Documentação química de espécies do gênero Casearia (Salicaceae) de importância ecológica, econômica e medicinal

The Casearia genus (Salicaceae) is well known because of the medicinal use of its species. Among them, a noteworthy one is the C. sylvestris specie because it already has studies concerning its antiproliferative and/or cytotoxic activity in tumor cells. Furthermore, this specie is popularly used against snake bites, in gastric ulcers treatment and as anti-inflammatory. As well as this, there are other species from this same genus which have been poorly studied, such as the following species: C. decandra, C. grandiflora, C. javitensis, C. arborea, C. lasiophylla and C. ulmifolia. However, several biological activities have been reported for them. In this context, the aim of this project, besides of contributing to the Casearia genus studies, is to study those six species through the analysis and documentation of their leaves' chemical composition (aqueous, ethanolic and hexanic extracts), using analytical separation techniques coupled with spectroscopic techniques, such as UHPLC-DAD, GC-MS and NMR 1H, which will assist the identification of new secondary metabolites in this genus. Moreover, another goal of this present work is aiming the bioprospection of substances with medicinal and economical potential and finally promote the systematic study of some biological activities, such as antimicrobial and cytotoxicity bioassays. A wide variety of metabolites was identified in those three types of extracts, being most of them detected for the first time in Casearia genus, highlighting C. lasiophylla and C. decandra for featuring antimicrobial activity against Staphylococcus aureus.

As contribuições da Pedagogia Waldorf no atendimento a diversidade e na valorização das diferenças

The ideal of Waldorf Education, since the opening of the first school in 1919, was based on innovative principles for a humanized society. Among those principles, there was the attendance of all children without distinction, which is exactly the main idea of the inclusive school. Waldorf pedagogy defends that under the right pedagogical action and care with the individual development, anyone can develop, regardless of their disability. This statem ent highlights the main objective of this methodology, that is the human development, aligned to another fundamental guideline of inclusive education. Accordingly, the hypothesis of this work is that Waldorf education promotes inclusive schooling contexts, attending diversity and valuing differences. The general objective of this study is: analyze Waldorf Education to verify if it promotes inclusive contexts. And the specific objetives were: identify elements in this practice that favors diversity attend; analyze the practice of a Waldorf school, considering documentation, structure, and conception of managers, teachers and parents. The study was based on quantitative and qualitative research approach, and the data was collected trough observation of teaching practices in a classroom where a disabled student was present, as well as through documentation and observation of the school environment. Furthermore, in order to verify the understanding of parents (71 individuals) and teachers (18 individuals) on inclusion, a specific questionnaire was developed for each of these two groups. For the records, a diary and an observation script were used. It was concluded that Waldorf methodology provides all the necessary conditions to inclusion, mainly due to it's enhancement of individuality, didactic organization and it's roots in social relations