programming to run successfully, but so far, to no avail. Part of this computer based program is a literacy screener. This screening takes place at the beginning of the year, and last 30-45 minutes per child.

MAP: Map is a computer based test that was designed as a tool for progress monitoring students in both math and literacy. This is the High Stakes Test that the district also utilizes for our teacher evaluations. It is completely developmentally inappropriate and does not provide valid data in the early childhood domain.

All of these tests, plus assessments that we utilize to document their understanding of certain content, are going on in your child’s first grade classroom. I believe you are getting the point… assessments, assessments, assessments! In our classrooms the children spend, on average, 1,510 minutes (25 hours) completing assessments. 720 minutes of those assessments are one-on-one. That means that we are tied up assessing students for at least 17, 280 minutes a school year. Your children are losing 288 hours of time with their teacher because of mandated testing. When you break down our days and count for specials, lunch, and recess, we end up with about 4 hours of instruction time. So, 288 instructional hours, or 72 days… yes, 72 days of our school year we, as teachers, are tied up assessing students with the mandated assessments. Why are our schools failing? Why are children not learning how to read? We think the numbers above answer those questions.

We understand the need for assessments. We want to progress monitor our students in order to meet their differentiated teaching needs. We value data. However, we went to college for an understanding on how to do this. We both build in-depth, all-encompassing portfolios that are a TRUE picture of the growth of our students. These portfolios do not just show math and literacy, they also show growth in cognitive development, writing, understandings of every state standard, art, identity of self, science, social studies, social-emotional development, and more. We do these portfolios so that we can have an accurate measure of each child across every domain. We have authentic assessments, off-the-shelf scholarly assessments, summative assessments, and formative assessments; all of which are paired with some sort of work sample or media documentation. Believe us, we know where our students are.

We want to share with you 4 experiences of children in our classroom during the implementation of MAP testing. The names and descriptions of these children have been changed to uphold their rights to privacy. They will all be referred to in the masculine form, but not necessarily male. The reference is strictly utilized for the flow of speech.

Student 1: This is one of the sweetest students a teacher could ask for. This student is gentle, calm, and collected. This student is learning English, but does not yet have any academic English. The student sat in front of the computer screen and tried his very best. We watched his eyes well up with tears. We watched the student nervously pull at his hair. Eventually, the student scratched red marks down his face in distress over the test. He is the oldest of the siblings. He can cook, clean, and take care of a baby better than some adults. The student knows all of his alphabet and the letter sounds in English now. This student loves writing books and can dance like no other. He is now comfortable enough to get up in front of the class and perform a talent or recite a poem. This student scored in the 1% range.

Student 2: This student has special needs and should be allowed accommodations. He looked around the room and noticed everyone clicking away even though he was still on question 6. He raised his hand and said “Why am I counting apples and he has math with lots of numbers?” He then stood up and threw his chair. I have NEVER seen this child upset to a point of acting out in this manner. This student likes Minecraft because he loves to build and is a problem solver. This student can tell you descriptive details about all characters in a story. His comprehension is far above grade level. If I give him a project over something of interest, he produces the work and utilizes problem solving skills across all content areas. He can fold paper into anything. This student scored in the 1% range.

Student 3: This student struggles with confidence in himself and because of this, is a pleaser. This student is smart; but, the test is smarter. The test is designed to adjust with the learner to meet their zone of proximal development (ZPD). However, it increasingly gets harder and harder until eventually, the student cannot answer the questions. The test is designed to reach a failing point for each child. This particular student quickly noticed that each question he answered correctly generated a more challenging question. Once out of his ZPD, the student laid his/her head down in tears and clicked through the test randomly selecting an answer, then clicking the arrow to proceed. We are talking about a student that is funny and happy. He can tell us jokes all day long. He takes care of the classroom and is in tune with peoples feelings. This student knows when he is respected and when he is not. He loves having his own personal whiteboard. He writes on it almost all day long. In doing so, he recently took what we had taught him about numbers and addition and figured out multiplication all on his own. He constructed his own knowledge of numbers to go beyond the standards. He is wise beyond his years. I believe he scored in the 11% range.

Student 4: This is a child that could be considered gifted and talented. He is reading above grade level. He does not care about a test on the computer screen. He is six years old. Ask him about nocturnal animals. Ask him about the elements in the Earth. Ask him about outer space. Ask him about anything interesting to him. Do not grade him on one test. Do not track him on one test. He takes care of all the pets in our classroom. (Rat, birds, turtle, and fish) He researches their needs and meets them on a daily basis. He teaches other students about how to care for them. He can teach over us in the content of certain animals, no doubt. He scored in the teens percentile range.

Over 85% of our students failed the MAP test. We had to meet with most of you to discuss your child’s “at risk” path and the retention they will face in third grade if they do not begin to show higher test scores. Was that a constructive meeting? No. Here is why we feel that way. The data is not valid in an early childhood setting, especially with the demographics of our community school. The test is 55 questions long in both math and reading. Our state and district want your child to be able to sit through a 55 question test that is designed to be frustrating. They make no accommodations for language or IEP’s. How can they say the data is valid when they are not even tested in the language they speak? How can they say the data is valid when they ignore what the research says about early childhood developmental capabilities? Is the data provided from MAP ever going to surpass the data that we collect, as the professionals, in our classrooms? Should we allow a child to scratch their face, throw a chair, pee their pants, lay their heads down in defeat… all over taking a test that is designed to make them fail? Nobody feels successful after taking this test because of the nature of it. Should the results of that test be an evaluating measure for how effective we are as teachers?

Then, there are the student surveys we recently were told to administer. We switched classrooms with each other and spent 2 and 1/2 hours proctoring student surveys. That looks like reading every single question aloud to every single student and instructing them on to complete a bubble sheet. There are SEVERAL questions that are unreasonable and irrational. One of the student survey questions that really got to me was “are you sleepy at school”. Yes, some of our students have erratic home lives. It’s not your fault, as parents. We are all doing the best we can do. But, life happens and sometimes children come to school after a rough night and are sleepy. The children have no time for daily naps or opportunities to rest and their bodies are growing and tired. So, what are the supposed implications of this question about being tired? Then, the surveys have an entire back page that appears to be for data collection purposes only and violates the privacy of your family.

Parents, you deserve a say in whether or not your children take the surveys. Well, its actually your right as a parent under HB 1384 and COPPA. The surveys are disrespectful to the student- teacher relationship. We don’t want our students to question our relationship or dedication to them. Putting them on the grading side does just that. It trivializes our interactions into three narrow categories: yes, no, and sometimes. How did that child feel right then in the moment? That’s what those are taking a gauge of. A “precise estimate” in the words of MAP testing. Well, a precise estimate doesn’t carry much clout with us. We know extensively what happens in our rooms, and we trust our administrators (the ones who hired us) to do the job they are trained to do and tell us if we are doing well or not. Why doesn’t the system trust the administrators? Why are we doing Student Surveys in 1st grade? Why do we feel these surveys are valid and not a complete waste of time with negative implications on the teacher-child relationship? Why are parents not informed of the private questions their child will be asked to answer?

We have so many unanswered questions about WHY we are forced to utilize MAP and Student Surveys. Last week, in search of some clarification, we submitted a letter to Dr. Ballard. He never responded personally; but, we do appreciate that he sent someone to meet with us about our concerns. However, the resolution was that we really work together to study MAP deeper. The suggestion was that we teach the test to the students. The advice was that in order to make the test less stressful for the students, we should run them through practice tests and mini computer based MAP lessons that will aid them in being more successful in taking the MAP. We are not sure how in doing so we would have a true picture of the students growth. But, moving on, basically, the districts answer was to take away more high-level learning experience and replace us, the professionals, with a computer program. The district did not address our concerns with the surveys at all.

So, families, here we are. We want you to know that we whole-heartedly love your children. We value and respect them. Your children are more than a number to us. They deserve more time in a rich learning environment, interacting with others, and growing deeper across academic and developmental domains. They do not deserve to be plugged into computers like robots.

We, in keeping with best practices, are unable to administer the MAP and student surveys to your children. They simply deserve a better educational experience than what either of those elements bring to the table. We informed the district of our decision last week. However, we felt like you had the right to know as well.

Education is about finding the deeper meaning. Education is about acting upon curiosity and utilizing creative attributes to figure something out. Education is about highlighting multiple intelligences and valuing uniqueness. Education is not squelching. Education is not standardization. We realize that we are just two teachers in a sea of many. In being conscientious objectors to these two items, we realize we are a number, just like the students in our classroom where the SDE is concerned. We realize that we are jeopardizing our jobs. But, if keeping our jobs means harming children and squelching them during a prime developmental span, then we want no part. When we walked across the stage and accepted our diplomas, when we received certifications from the state to teach, when we signed contracts with TPS, when we represented the model for early childhood education for the nation, when we accepted awards and recognition, we simultaneously accepted responsibility to uphold ethical practices and do what is in the best interest of children. The SDE has robbed us of our ethics. They are robbing children of their educational liberties.

Thank you for the opportunity to work with your children. Thank you for trusting us and valuing us a professionals. This is about what is in the best interest of the child. When education steps away from the child, all purpose is lost. It saddens us to put these experiences into words. It is with a heavy heart that we address our families in this way. However, we are hopeful that the district will understand the concerns and look at the research on standardized, high stakes testing in early childhood. We are hopeful that the district will stand with us in doing what is best for your children.

Sincerely,

Miss Karen Hendren

Mrs. Nikki Jones

#MoreThanAScore Twitter Chat Monday,12/1, 8:30pm EST

Testes gerais e nacionais são destrutivos para a estrutura da escola, desrespeitam os professores, criam uma falaz ideia de desenvolvimento e de igualdade nacional. Do ponto de vista das estudantes, retiram-lhes o norte alterando o objetivo do ensino para que se volta para preparação dos testes.

I AM AN EDUCATOR

Cover_MTaSLog on to Twitter, tell your story of resistance to high-stakes testing, and ask the authors of “More Than a Score” your questions on how to build the movement!
Tuesday is the official release date for the book I edited and contributed to, “More Than A Score: The New Uprising Against High Stakes Testing”–a new book edited by Jesse Hagopian, with a foreword by Diane Ravitch, an introduction by Alfie Kohn, and an afterword by Wayne Au.  The book features dozens of contributions from the frontlines of the fight against the testocracy.   Many of the of contributing authors to More Than a Score will join a Twitter chat on Monday, Dec. 1 at 8:30pm to answer questions about the book, announce the book tour, provide suggestions for how to organize standardized testing boycotts and opt-out campaigns, highlight ways students are not test scores, and provide ideas for alternative assessments.
We’re…

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Domingo, 30 de Nobembro, fábrica de Cimento Votorantim de Sobral volta a atacar

Domingo, 30 de Nobembro, fábrica de Cimento Votorantim de Sobral volta a atacar

Tarcisio Praciano Pereira

No dia 30 de Nobembro, 18:45, no fim da tarde, covardemente, jã com a cidade coberta com a penumbra da noite e quando os habitantes se preparavam para o descanço final do domingo, a Fábrica de cimento da Votorantim, em Sobral voltou a atacar os pulmões dos habitantes da cidade de Sobral

fábrica de Cimento, Cimento Votorantim, Sobral, autoridades municipais, autoridades estaduais do meio ambiente, não esquecer disto nas eleições

Fabrica de Cimento da Votorantim em Sobral atacando os pulmões da população impunemente

jogando espessa fumaça, em quantidade muito grande que o vento ajudava a espalhar sobre parte da cidade.

Como sempre as autoridades municipais assim como as autoridades estaduais do meio ambiente tem conhecimento claro deste atentado à saúde da população. É preciso não se esquecer dito nas próximas eleições municipais. Nós elegemos os administradores com a esperança de que eles estejam do nosso lado em defesa da nossa saúde e do nosso bem estar o que esta longe de acontecer no tocante à Fábrica de cimento da Votorantim em Sobral.

Repetindo:

  1. Quando: Domingo, dia 30 de Nobembro.
  2. Em que hora: 18:45 quando fiz a observação e não sei por quanto tempo durou o ataque.
  3. Onde: em Sobral na zona norte do Estado do Ceará
  4. Quem: quem nos ataca é a Fábrica de cimentos da Votorantim em Sobral
  5. O que? Uma fumaça espessa, em grande quantidade jogada pela chaminé se espalhando sobre a cidade no final da tarde.
  6. Quem permite: o governo municipal de Sobral, e a secretaria de meio ambiente do Estado do Ceará

Os riscos da poluição

Uxbridge, Canada – A poluição, e não as doenças endêmicas comuns, é o maior fator de mortandade no mundo. A poluição já é responsável pela morte de 8.4 milhões de pessoas cada ano, é o que mostra uma nova análise. Desta forma a poluição mata três vezes mais do a malária e 14 vezes mais do do HIV/AID. Apesar disto a poluição recebe uma fração despresível do interesse geral da comunidade global.

http://truth-out.org/news/item/24363-in-developing-world-pollution-kills-more-than-disease

Quem nos ataca: A fábrica de Cimento, Cimento Votorantim Sobral é quem ataca a nossa saúde.

Cúmplices: autoridades municipais, autoridades estaduais do meio ambiente, não esquecer disto nas eleições,

Pobre criança, cansada depois de longa jornada na garupa da mãe que retorna da fábrica na bicicleta, infelismente está passando ao lado da Fábrica de Cimento da Votorantim em Sobral e respirando aquela fumaça nojenta de restos de cimento enquanto, inocentemente, dorme no trajeto para casa.

Cansado o jeito é dormir com a cabeça num macio selim de bicicleta, com os braços e as pernas pendentes enquanto a mãe segue empurrando o trem...

Cansado o jeito é dormir com a cabeça num macio selim de bicicleta, com os braços e as pernas pendentes enquanto a mãe segue empurrando o trem…

A ocupar a nossa democracia, também. As razões são as mesmas, congresso roubado pelos vigaristas da economia

Ativista Londrino da  OccupyDemocracy se prendeu com um cadeado nas grades do Parlamento.

London OccupyDemocracy Activist Locked on to Houses of Parliament Railings

0

OccupyDemocracy was formed in March as a working group of Occupy London to build a social movement for genuine democracy that is free from corporate influence. A call to re-occupy on Friday the 21st went out and supporters have held space outside of Parliament since.
arran-night-bigben-bydrew

At about 3:30pm this afternoon occupydemocracy supporter Arron locked on to the railings of Houses of Parliament. Arron has a bicycle D-lock around his neck linking himself to the House of Parliament railings. He was arrested at the previous occupydemocracy protest in October for sitting on a piece of Tarpaulin on Parliament Square.

The focus of the occupydemocracy demonstration has now moved directly in front of the Houses of Parliament where our constructive programme of talks and debates continues on the pavement.
Explaining his decision to take this act of nonviolent civil disobedience he said:

“The oppression of my free speech during  Occupy Democracy in October was so extreme I feel this is the only way to get my voice heard “

Former Liberal Democrat Vice Chair and author of “The Prostitute State”, Donnachadh McCarthy, who gave a speech at #occupydemocracy earlier today said:

“Arran’s heroic gesture is in the proud democratic tradition of the suffragettes  – our democracy has been so damaged by corporate hijacking that only such mass peaceful direct action can create a democracy works on behalf of all the people, and not just the 1%”

#occupydemocracy has come together to build a movement for a democracy free from corporate influence that works for all of us – not just banks, corporations and a wealthy few.

Protestors are holding a 20 metre banner saying “Real Democracy Now!” in front of the Houses of Parliament.

rdn-hop

OccupyDemocracy‘s first occupation of Parliament Square, 17-26 October 2014, attracted hundreds of people over the course of nine days – including prominent figures such as Russell Brand, Ken Loach, Vivienne Westwood and Jolyon Rubinstein; politicians such as Caroline Lucas MP, John McDonnell MP, Green Party leader Natalie Bennett, Baroness Jenny Jones and Michael Meacher MP; and representatives of dozens of progressive civil society organisations who, in turn represent millions of people, yet have little voice in our democracy.

Supporters cite that there is a real opportunity between now and the general election to put the spotlight on our ailing democracy. 

They said: 

“Our democracy is in crisis. Our elected ‘representatives’ are paralysed in the face of yet another banking crisis. Under the banner of the ‘austerity’ scam, our public funds were stolen to bail out immoral gambling banks. Much needed and hard fought for public services are being gutted in preparation for yet more privatisation. The failure of our parliamentarians to deal with the sordid child abuse scandals at the heart of Government speaks volumes.

“The main political parties no longer represent us: they have been captured by corporations and their lobbyists, and their policies are largely the same. Decisions are made for the benefit of corporations and the super-rich – not for the 99%. The rich are getting richer, the poor are getting poorer, while corporations pay an ever-decreasing amount of tax. The inequality is only going to get worse if we don’t act.

“Nobody voted for the dismantling of the NHS, tripling of tuition fees, the Bedroom Tax, welfare cuts, an attack on disabled people and those on benefits, fracking under our homes or secret trade deals that give corporations power over how our country is run.

“The media is not reporting it but everyday people are protesting about the symptoms of this crisis including: depressed wages, a housing crisis, hospitals threatened with closure, an escalating climate crisis, police brutality, wars we don’t support, benefit cuts and blacklisting.

“But these are all symptoms of the same disease: the corruption of our democracy.” [3]

A new movement for a revolution in democracy

Last month, when occupydemocracy occupied Parliament Square peacefully for nine days, the strategic response of the establishment failed in its intended chilling effect – with over-policing to deter numbers from growing and a veritable media silence about the oppression the protesters faced. Remaining peaceful and resolute in demanding their right to protest and assemble, numbers and awareness grew and the focus was kept on the solutions-focused programme of debates, talks and entertainment. Triumphantly, on the final night they agreed a provisional set of demands. [4]

Come join us as we occupydemocracy. 

How can I get involved?

  • Drop by and help build the movement for Real Democracy Now! 
  • Bring warm clothing and food to share
  • Get involved in the conversation of twitter – follow the #occupydemocracy hashtag
  • If you can’t get down to the Square, get together with your friends and create your own event, action or occupation.

rdn-aisha

3 de dezembro Dia Internacional do Não Uso dos Agrotóxicos

Porque 3 de dezembro?

Bophal, Índia. Madrugada do dia 3 de dezembro de 1984. Em uma zona densamente povoada, de 27 a 40 toneladas dos gases tóxicos metil isocianato e hidrocianeto, químicos utilizado na elaboração de um praguicida da Corporación Union Carbide, vazam e se dissipam pela cidade, quando os seis sistemas de segurança não funcionam.

30 mil pessoas, oito mil nos três primeiros dias, morreram devido ao acidente e, ainda hoje, estimativas indicam que 150 mil sofrem de doenças crônico-degenerativas causadas pela exposição aos gases letais.

A Union Carbide, posteriormente adquirida pela Dow Química, ainda se nega a fornecer informações detalhadas sobre a natureza dos contaminantes, dificultando que o tratamento médico adequado fosse dado aos indivíduos expostos. A região nunca foi descontaminada e até hoje representa um perigo à população.

O desastre químico foi considerado o pior da história e a data foi estabelecida pela Pesticide Action Network (PAN) como o dia internacional do não uso de agrotóxicos. A Dow é hoje uma das 6 gigantes do mercado de venenos e sementes transgênicas, e em 2012 faturou U$ 60 bilhões.

Querid@s,

Olá, gostaríamos de compartilhar com você que dia 3 de dezembro é o dia internacional de conscientização dos malefícios e luta contra o AGROTÓXICO.
Ajude a espalhar esta mensagem, 
Clique aqui e saiba mais!

O que são agrotóxicos?
Os agrotóxicos são substâncias químicas (herbicidas, pesticidas, hormônios e adubos químicos) utilizadas em produtos agrícolas e pastagens, com a finalidade de alterar sua composição, e assim, preserva-los da ação danosa de seres vivos ou substâncias nocivas.

Quais são seus danos?  
Hoje, o Brasil é um dos maiores compradores e utilizadores de agrotóxicos do mundo. As intoxicações por essas substâncias estão aumentando abruptamente, entre os trabalhadores rurais, pelo fato deles ficarem expostos ao produto, e por entre pessoas em geral que se contaminam por meio da ingestão desses alimentos tratados com o agrotóxicos.

Em que alimentos os agrotóxicos podem ser encontrados?
Eles podem ser encontrados em vegetais (verduras, legumes, frutas e grãos), açúcar, café, mel. Alimentos de origem animal (leite, ovos, carnes e frangos) podem conter substâncias nocivas que chegam a contaminar a musculatura, o leite e os ovos originados do animal, quando ele se alimenta de água ou ração contaminadas. Um mal à natureza e um perigo à saúde.

Problemas de saúde também estão ligados diretamente com o uso do agrotóxico, como por exemplo: o Mal de Alzheimer e transtorno do déficit de atenção com hiperatividade em crianças. A Agência de Proteção Ambiental dos EUA (EPA) considera esse composto como possível carcinogênico.

O agrotóxico faz mal à natureza e ao meio ambiente?
Segundo a Agência Nacional de Vigilância Sanitária (ANVISA), o uso intenso de agrotóxicos causa a degradação dos recursos naturais como, solo, água, flora e fauna, em alguns casos de forma irreversível, levando a desequilíbrios biológicos e ecológicos. Além de agredir a saúde, o agrotóxico também contribui com o empobrecimento do solo. Estudos mostram que a utilização de pesticidas reduz a eficiência da fixação de nitrogênio realizada por micro-organismos, o que faz com que o uso de fertilizantes seja cada vez mais necessário.

Qual os sintomas em humanos contaminados?
Quando mal utilizados, os agrotóxicos podem provocar três tipos de intoxicação: aguda, subaguda e crônica. Na aguda, os sintomas surgem rapidamente. Na intoxicação subaguda, os sintomas aparecem aos poucos: dor de cabeça, dor de estômago e sonolência. Já a intoxicação crônica, pode surgir meses ou anos após a exposição e pode levar a paralisias e doenças, como o câncer.

Alguns consumidores, não satisfeitos em consumir os produtos convencionais com agrotóxicos e estão exigindo a produção de alimentos fabricados e armazenados sem agrotóxicos. Os chamados alimentos orgânicos são isentos de agrotóxicos e estão ganhando a atenção dos consumidores.

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A carteirada pode virar crime especificado em Lei

Projeto de Romário torna crime a famosa “carteirada”

Publicado por Luiz Renato de Camargo Penteado1 dia atrás

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Brasília – O deputado federal Romário (PSB-RJ) apresentou o projeto de Lei 8152/2014, nesta quarta-feira (26), que acrescenta artigo ao Código Penal e tipifica como crime a famosa “carteirada”. O agente público que utilizar o cargo ou a função para se eximir de cumprir obrigação ou para obter vantagem ou privilégio indevido poderá pegar de três a um ano de detenção, diz o texto.

A prática é comum no Brasil, autoridades e agentes públicos utilizam o cargo para deixar de se submeter à fiscalização de trânsito, não cumprir obrigações impostas a todos ou, até mesmo, para ingressar gratuitamente em eventos pagos.

Romário ressalta que a conduta fere o artigo da Constituição Federal, que impõe que todos são iguais perante a lei. O senador eleito lembrou o caso recente da agente da Lei Seca Luciana Silva, condenada a pagar indenização de R$ 5 mil por danos morais ao magistrado João Carlos de Souza Correa. “A sociedade brasileira recebeu com muita indignação a notícia”, avalia Romário. O juiz foi parado por dirigir uma Land Rover sem placa e sem documentos. Luciana disse que “juiz não é Deus”, e ele utilizou sua condição de magistrado para dar voz de prisão à agente por desacato.

A prática é tão disseminada que também é praticada por mulheres, filhos, sobrinhos vizinhos, amigos e até amantes. Em 2002, por exemplo, a guarda de trânsito Rosimeri Dionísio acabou em uma delegacia e autuada depois de multar o carro do filho de um desembargador estacionado em local proibido no bairro de Copacabana.

Legislação é vaga

Romário disse que, depois de análise na legislação vigente, não foi encontrado uma norma penal específica que defina a conduta a carteirada. “Em raras situações, as autoridades acabam enquadrando como abuso de autoridade ou crime de concussão. Tipificações nem sempre aceitas pela comunidade jurídica”, explica o deputado.

Magistrados, congressistas e membros do Executivo terão pena agravada

Além da pena de detenção, o agente que abusar da conduta poderá ter o cargo ou a função pública suspensa por até seis meses, com perda de salário e vantagens.

A pena será aumentada de um terço se o crime for cometido por membros do Poder Judiciário, Ministério Público, do Congresso Nacional, por ministros, secretários, governador e até presidente da República.

Fonte: Romário. Org