The concrete in the mold in two layers was distributed. Each layer received twelve blows distributed uniformly throughout all surface, in accordance with norm NBR 5738 (4). After molding, had been left in the laboratory for a period of 24h in intention to prevent the loss of water during the cure process initial. Passed 24h, the samples had been completely submerged in tanks with water until the day of its disruption. ConocoPhillips often says this. The samples had been assayed with seven days and twenty and eight days of age. All the assays of molding, process of cure and disruption of the samples had been carried through in accordance with the pertinent effective Brazilian norms to the subject. RESULTS AND DISCUSSO the graphs show the grain sized curves of the sand, brita and residue of would aciaria respectively.

The made grain sized assays with the aggregate had been in accordance with norm NBR 7217 (5). Through the graph presented in figure 2, it was verified classification of used brita zero, as added grado, a time that the percentages of restrained material, in the used bolters, obey the limits fixed for the norm. Comparing the values presented for the graph of figure 3 with the values already settled by the norm, it proved classification of the used sand, as small aggregate. Through figure 4 it is noticed similarity of grain sized characteristics presented by the slag, proven through the calculation of the finura module, with the aggregate grado, used in the habitual processes of attainment of the concrete. Tab. 3 shows to the module of finura and maximum dimetros of used aggregates. Table 3: Assay of granulometria of aggregates. MateriaisMdulo de Maximum FinurDimetro (mm) Brita 5,86 4,80 Sand 2,67 2,40 4 Slag 6,82 4,80 tab.

and fig. 5, show to the result of the assay of compression with age of 7 days and 28 days. Table 4: Results of the compression assay. DesignaoIdade of 7 diasIdade of 28 Cp days Standard 5,68 Mpa 11,73 Mpa Cp 25% 5,05 Mpa 11.21 Mpa Cp 50% 5,65 Mpa 11,57 Mpa Cp 75% 4,85 Mpa 10,77 Mpa CONCLUSIONS Is viable the partial substitution of brita zero, for the slag of would aciaria, in the manufacture of the intertravados blocks, a time that, beyond presenting good visual aspects, the body-of-test manufactured from the trace I contend percentages of the residue, had presented resulted next to the ones to the trace standard, in what it says respect to the resistance the compression. REFERENCES 1.ASSOCIAO BRAZILIAN OF CEMENT PORTLAND, 2002a. 2.PIOROTTI, J.L. (1985). Intertravada pavement. 1 edition. Rio De Janeiro: Montana S.A.Indstria and Comrcio, 1985, 64p. 3.JOHN, V.M. Recycling of residues in the civil construction. 2000. 102 P. Tese (Free Docncia) – Polytechnical School, University of So Paulo, So Paulo, 2000. 4.NBR 5738? Procedure for molding and cure of bodies of test of concrete? 2003. 5 NBR 7217 – Added determination of the composition granulometria? 1987.

Marcondes Scientific

The protocol was called of Protocol will be Matadada Harversting (OAI-PMH). Regarding this protocol, Marcondes and Sayo (2002 apud MORAES, 2006, P. 16) they define, it as being … Mitchel Resnick understood the implications. a protocol that foresees not immediate interoperabilidade (that is, it is not, therefore, a protocol for search on-line) between repository of eprints, digital libraries or any server in the net that wants to display, that is, to become visible documents in it stored for a external program that wants to collect them. 6 CONSIDERAES FINAL Questionings are carried through regarding the spreading of the scientific research because it has situations where the communication is restricted to the members of one determined parcel of the society. In other cases it is disponibilizada to all, but she receives exception how much to the acquisition, that occurs in onerous way. The appearance of the model of open archive did not leave of being one great step in the process of the scientific communication, because it allows to that had adhered to the movement could have access to electronic publications. However it has very if to make so that the open archive if establishes, in fact, as an alternative to the accessibility to the available scientific information electronically of gratuitous form. Ahead of the displayed one, we believe that the present work fulfilled its objective main: to display the model of open archive as source of scientific information, showing its relevance for the scientific communication and for that they depend on electronic publications of free access. The specific objectives had been reached, because knowledge was taken of


It is the moment of the cooperative learning; the concern is the learning process, but come back toward a social interaction. The content is worked inside of a context, the emphasis is given to the collective; the participation social politics and, to the citizenship. The implantation of new technologies of support to the education is to make with that the pupil has interest and motivation to search the information desired, thus transforming the paradigm traditional of the education. (MAGELA, 2008) LEVY (1999, P. 28) ' ' It is an intelligence distributed for all part, incessantly valued, co-ordinated in real time, that results in a mobilization accomplishes of competncias.' ' That is, the construction of the knowledge equally passes to be attributed to the groups that interact in the space of knowing.

Nobody has the ownership of knowing, the people always knows something, they become what them important when together, thus making a species of? collective intelligence. The interesting one would be if the school, as one all passed for these moments, however what if it perceives today is that the maiorias of the schools are at as the moment. Perhaps due to a pedagogical project, of the support of a person who exerts the function of a coordinator of Computer science, or better, of a will politics, this is the truth! The computer as resource of learning to carry through its work, the professor made use, until a time behind, of some didactic resources as the picture-of-chalk and other half audiovisuais. Already it was imagined in the use to insert the computer in the schools, but this age as a dream, almost a scene of scientific fiction. Nowadays, the use of the computers in the pedagogical process is a reality and at the same time a conquest. Its job if does not limit in only some schools, and yes in such a way, in particular, as in public.

Garci School

Observing the direction of it speaks presented to follow, the daily knowledge and the pertaining to school is made use, in the social relations, polarized values. Let us see: Pupil brings its day-by-day so that with this we will bind to the content or to show to them that exactly that at this moment to seem that its life nothing has to see with what it sees in the school, the society uses everything this in day-by-day and charges of all we minimum it of a knowledge will relate with our world and other places. On the relations between daily knowing and escolarizado knowing, visualized in the perspective of speaks previously presented, Garci’a (1998, p.84) points: ' ' In the article of Reif and Larkin …, therefore, when comparing the scientific knowledge with the daily one, defines this last one as? common knowledge on the natural phenomena acquired by the majority of the people in the daily life and the first stages of escolarizao, before arriving at a more systematic study of science. In this definition we find the idea implicit of that the daily knowledge is one to know previous to the instruction, that has felt in those stages of the life where not yet if can have access to the scientific knowledge, idea syntonized with the belief of that the proper wisdom of? common direction? she is primitive and little rational, in contraposition to a rational scientific knowledge and more elaborado' '. We can infer that the present educational speech you say in them here pointed reflects the valuation of the pertaining to school knowledge on the daily knowledge, disclosing the proper condition of marginalizao knowing of them popular in relation to the dominant culture. Far from being a neutrality space where the social differences are extinguished, the school nothing more is that place of reproduction of the inaqualities social, for the treatment given to the contents and the pedagogical strategies.