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O novo perfil institucional [de determinada função essencial à Justiça] implicou sua dissociação das funções da advocacia privada. A alocação topográfica normativa desenhada na Constituição Federal para cada um desses atores confirma a desigualação institucional. Refuta-se a equiparação [da referida instituição] à Advocacia privada frente às finalidades institucionais da primeira na promoção do acesso à justiça, da redução das desigualdades e do fomento à cidadania de ter direitos, que afastam o caráter exclusivo de proteção de interesses individuais do assistido.
À luz da Constituição Federal, as finalidades institucionais destacadas referem-se à função essencial à Justiça exercida
Nesse caso, o controle exercido é classificado como Controle
Acerca do demonstrativo considere:
I. A divida mobiliária corresponde a zero na maior parte dos municípios brasileiros em virtude da proibição à emissão de títulos da divida pública municipal.
II. Há inconsistência no fato de as linhas V E VI apresentarem percentuais de sinais opostos.
III. Se a norma fosse alterada, de forma que o passivo atuarial do RPPS municipal (linha VII) passasse a integrar a Divida Consolidada, o limite autorizado por Resolução do Senado Federal para endividamento seria extrapolado.
IV. São incluídos entre os precatórios (linha I.3) todos os precatórios emitidos e não pagos há mais de 30 dias.
1. Gabinete do Controlador Geral (GAB CGM)
2. Auditoria Geral do Município (AUDI)
3. Coordenadoria de Promoção da Integridade e Boas Práticas (COP!)
E os seguintes setores:
a. Centro de Formação em Controle Interno (CCI)
b. Assessoria de Produção de Informações e Inteligência (APRI)
c. Divisão Especial de Apuração (DEA)
As unidades da estrutura da CGM e os respectivos setores que a elas se integram estão corretamente correlacionados em
Artigo 82. O Poder Executivo, anualmente, prestará contas ao Poder Legislativo, no prazo estabelecido nas Constituições ou nas Leis orgânicas dos Municípios.
§10 As contas do Poder Executivo serão submetidas ao Poder Legislativo, com Parecer prévio do Tribunal de Contas ou órgão equivalente.
§20 Quando, no Município, não houver Tribunal de Contas ou órgão equivalente, a Câmara de Vereadores poderá designar peritos contadores para verificarem as contas do prefeito e sobre elas emitirem parecer.
Apesar dessa redação, com o advento de novos textos constitucionais, em especial a Constituição Federal de 1988, houve alterações significativas nessa dinâmica. De acordo com o ordenamento jurídico atual, em municipios sem Tribunais de Contas
Apoiada pela Comissão, a parlamentar solicitou esclarecimentos à autoridade responsável, que, após o transcurso de cinco dias, nada respondeu.
Diante dessa situação, de acordo com a Lei Orgânica do Município de São Paulo, a Comissão pode
II. A fiscalização do TCM-SP pela Câmara Municipal ocorre de forma permanente, permitindo a revisão de qualquer ato administrativo do Tribunal.
III. OTCM-SP é um órgão independente e autônomo, não sujeito a qualquer tipo de fiscalização por parte da Câmara Municipal, salvo a aprovação de suas contas pelo Prefeito.
IV. O controle externo do TCM-SP pela Câmara Municipal perfaz-se com o julgamento das contas anuais do Tribunal, baseado em parecer prévio elaborado pelo próprio TCM-SP.
No que se refere ao controle externo exercido sobre o Tribunal de Contas do Município (TCM-SP), está correto o que se afirma APENAS em
Considerando o ordenamento jurídico brasileiro, a situação é
Atenção: Para responder à questão, considere o texto a seguir.
lt's time for innovation to transform education
It’s no secret that the U.S. education system is facing numerous challenges. The standardized, one-size-fits-all approach focuses on memorization and rote learning, often failing to cater to the unique needs and talents of individual students. This lack of personalization can lead to disengagement and poor outcomes, leaving students feeling unmotivated and unprepared for life beyond school.
Innovation in education needs funding. But there’s a catch: to receive funding, entrepreneurs usually need to show proof of concept — that their idea works.
That can be tricky for education entrepreneurs who want to think outside the box. In the United States, trusted old models receive funding from legislators because they use outdated measures and assessments to decide “what works” in traditional settings. But it’s exactly those old models and metrics that need to be transformed.
Academic achievement among American students continues to fall behind their global counterparts. According to the Organization for Economic Cooperation and Development (OECD), U.S. students rank 25th out of 37 countries in math proficiency, and similarly low in reading and science.
The fact is, in the U.S., education from 1st to 12th grade has long been more about tradition than innovation. For generations, the school experience has barely changed. Our schools may look the same as our parents’ schools — and their schools looked the same as their parents’. It was more about listening to lectures, memorizing facts, and writing essays than about exploring the things that make each student uniquely themselves.
What if education and imagination could be synonymous? That is the vision the VELA Education Fund aims to realize through its work funding diverse educational models for students across the U.S.
This nonprofit has flipped the script — instead of handing large sums of money to a select few, VELA offers millions of dollars in small grants to thousands of everyday entrepreneurs. This model generates fresh, community-rooted approaches to education. These creators share a self-starting spirit, a desire to meet the needs of the learners and families they serve, and a willingness to rethink the “where, how, and when” of school.
VELA’s model is unique because it instills trust and encourages autonomy in educators, believing that those closest to the problem should be the ones designing its solutions. Unlike other grants, VELA doesn’t require as much proof of concept upfront, allowing funding to drive the outcomes — not the other way around. By awarding smaller grants to a broader range of applicants, it supports a more diverse array of ideas, backgrounds, and educational models. These smaller grants also give recipients the freedom to take risks and be more creative.
“We limit our potential when we limit the people who have access to opportunities to drive social change,” said Meredith Olson, president of VELA. “A few thousand dollars to the right person can fuel innovation on a scale we never imagined.”
So far, VELA has awarded more than $35 million in grants to nearly 2,500 recipients — including microschool founders, homeschool leaders, and many others — who collectively serve over 5 million students across the country. The organization’s continued support sends a strong message to other education funders: trust that families and educators know how to support their learners best — and empower them to do so.
(Adapted from Why we need more Innovation In education & VELA Education Fund Catalyzes Innovatlon In Educatlon)
Atenção: Para responder à questão, considere o texto a seguir.
lt's time for innovation to transform education
It’s no secret that the U.S. education system is facing numerous challenges. The standardized, one-size-fits-all approach focuses on memorization and rote learning, often failing to cater to the unique needs and talents of individual students. This lack of personalization can lead to disengagement and poor outcomes, leaving students feeling unmotivated and unprepared for life beyond school.
Innovation in education needs funding. But there’s a catch: to receive funding, entrepreneurs usually need to show proof of concept — that their idea works.
That can be tricky for education entrepreneurs who want to think outside the box. In the United States, trusted old models receive funding from legislators because they use outdated measures and assessments to decide “what works” in traditional settings. But it’s exactly those old models and metrics that need to be transformed.
Academic achievement among American students continues to fall behind their global counterparts. According to the Organization for Economic Cooperation and Development (OECD), U.S. students rank 25th out of 37 countries in math proficiency, and similarly low in reading and science.
The fact is, in the U.S., education from 1st to 12th grade has long been more about tradition than innovation. For generations, the school experience has barely changed. Our schools may look the same as our parents’ schools — and their schools looked the same as their parents’. It was more about listening to lectures, memorizing facts, and writing essays than about exploring the things that make each student uniquely themselves.
What if education and imagination could be synonymous? That is the vision the VELA Education Fund aims to realize through its work funding diverse educational models for students across the U.S.
This nonprofit has flipped the script — instead of handing large sums of money to a select few, VELA offers millions of dollars in small grants to thousands of everyday entrepreneurs. This model generates fresh, community-rooted approaches to education. These creators share a self-starting spirit, a desire to meet the needs of the learners and families they serve, and a willingness to rethink the “where, how, and when” of school.
VELA’s model is unique because it instills trust and encourages autonomy in educators, believing that those closest to the problem should be the ones designing its solutions. Unlike other grants, VELA doesn’t require as much proof of concept upfront, allowing funding to drive the outcomes — not the other way around. By awarding smaller grants to a broader range of applicants, it supports a more diverse array of ideas, backgrounds, and educational models. These smaller grants also give recipients the freedom to take risks and be more creative.
“We limit our potential when we limit the people who have access to opportunities to drive social change,” said Meredith Olson, president of VELA. “A few thousand dollars to the right person can fuel innovation on a scale we never imagined.”
So far, VELA has awarded more than $35 million in grants to nearly 2,500 recipients — including microschool founders, homeschool leaders, and many others — who collectively serve over 5 million students across the country. The organization’s continued support sends a strong message to other education funders: trust that families and educators know how to support their learners best — and empower them to do so.
(Adapted from Why we need more Innovation In education & VELA Education Fund Catalyzes Innovatlon In Educatlon)
Climate crisis, cíties, and health
Prof Mark J Nisuwenhuijsen PhDabc
More than ever, the climate crisis is becoming a health crisis. An estimated 5 million people globally die each pear because of suboptima! temperatures, with a large proportion of heal-related mortality (37%) attnibutable to human-induced climate change. The last few years have been the hottest on record and high temperatures claimed over 60 000 lives in Europe alone in 2022, with cities the most affected and temperatures in cities projected to increase. Urban heat islands that result from excessivo asphalt and concrete in cities contribute to an increase in temperature and premature mortality. Just over half of the world's population (56%) now lives in cities and that percentage is expected to reach nearly 70% by 2050.
(Adapted from https://www.sciencedirect.com/sclence/article/abs/pll/S0140673624019342)
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