Horta escolar: temas geradores e os momentos pedagógicos no ensino de ciências

Science application has faced problems in the process of training and cognizant thinking subjects in their actions. Thus, this work is justified in order to reorganize the contents of this area of knowledge. Thus, the research entitled "Plantation School: generating themes and teaching moments in teaching of science" was developed with a group of 6th grade of elementary school, from the planting of vegetables in tires without usefulness, with purpose of building meanings and scientific concepts to students. This work was based on sociointeractionist perspective of Vygotsky (1996, 1998), education for thematic research Freire (1983, 1996) as well as in problem-solving situations identified by the methodology of Pedagogical Moments Delizoicov and Angoti (1992; 2002 ) which together corroborated for the construction of a proposed teaching and learning, curriculum reorganization and significance of scientific concepts. Thus, the project breaks in practice with the linearity of the contents, to develop and analyze themes mediated by pedagogical moments, in order to ascertain the contribution of this methodological resource for the teacher's work, with regard to the understanding of scientific concepts by students. Thus, lesson plans were built based on the study situation "Horta School" and Themes Generators "human interaction with the environment", "photosynthesis", "Ecology and Nutrition of living beings", culminating in the work proposal developed in the classroom. From these themes, the contents were worked through pedagogical moments, which are organized into three stages: questioning, organization / systematization of knowledge and application / contextualization of knowledge. Thus, within each Theme Generator activities were planned which resulted in the involvement of students in learning scientific concepts, such as the issue of sustainability, environmental pollution, nutrition of living beings and the decomposition of organic matter. This work led and motivated student participation in Themes generators, and allows greater interaction between teacher-student and student among his peers, through dialogism established in the classroom, which promoted a more meaningful learning for students.

Estudo fitoquímico e biológico das folhas de Banisteriopsis argyrophylla (A. Juss.) B. Gates (Malpighiaceae)

With the increasing fungi resistance compared with existing drugs on the market and the side effects reported by some compounds with antioxidant properties and enzymatic inhibitors, in particular against α-amylase and α-glucosidase, the discovery of new compounds with biological potential, becomes a need. In this context, natural products can be an important source for the discovery of new active molecular architectures. Then, this study aimed to evaluate the antioxidant activity, the enzymatic inhibitory activity of α-amylase and α-glucosidase, the antifungal and cytotoxic activities of ethanolic extract (EE) the leaves of Banisteriopsis argyrophylla (Malpighiaceae) and their fractions, obtained by liquid-liquid extraction using solvents of increasing polarity. The antioxidant activity was evaluated by the free radical DPPH scavenging method (2,2-diphenyl-1-picrylhydrazyl) and the ethyl acetate fractions (FAE) and n-butanol (FB) were the most active, confirmed by the peak current and the oxidation potential obtained by differential pulse voltammetry (DPV). The inhibitory activity of the α-amylase and α-glucosidase was analyzed considering the reactions between substrates α-(2-chloro-4-nitrophenyl)-β-1,4-galactopiranosilmaltoside (Gal-α-G2-CNP) and 4-nitrophenyl-α-D-glucopyranoside (p-NPG), respectively. Initially, it was found that the EE showed considerable activity against α-amylase (EC50 = 2.89±0.1 μg m L–1) compared to the acarbose used as positive control (EC50 = 0.08±0.1 μg mL–1) and that did not showed promising activity against the α-glucosidase. After this observation we evaluated the inhibitory activity of α-amylase fractions, with FAE (EC50 = 2.33±0.1 μg mL–1) and FB (EC50 = 2.57 ± 0.1 μg mL–1) showing the best inhibitions. The antifungal activity was evaluated against Candida species, and the FAE had better antifungal potential (MIC's between 93.75 and 11.72 μg mL–1) compared with amphotericin as positive standard (MIC = 1.00 and 2.00 μg L–1 for C. parapsilosis and C. krusei used as controls, respectively). The EE (CC50 = 360.00 ± 12 μg mL–1) and fractions (CC50's> 270.00 μg mL–1) were considerably less toxic to Vero cells than the cisplatin used as positive control (CC50 = 7.01 ± 0 6 μg mL–1). The FAE showed the best results for the activities studied, this fraction was submitted to ultra performance liquid chromatography coupled with mass spectrometry (UPLC-MS)), and the following flavonoids have been identified: (±)-catechin, quercetin-3-O-β-D-Glc/ quercetin-3-O-β-D-Gal, quercetin-3-O-β-L-Ara, quercetin-3-O-β-D-Xyl, quercetin-3-O-α-L-Rha, kaempferol-3-O-α-L-Rha, quercetin-3-O-(2''-galoil)-α-L-Rha, quercetin-3-O-(3''-galoil)-α-L-Rha and kaempferol-3-O-(3''-galoil)-α-L-Rha,. FAE was submitted to column chromatography using C18 phase, and (±)-catechin was isolated (FAE-A1, 73 mg) and three fractions consisting of a mixture of flavonoids were obtained (FAE-A2, FAE-A3 and FAE-A4). These compounds were identified by thin layer chromatography (TLC) and (–)-ESI-MS. The (±)-catechin fraction showed an MIC = 2.83 μg ml–1 in assay using C. glabrata, with amphotericin as positive control. The fractions FAE-A2, FAE-A3, FAE-A4, showed less antifungal potential in tested concentrations. The identified flavonoids are described in the literature, regarding their antioxidant capacity and (±)-catechin, quercetin-3-O-Rha and kaempferol-3-O-Rha are described as α-amylase inhibitors. Thus, B. argyrophylla is an important species that produces compounds with antioxidant potential that can be related to the traditional use as anti-inflammatory and also has antifungal compounds and inhibitors of α-amylase. Therefore, these leaves are promising resources for the production of new drugs.

Transposição didática da interação do laser com sistmas biológicos no ensino médio: uma proposta de guia didático para professores

In this dissertation was elaborated an interdisciplinary didactic sequence for the development of Physical concepts involved in the interaction of laser radiation with biological matter in order to make a relation between Physics and other fields of knowledge aiming to enlarge the contextualization of scientific knowledge. The objective was to develop an educational product which theme is “Laser’s Interaction with Biological Tissues”. In this work, basic physical concepts related to laser radiation were presented, its interaction with matter and applicability in the student's daily life, with emphasis on Public Health. The inclusion of the subject in schools was effected through didactic transposition as theoretical foundation and the three pedagogical moments as teaching support. The development of the project involved discussions of scientific knowledge applied in society’s daily life. In the product's design the didactic sequence was projected and the use of varied teaching resources has been proposed, such as videos, texts, experiments, simulators and de Software “Tracker”. The construction of paradidactic material was performed considering different stages of equal importance for a teacher's reflection process. The work prioritizes the alternative conceptions of student, transforming him in a direct agent of the construction of knowledge and this aspect is based on the profile of the Student's Material. Another important point is the evaluation's proposal, this was systematized to be done class after class through building texts, essay questions, presentation of papers, among others activities. The didactic sequence guides the introduction of relevant topics of the students and society’s daily life, the ideas are not closed and in many times the teacher make changes which deem relevant to the teaching for better development of their practice.