Características de virulência, resistência e diversidade genética de sorovares de Salmonella com impacto na saúde pública, isolados de frangos de corte no Brasil /

Salmonella Enteritidis, S. Typhimurium and S. Infantis are often associated with cases of human infections worldwide and is transmitted through consumption of contaminated food, particularly those of animal origin, especially chicken meat. This thesis was fractionated into three chapters, the first one relating to general considerations about the topics discussed in the following chapters. The second chapter aimed to evaluate virulence characteristics, antimicrobial resistance and the genetic similarity of 51 strains of S. Infantis isolated in samples of poultry origin from an industry located in the state of São Paulo, Brazil, during the 2009 to 2010 period. The third chapter aimed to analyze 111 strains of S. Enteritidis, 45 of Salmonella Typhimurium and 31 of Salmonella Typhimurium monophasic variant I 4, [5], 12:i:- isolated from chicken carcasses in different brazilian slaughterhouses from 2009 to 2011, and to estimate the risk to human health, based on the presence of virulence genes and antimicrobial resistance, correlating to the pathogenicity profiles (antimicrobial resistance and presence of virulence and resistance genes) with the genetic profile (ribogroup) of the isolates. To evaluate the antimicrobial susceptibility was performed the disk diffusion test for all serotypes of Salmonella, and exclusively to S. Enteritidis and S. Typhimurium, was also verified the minimum inhibitory concentration for ciprofloxacin and ceftazidime antibiotics. The presence of virulence genes invA (invasion), lpfA (fimbriae-adhesion), agfA (fimbriae-biofilm) and sefA (fimbriae-adhesion) were evaluated by PCR. The strains that showed resistance to antibiotics of β-lactams class were evaluated for the presence of resistance genes blaTEM, blaSHV, blaCTX-M and blaAmpC. For resistant strains to quinolones and fluoroquinolones antibiotics classes were searched the qnrA and qnrS genes. The phylogenetic relationship among the isolates was determined by RAPD method for S. Infantis strains, and by ribotyping technique to S. Enteritidis and S. Typhimurium.

Necessidades formativas em Matemática representadas nas vozes de um grupo de professoras dos anos iniciais da rede pública de ensino

Teacher training processes, initial and continuing, and professional practice of teachers who teach Mathematics in the early years are highlighted in the literature as complex, but also are regarded as the way to overcome many difficulties in teaching this component curriculum in the school stage in question. The aim of the study was to investigate how the training needs in Mathematics are represented by a group of teachers in the early years of elementary school of public health system of the city of Uberlândia, State of Minas Gerais. The research, qualitative approach, had as object of study the training needs, in Mathematics, of teachers in the early years. The research involved 16 teachers from two schools in the municipal public schools of that city. Data were collected through questionnaires, non-participant observations, semi-structured interviews followed by group and individual. Analyses were performed by means of thematic categories, founded by content analysis. Data interpretation allowed to understand training needs in mathematics that are presented to the collaborating group from their professional practice, considering the knowledge and skills necessary to teaching. It is understood that the teachers of the study group have major limitations in relation to the specific content and didactic knowledge of Mathematics content, however, the concern is that demonstrated not always being aware of it. Moreover, the difficulties experienced in teaching practice proven to be overcome by sources and non-formal training activities, primarily through more experienced colleagues in the profession. Thus, it becomes difficult to think the initial and continuing training courses for teachers without the training needs of the teaching practice is appreciated as an object of study.

Formação inicial do professor de matemática com uso de tecnologias da informação e comunicação no contexto da escola pública

This paper intends to analyze which contribution for teachers formative training the participation on extension projects can bring to the bachelors in Mathematics teaching. The research was conducted during the developing of a Project from the Program of Extension - Programa de Extensão UFU/Comunidade (PEIC) in a municipal school located in a country zone from Uberlândia-MG. The research was constituted by a series of activities with students from the ninth year of the Fundamental Education, Middle School. The main focus is the work developed by two bachelors of Mathemactics teaching from the Federal University from Uberlândia who were part of the PEIC team. This present research intends to answer the following question: How the extension project “Information technology and communication on Mathematics problem resolution in country zone schools” has contribited to reinforce and to (re)criate the fomative experiences of students from the Mathematics teaching course who have developed such project? The presente study is from a qualitative nature and has made use of the partaker searching methodology. The presente paper was organized in three chapters. On chapter I evidence is given to theoretical discussion made, having as main references the works of Larrosa, Ponte e Shön. Chapter II brings the description of the three activities that were developed and aplied during the PEIC Project, which are: Problems in the Park, Inaccessible Hight and Lili Game. On chapter III, the data analysis is presented. The data was obtained through instruments of registration such as: camera recording, photografic material, meetings reports, field notes, surveys and semi-structured interviews. The initial hypothesis aim is on the fact that the participation on extention projects during the graduation course can bring rich contribution for the teachers to be, since it’s going to provide the knowledge and chalenge close to the one from the future profession. With the analysis of the obtained results from the colected data, it was possible to conclude that the PEIC has provided the bachelors in Mathematics teching the opportunity of recreate and potenciate their formative experiences. Such opportunity happened in situations that involved, for example, planning makings, development of colective work, softwares usage, different school spaces and the direct interaction with school bureaucracy. Beyond that, it was possible to work with the cocepts of reflection in action in a way to contribute to the professional development of the future Mathematics teachers. Thereby, in our final considerations, is possible to conclude that extension projects performed during the graduation course can bring great contributions to the professional formation of the bachelors in Mathematics teaching, among them we highlight the potentiation of the previous formative experiences and the development of colective work and behavior related to a reflexive teacher.