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This article aimed to verify the performance regarding the pedagogical and financial administrative function of managers in the schools of Sinop de Mato Grosso-Brazil. Therefore, this research verifies if the school management of the managers in relation to the different administrative, pedagogical and financial functions are based on the principle of democratic management. Effectively, we seek to understand through bibliographic readings, observations of the empirical field, documents such as School Regiment, Pedagogical Political Project and specific accountability of each school. As a general objective we seek to analyze if the school management of managers regarding their distinct administrative, pedagogical and financial functions are based on the principle of democratic management. We also investigated whether the practice of administrative management of managers is based on democratic management. This qualitative research is descriptive with non-experimental design. We conducted this research in two state public schools, and we had an intentional non-probabilistic sample because we conducted the survey with 48 people who integrate into the school community being the managers, pedagogical coordinators, teachers, staff and students. We analyzed the data collected through questionnaires and documentation kept in schools. In this context, we consider the particular aspects of management, as well as democratic management and its relationship with the educational community., Este artigo buscou-se verificar a atuação quanto à função administrativa pedagógica e financeira dos gestores nas escolas de Sinop de Mato Grosso-Brasil. Por tanto, esta pesquisa verifica se a gestão escolar dos gestores em quanto às distintas funções administrativas, pedagógicas e financeiras, estão pautadas no princípio da gestão democrática. Efetivamente, buscamos compreender através das leituras bibliográficas, observações do campo empírico, documentos como Regimento Escolar, Projeto Político Pedagógico e Prestações de Contas específicas de cada escola. Como objetivo geral buscamos analisar se a gestão escolar dos gestores em quanto às distintas funções administrativas, pedagógica e financeira, estão pautadas no princípio da Gestão democrática. Também, investigamos se a prática da gestão administrativa dos gestores está pautada na gestão democrática. Esta pesquisa qualitativa tem carácter descritivo com desenho não experimental. Desenvolvemos esta pesquisa em duas escolas públicas estaduais, e contamos com uma amostra não probabilística intencional porque realizamos a pesquisa com 48 pessoas que integram à comunidade escolar sendo os gestores, coordenadores pedagógicos, professores, funcionários e alunos. Analisamos os dados coletados através dos questionários e documentação mantida nas escolas. Neste contexto, consideramos os aspectos particulares da gestão, e também, a gestão democrática e sua relação com a comunidade educativa.

Rosalia Costa,1 Marco Colizzi2 1Gender Identity Development Service, Tavistock and Portman NHS Foundation Trust, Tavistock Centre, 2Department of Psychosis Studies, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London, UK Abstract: Cross-sex hormonal treatment represents a main aspect of gender dysphoria health care pathway. However, it is still debated whether this intervention translates into a better mental well-being for the individual and which mechanisms may underlie this association. Although sex reassignment surgery has been the subject of extensive investigation, few studies have specifically focused on hormonal treatment in recent years. Here, we systematically review all studies examining the effect of cross-sex hormonal treatment on mental health and well-being in gender dysphoria. Research tends to support the evidence that hormone therapy reduces symptoms of anxiety and dissociation, lowering perceived and social distress and improving quality of life and self-esteem in both male-to-female and female-to-male individuals. Instead, compared to female-to-male individuals, hormone-treated male-to-female individuals seem to benefit more in terms of a reduction in their body uneasiness and personality-related psychopathology and an amelioration of their emotional functioning. Less consistent findings support an association between hormonal treatment and other mental health-related dimensions. In particular, depression, global psychopathology, and psychosocial functioning difficulties appear to reduce only in some studies, while others do not suggest any improvement in these domains. Results from longitudinal studies support more consistently the association between hormonal treatment and improved mental health. On the contrary, a number of cross-sectional studies do not support this evidence. This review provides possible biological explanation vs psychological explanation (direct effect vs indirect effect) for