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A interdisciplinaridade na ótica de graduandos da saúde
(Universidade Federal de São Carlos, 2017-11-09) Ramalho, Maria Tereza; El-Khatib, Umaia; https://lattes.cnpq.br/8417513594802650; Joaquim, Regina Helena Vitale Torkomian; https://lattes.cnpq.br/7719481657895650; https://lattes.cnpq.br/6939336494593984
The interdisciplinarity in health care implies the articulation between different areas of knowledge around a common health care project, which has been pointed as an alternative to the mismatch between the training of new professionals and the needs of health users. One of the main components of professional training in health is the curricular stages provided in the pedagogical projects of undergraduate courses. The Federal University of São Carlos (UFSCar) has the Health School Unit (USE), a center for training and production of health knowledge in which teaching, research and extension activities are carried out, including undergraduate curricular internships. With the objective of investigating the interdisciplinarity under the eyes of undergraduate students of the courses of Physical Therapy, Gerontology, Medicine, Psychology and Occupational Therapy in curricular stages in USE, a qualitative approach was carried out. The participants were fifteen students, of the last year of the graduation, of both sexes, in the age group between twenty and twenty-six years. As a data collection technique, the semi-structured interview was used from a script with six guiding questions, which were audio-recorded, transcribed and analyzed. The results showed that undergraduates consider the interdisciplinary practice in health care as important and their contribution to the acquisition of new knowledge and knowledge, which can generate benefits for the users. They also revealed that, although interdisciplinarity is considered fundamental, its application in the daily practice of internships is far from what is considered ideal, recognizing that it demands time, interest, dedication, negotiation and dialogue among professionals with diverse academic backgrounds, as well as interaction relations between different areas of knowledge in order to qualify the health care offered. These results suggest the need for joint management and planning, based on the articulation of undergraduate courses – in order to achieve the interdisciplinary objectives contained in the Pedagogical Political Plans – and the professional learning field, the UFSCar Health School Unit, for promote and favor interdisciplinary practice in the process of training in Health.
Os especialistas escolares no trabalho de mentoria : desafios e possibilidades
(Universidade Federal de São Carlos, 2017-11-09) Borges, Fabiana Vigo Azevedo; Reali, Aline Maria de Medeiros Rodrigues; https://lattes.cnpq.br/3250195451890332; https://lattes.cnpq.br/2270770104034713
This thesis presents a research on the performance of mentors – experienced teachers that guide and support early-stage teachers in their initial teaching practice – during their participation in an online program for mentorship training (Programa de Formação Online de Mentores – PFOM). PFOM is a program offered by UFScar in distance education, with live mentorship training in public schools. The main goal of the research is to analyze the type and extent of the learning and of the contributions that these participations provoked to the knowledge base of these experienced teachers. It also aimed to observe the challenges and possibilities faced by these mentors, as well as the similarities and differences between the vary roles they have as coordinators, directors and supervisors at the school with those they had to perform during the mentorship. The research, thus, investigated how the performance of the experienced teachers as mentors contributed to their own professional development and learning, verifying whether there was any change in their knowledge base for the teaching and guiding of the early-stage teachers. To do so, a qualitative study of a descriptive-analytical nature was conducted through a detailed intervention-research carried out at PFOM, which is based on a constructive-collaborative approach and whose subjects are three participants of the program. The participants are all experienced teachers who work as a director, a coordinator and a supervisor each at a public school, and who became the mentor of early-stage teachers during their participation in the PFOM. Narratives produced by the subjects were used for data-gathering, which were analyzed under the following categories: (i) initial conceptions and beliefs about early-stage teaching and mentorship; (ii) similarities and differences between the tasks performed at school and those accomplished during the mentorship; (iii) the contributions of the program for the teaching practice of the subjects and the expansion of their docent knowledge base; and (iv) the construction of a mentor identity. Theoretically, the research is grounded on authors who study teacher education, programs for induction of early-stage teachers, the knowledge base for teaching practice, and the knowledge of teacher trainers, such as Marcelo Garcia (1999, 2009), Mizukami (2004,2010); Reali et. al (2008, 2011), Vaillant (2003, 2004), among others. At the end of the analysis, it was found that the context where the early-stage teachers teach, their academic formation and their knowledge base influence their professional practice and, thus, result in specific challenges in the classroom, which are solved with the help of the mentors – mainly based on their personal teaching experiences rather than on their expertise. Besides, it was noted occasional interferences of some tasks of the experienced teachers in their mentorship, considering the hierarchy and varied duties related to their position at the school. Therefore, special attention to contextual issues and to the amount of time required for the fulfillment of tasks related to the school position is needed when planning the mentorship. Additionally, the specific formation of mentors in induction programs is essential so they are able to well support, orient and guide, the development of early-stage teachers during their first professional practices, in order to minimize the challenges observed in the research. Accordingly, it is necessary a well-planned work of mentorship, considering the professional experience of the early-stage teachers, a reflexive teaching and guiding practice, and contextual demands.
Desenvolvimento de nanofibras poliméricas por fiação por sopro em solução visando aplicação em engenharia de tecido
(Universidade Federal de São Carlos, 2017-11-09) Paschoalin, Rafaella Takehara; Mattoso, Luiz Henrique Capparelli; https://lattes.cnpq.br/5839043594908917; https://lattes.cnpq.br/3170218211847010
Tissue engineering is now essential for medical applications, such as in implants for biomedical devices, artificial organs, healing and skin regeneration. The success of these applications depends on the development of biomaterials, which should be accompanied by the study of biomaterial/cell interactions. In this work, nanostructured polymer mats were developed with a solution blow spinning technique (SBS). Polymers mats were characterized aiming the knowledge of their physicochemical properties as well as the processing effects and their effects in the biological response. Specifically, mats composed of poly(lactic acid) (PLA) fibers and PLA/polyethyleneglycol (PEG) blends were produced in the ratio of PLA/PEG 99:1, 95:5, 90:10 and 80:20 (m/m). PEG dissolution of the PLA/PEG polymer mats was evaluated with phosphate buffered saline (PBS) and cell culture medium. Also, the biodegradation of polymer mats was evaluated by culture in agar, which was performed by inoculating the Staphylococcus aureus bacteria on the fibers. The results of the polymer mats with PBS and cell culture medium demonstrated that after 12 hours of exposure a portion of PEG on the fiber surface was dissolved, probably due to PEG solubility in water, that can be used to adjust the polymeric fibers degradation rates. The biodegradation results allowed observing the degradation in function of the polymer fibers incubation time by means of the action of S. aureus bacteria. Cytotoxicity of mesenchymal stem cells (CTM) seeded on polymer mats were determined by the LDH release medium and MTT (Abbreviation for the dye compound 3-(4,5-Dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromidefor) assay. The release of LDH into the culture medium and MTT assay demonstrated that the scaffolds are not cytotoxic. The response of immature dendritic cells (iDCs) interaction with polymers mats was analyzed. The results showed that dendritic cells physically interacted and furthermore moved along nanofibers. After contact with biomaterials DCs cells showed the costimulatory molecules levels and MHC class II were similar to the immature DCs control group. DCs retained an immature phenotype, which is characterized by low or absent expression of up regulation of surface marker and cytokines. Thus, PLA fibers and the PLA/PEG blends do not stimulated DCs maturation. PLA nanofibers and PLA/PEG blends are not cytotoxic and do not induce dendritic cell maturation then, they become interesting for tissue engineering application.
Formação continuada na creche: fatos e fotos que revelam um percurso formativo
(Universidade Federal de São Carlos, 2017-11-09) Pinto, Adriana Santos; Fernandes, Hylio Laganá; https://lattes.cnpq.br/1315602045624096; https://lattes.cnpq.br/1788143538998611
We understand that it is important and necessary to learn about the profession and teacher training, seeking in the territory of the school the gaps and spaces to strengthen the continuous training, providing the professional basis for reflection and transformation of their practices. The present research investigated a Continuous Formation of the professionals of the nursery was held in the year 2016, and their challenges in providing professional education to raise awareness of the look for the nursery as a space of childhood and reflection on the pedagogical practice. The research presented is related to the qualitative with phenomenological approach, and its development was from the combination of strategies, investigative approaches, with semi-structured interviews mediated by photographs of the formation process searched for; technique that approaches photo-elicitation. About the choice of photographs as elicitadoras we understand that the images are producers of meanings, as well as the relevant data source, and memory. The results show that we can follow in the against-hand of the model of ongoing formation, the cartesian, where if separates the body and mind. The narratives that emerged from the interviews and the choices meaningful images of the training expressing the experiences and experiments with the elements of nature, the use of other spaces and the aesthetic sense of the organization of the environment, cause reverberations, and changes in the practice of the actors involved, revealing the possibility of another model of continuing education in the daily life of the nursery.
Técnicas ópticas para o controle microbiológico de sangue
(Universidade Federal de São Carlos, 2017-11-09) Corrêa, Thaila Quatrini; Kurachi, Cristina; https://lattes.cnpq.br/0194007981724312; Bagnato, Vanderlei Salvador; https://lattes.cnpq.br/4947860249518663; https://lattes.cnpq.br/1813619329664973
Blood, considered a highly nutritive medium, can be the target of bacterial, fungal, viral and parasitic contamination. Blood bags containing erythrocytes, platelets, and plasma, used in hemotherapy for transfusion, are also targets of contamination, which can trigger serious diseases, especially blood infections. When these infections are not detected or treated rapidly, they can progress to sepsis, a leading cause of death in intensive care units. Some optical techniques may be used in the microbiological control of blood. In this study, photodynamic inactivation and ultraviolet radiation were evaluated in the in vitro decontamination of whole blood, erythrocytes, and platelet-rich plasma with Staphylococcus aureus, one of the main bacteria related to these infections. For photodynamic inactivation of S. aureus, Photogem® with 630 nm light and Photodithazine® with 660 nm light were evaluated in PBS and whole blood, with toxicity determined by hemolysis and cell viability assays. Photogem® showed a lower hemolysis rate for erythrocytes (10.7%) evaluated in whole blood, compared to Photodithazine® (55.7%), so the other tests were performed only with Photogem®. The reductions of S. aureus in PBS, whole blood, erythrocytes, and platelet-rich plasma at 15 J/cm2 and 50 μg/mL were 7.2 log10, 1.0 log10, 1.3 log10 and 0.4 log10 CFU/mL, respectively. Quantitative and qualitative analyses of whole blood were normal. However, erythrocytes hemolysis, in the absence of plasma, was 100%. The cell viability assay showed high apoptosis rates in the isolated erythrocytes, indicating the destructive action of this technique, but normal platelet viability. Photogem® analysis with whole blood showed greater interaction with plasma, however, in the absence of plasma, Photogem® accumulated on the erythrocyte membrane. For UVC radiation (254 nm), different light doses were analyzed in S. aureus in PBS and whole blood, and the cell viability assay determined the toxicity of the technique. The reductions of S. aureus in PBS, whole blood, erythrocytes and platelet-rich plasma were 6.5 log10 (0.78 J/cm2), 1.7 log10 (23 J/cm2), 1.1 log10 (21 J/cm2) and 2.5 log10 CFU/mL (23 J/cm2), respectively. The relatively small differences in plasma uptake as a function of irradiation time were observed, suggesting little degradation of plasma proteins after irradiation with the maximum light dose (23 J/cm2). The cell viability assay showed normal rates for erythrocytes at 23 J/cm2, suggesting no damage in these cells. However, in the platelets, a high apoptosis rate was observed, indicating damage to these cell fragments in the highest light dose studied. Therefore, the optical techniques showed opposite damage effects in each blood component, and according to the decontaminated target, the use of one or another technique should be evaluated together with the best microbial inactivation and blood components preservation conditions to ensure microbiological control of blood.
Reversão de função de estímulos matemáticos com procedimentos de discriminação em escolares com ansiedade à matemática
(Universidade Federal de São Carlos, 2017-11-09) Fioraneli, Rogério Crevelenti; Elias, Nassim Chamel; https://lattes.cnpq.br/4216525883778695; Carmo, João dos Santos; https://lattes.cnpq.br/1263046410329694; https://lattes.cnpq.br/3783223983892043
The presence of aversive control during mathematics teaching can produce a response pattern called mathematics anxiety, which involves escape and avoidance every time an individual is requested to use mathematical knowledge; besides negative physiological reaction, and negative self-attributions. Typically individuals with math anxiety, besides its mathematics difficulties, forms conceptual classes in which mathematics stimuli are associated to unpleasant and punitive events. The literature about reversals of equivalent stimuli classes has pointed out promising directions, but none study has yet been conduct to document the reversals of negative meanings of math stimuli present on pre-experimental classes of math anxiety individuals. The present study aims to: (1) reverse pre-experimental classes formed by math stimuli; (2) establish a new class with positive social aspects and math stimuli; (3) ample the data about reversals of equivalence classes; (4) inaugurate studies about reversals of classes containing pre-experimental and aversive math stimuli in individuals with math anxiety. Three studies were conducted with primary school students who presented anxiety about mathematics in response to a specific scale. The procedure will consist of pre, training and post tests involving stimuli reinforcing social patterns, non-reinforcing social patterns, abstract forms, numeric visual stimuli and reinforcing social situations. According to the results, it can be inferred that the participants showed emergence of equivalent relations, but with inconsistent data on transfer of function between the members of the established classes.