This article presents the problem of evasion at Luiz Girão High School, located in the municipality of Maranguape in the State of Ceará, Brazil. Our research refers to the period between 2013 and 2017. School dropout engenders discussions with emphasis on the first-grade classes of high school, the final stage of basic education in Brazil. The methodology used for the analysis of this phenomenon was based on a case study, taking as reference the quantitative and qualitative research applied, using the questionnaire technique, carried out with fifteen (15) students evaded between the years of 2013 and 2017, who returned to school after the four year period. As a central question, one has: "What are the real motivations that led to their avoidance in basic education, especially in the first year of high school?” The objective of this study was to know some of the causes that contributed to the dropout and consequent evasion of a certain number of students of the 1st grade of High School. The results indicate that the causes of evasion in 40% reflect external factors to the school environment, that is, they were causes related to employment, work, income, health. In this sense, the present case study found that the premises of evasion are multifactorial and reverberate for school retention.

The present article aimed to discuss the concept of paradigm in the thinking of Thomas Kuhn and Edgar Morin. In methodological terms, this study was carried out through a bibliographical research in scientific articles and books, being the qualitative data analysis approach. The research carried out evidenced the centrality of the paradigm concept for the works of Thomas Kuhn and Edgar Morin. In Kuhn's work the paradigm assumes a structuring function of the way phenomena are analyzed and understood. In Morin, this concept assumes a broad meaning, being understood as the matrix of Western thought. It was concluded that the main difference between the paradigm conceptualization for Morin and Kuhn is related to the comprehension of this concept. In relation to the similarities, both authors understand that scientific progress necessarily operates through the breaking and breaking of these models of explanation of reality, being even this the central proposal of the theory of the complexity developed by Edgar Morin.

This article aims to expose the teaching practice performed in the field of inclusive education, focusing on the development of communication, affection, interaction, self-esteem and enhancement of natural skills, with emphasis on artistic design, the student with intellectual disabilities and autism. We opted for the case study, with participant observation, since the student is the target audience of Specialized Educational Care. The work has been refined and developed, having as its main locus the Multifunctional Resource Room of an elementary school in the city of Maranguape, Ceará, Brazil, especially in the first semester of 2014. It focuses on the student's educational process, the from the relationship between the family, the school and the society in which it is inserted, seeking to know their needs, as well as their natural abilities. The contribution of legal devices such as PCN's (1997) and also the theoretical foundation of human behavior scholars and their development were necessary, namely: Piaget (1997), under the constructivist view; Gardner (2001) with the theory of Multiple Intelligences; besides the contribution of Figueiredo (2010). As a result, starting from the inclusion process with the student's permanence in the Specialized Educational Care and regular school, there was an evolution in the learning and development of his active, autonomous, creative and participative posture. The conclusions point to an effective teaching practice through artistic design involving on the one hand the student with disabilities and on the other the teaching professionals of the Specialized Educational Care.

This article aims to identify the profile of members of Research Ethics Committees Involving Human Beings (CEPs) located in institutions of the Federal Network of Professional, Scientific and Technological Education located in the Northeast region through research on institutional documents and analysis of data available on the Lattes online academic curriculum platform. In methodological terms, this research is a study with a quantitative approach of documentary research type. The data concerning the academic formation and the professional performance of the members of CEPs analyzed were collected exclusively from the online platform of academic curricula Lattes. The results showed that the members of the CEPs located in the Federal Institutes of Education of the Northeast region are predominantly public servants, teachers of Basic Education, Technical and Technological and Administrative Technicians in Education, who joined the Federal Network of Professional, Scientific and Technological Education as of 2008.

This article has as its main objective conduct a theoretical review about the application of the Balanced Scorecard, tool that translates strategic planning into operational actions, in public institutions, and how these results can contribute to increased efficiency in planning these organizations. It also seeks to contribute to the increase of the knowledge base on the topic. As a methodological strategy, a bibliographic research was performed about in works developed on the theme. When analyzing specific cases of Municipal Institute of Public Administration, Brazilian Airport Infrastructure Company, State Public Ministries, Public Ministry of Santa Catarina e São Paulo Department of Finance, it was concluded that the Balanced Scorecard, despite its limitations in the public sphere, had a strong impact on improving in the planning of these institutions and in the improvement of all your processes.