Physiological adaptations during endurance training below anaerobic threshold in rats

To assess the effects of continuous exercise training at intensities corresponding to 80 and 90 % of the lactate minimum test (LM), we evaluated antioxidant activity, hormone concentration, biochemical analyses and aerobic and anaerobic performance, as well as glycogen stores, during 12 weeks of swimming training in rats. One-hundred rats were separated into three groups: control (CG, n = 40), exercise at 80 (EG80, n = 30) and 90 % (EG90, n = 30) of LM. The training lasted 12 weeks, with sessions of 60 min/day, 6 days/week. The intensity was based at 80 and 90 % of the LM. The volume did not differ between training groups (Ẋ of EG80 = 52 ± 4 min; Ẋ of EG90 = 56 ± 2 min). The glycogen concentration (mg/100 mg) in the gastrocnemius increased after the training in EG80 (0.788 ± 0.118) and EG90 (0.795 ± 0.157) in comparison to the control (0.390 ± 0.132). The glycogen stores in the soleus enhanced after the training in EG90 (0.677 ± 0.230) in comparison to the control (0.343 ± 0.142). The aerobic performance increased by 43 and 34 % for EG80 and EG90, respectively, in relation to baseline. The antioxidant enzymes remain unchanged during the training. Creatine kinase (U/L) increased after 8 weeks in both groups (EG80 = 427.2 ± 97.4; EG90 = 641.1 ± 90.2) in relation to the control (246.9 ± 66.8), and corticosterone (ng/mL) increased after 12 weeks in EG90 (539 ± 54) in comparison to the control (362 ± 44). The continuous exercise at 80 and 90 % of the LM has a marked aerobic impact on endurance performance without significantly biomarkers changes compared to control. © 2013 Springer-Verlag Berlin Heidelberg.

A dimensão valorativa da educação ambiental na formação continuada de professores apresentada em teses e dissertações brasileiras

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação continuada de professores: uma análise crítica sobre as perspectivas oficiais de capacitação docente

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O programa PEC - formação universitária e a formação de professores do ensino fundamental: uma avaliação

Pós-graduação em Educação - FFC

Ensino a distância: educação ou treinamento no PEC/FOR PROF?

Pós-graduação em Educação - FFC

Ensino de temas da genética contemporânea: análise das contribuições de um curso de formação continuada

Pós-graduação em Educação para a Ciência - FC

As percepções sobre as necessidades de formação continuada dos gestores e dos professores de Língua portuguesa e inglesa: algumas reflexões

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Atividades práticas no ensino de ciências: saberes docentes e formação do professor

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Egocentric speech in the works of Vygotsky and Piaget: educational implications and representations by teachers

This paper presents an applied qualitative and quantitative study and seeks to understand egocentric speech according to Vygotsky and Piaget and, through a literature review, the educational implications of Vygotsky and Piaget’s ideas. Additionally, the representations of these ideas by fifteen teachers of basic education are investigated. It is important to understand egocentric speech in Vygotsky and Piaget. Despite the differences in how they conceive its nature, functions and implications, for both, egocentric speech is intrinsically linked to and facilitates our understanding of child development. Regarding the representation of teachers who criticized children who used egocentric language, when teachers established any negative consequences of such language, they attributed it to the affective and moral aspects as well as to cognition. However, their approach was more practically oriented than those found in the psychological theories addressed. Therefore, this study aids in understanding the limits and scope of teacher-training courses.

Effects of High-Intensity Interval vs. Continuous Moderate Exercise on Intraocular Pressure

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Ampliando comportamentos pró-éticos dos alunos: relato de pesquisa e intervenção com educadores do ensino fundamental

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Percepções de professoras de escolade públicas eucação infantil acerca de sua formação e prática educativa: o caso de Medianeira - PR

Pós-graduação em Educação - FFC

Autoerotismo em sala de aula: o que pensam, como reagem e dizem fazer os professores?

Realizing the need for a discussion on the topic of sexuality in schools, and especially teachers training, this qualitativ e study investigated the teachers' reports about autoeroticism of their students in the cl assroom: what they thin k, how they react, say and do in their teaching prac tice. Nine teachers participated of bot h sex, who were interviewed for further projective content ana lysis. The results show that teachers, although they consider this an important work with their stud ents they expr ess difficulty talking about it, even de parting from indicating his own views and not based on theories, thus evidencing the deficiency in thei r training to deal with sexual education in school. We conclude that teachers still perceive sexuality from myths and taboos, especially on autoeroticism, and in that sens e, it is important to invest in academic training teachers to develop in a pedagogical way, continuous and systematic sexual education projects in school.

O preconceito como obstáculo à educação sexual: reflexões a partir de uma perspectiva ética

This paper developed a reflection about problems related to the establishment of ethical principles that guide the sexual education aiming at emancipation. Our theoretical framework is the Critical Theory of Society, in particular texts by T. W. Adorno on training, prejudice and education. It is understood that numerous difficulties are related to the achievement of an emancipatory education, and such difficulties are even greater when it comes to sex education since it is an issue that still raises irrational fears on educators, and is absent from the training they received. Following Adorno, it is understood that the current formation favors the development of subjects inclined to prejudice, and that an emancipatory sexual education involves a critique to the conditions under which such formation occurs and, at the same time, a continuous reflection about the relations between the desires and the social possibilities of their realization.

O lúdico no processo de desenvolvimento humano no ensino fundamental dos anos iniciais

This work was to study how the playful approach occurs in schools in the cycle of Fundamental Education. Know childhood representations from the rise till the present, the importance of playfulness in the formation and development of the child, also investigated the role of schools in the contribution to the process of human development, in view of the process through which pass the grown up most children of the age group studied. The methodology consisted of bibliographical and documentary research on related topics and field research with participant observation with children six years old in the first year of elementary school and conducting semi-structured interviews with teachers of a public school in the city of Bauru. Also analyzes the concepts of teachers on the playful using semi-open interview as the initial resource. We found that 40% of participants are unaware of such term and work with the playful from time to time in the classroom. The introduction of recreational activities in school had a satisfactory repercussion with the entry of other classes in the course of project development. Students were involved, participated in the whole process. However for the playful become effective in school, there must be enough basic training and also continuous education to teachers to break with paradigms crystallized in their teaching practices. Also and above all that, public policies have to consider the children and the children before they become adults as beings with their own identity