O processo de ensino dos jogos desportivos coletivos : um estudo acerca do basquetebol

Universidade Estadual de Campinas . Faculdade de Educação Física

Por uma ressignificação critica do esporte na educação fisica : uma intervenção na escola publica

Universidade Estadual de Campinas . Faculdade de Educação Física

Avaliação em educação física escolar : relato de uma experiência

Universidade Estadual de Campinas. Faculdade de Educação Física

Could leprosy reaction episodes be exacerbated by oral infections?

INTRODUCTION: This study evaluated whether leprosy reactions could be associated with oral infection. METHODS: Leprosy patients (n = 38) with (Group I) and without (Group II) oral infections were selected. Reactions were identified from the clinical and histopathological features associated with serum C-reactive protein (CRP) and10kDa interferon-gamma-induced protein (IP-10) levels, determined before and after elimination of the foci of infection. RESULTS: Group I presented more reactions than group II did, and improvement of the reactions after dental treatment. Serum CRP and IP-10 did not differ before and after the dental treatment, but differed between the groups. CONCLUSIONS: Oral infection could be an exacerbating factor in leprosy reactions.

The recurrence of leprosy reactional episodes could be associated with oral chronic infections and expression of serum IL-1, TNF-α, IL-6, IFN-γ and IL-10

The aim of this study was to determine whether the presence of leprosy reactional episodes could be associated with chronic oral infection. Thirty-eight leprosy patients were selected and divided into 2 groups: group I - 19 leprosy patients with oral infections, and group II - 19 leprosy patients without oral infections. Ten patients without leprosy, but presenting oral infections, were assigned to the control group. Leprosy patients were classified according to Ridley and Jopling classification and reactional episodes of the erythema nodosum type or reversal reaction were identified by clinical and histopathological features associated with serum IL-1, TNF-α, IL-6, IFN-γ and IL-10 levels. These analyses were performed immediately before and 7 days after the oral infection elimination. Patients from group I presenting oral infections reported clinical improvement of the symptoms of reactional episodes after dental treatment. Serum IL-1, TNF-α, IL-6, IFN-γ and IL-10 levels did not differ significantly before and after dental treatment as determined by the Wilcoxon test (p>0.05). Comparison of the 2 groups showed statistically significant differences in IL-1 and IL-6 at baseline and in IL-1, IL-6 and IL-10 on the occasion of both collections 7 days after therapy. Serum IL-6 and IL-10 levels in group I differed significantly at baseline compared to control (Mann-Whitney test; p<0.05). These results suggest that oral infection could be involved as a maintenance factor in the pathogenesis of leprosy reactional episodes.

A comunicação dialógica como fator determinante para os processos de ensino-aprendizagem que ocorrem na capacitação rural: um estudo de caso em um órgão público de extensão localizado no interior do Estado de São Paulo

O objetivo deste artigo é discutir quais caminhos ou descaminhos estão sendo percorridos nos processos de capacitação rural de extensionistas e agricultores de algumas localidades do interior do Estado de São Paulo. Para tanto, a pesquisa aqui relatada teve como pressuposto analisar as práticas pedagógicas e os processos de comunicação que ocorrem durante as capacitações formativas entre extensionistas e agricultores, bem como entre formadores e extensionistas. Buscou-se, ainda, identificar as influências da comunicação nos processos de ensino e aprendizagem, a fim de se repensar práticas relativas à comunicação que devem ser utilizadas nos processos de ensino-aprendizagem. Para tanto, o método de coleta de dados foi o estudo de caso com viés fenomenológico. Os dados anunciam a necessidade da formação continuada com orientação de profissionais da pedagogia a fim de que mudanças efetivas possam ser realizadas.

Vancomycin use in a brazilian teaching hospital: comparison with the Hospital Infection Controlpractices Advisory Committee Guidelines (HICPAC)

This study describes vancomycin prescribing patterns in an average complexity hospital and compare the guidelines proposed by the Hospital Infection Control Practices Advisory Committee (HICPAC). The study was conducted in a 256-bed secondary-care hospital. Data were collected of all patients given vancomycin from March 2003 to February 2004, using a standardized chart-extraction form designed. Appropriate and inappropriate use was reviewed according to the Hospital Infection Control Practices Advisory Committee (HICPAC) guidelines on prudent vancomycin use. Out of 118 prescriptions, 95 (80.5%) were considered appropriate. Out of these 95 orders, 77 (81.1%) were administered for empiric treatment of suspected Gram-positive infections, 17 (17.9%) were administered for treatment of proven Gram-positive infections (76.5% identified as Staphyloccocus aureus-like agents) and 1 (1.0%) for beta-lactam allergy. The majority of the patients (96.6%) had recently used an antimicrobial medication (3 months). The mean pre-treatment hospitalization period was 11±10 days. Out of the 118 treatments, 67 (56.8%) were for nosocomial infections. The more frequent indications for vancomycin use were pneumonia (48.3%) and primary sepsis (18.6%), accounting for more than 66% of all treatments. No restriction policy was suggested because vancomycin use was considered adequate in the majority of the treatment cases. The broad empiric use of this antimicrobial was greater than expected in the institution and its use should be revised.

Multimodos e múltiplas Representações, aprendizagem significativa e subjetividade: três referenciais conciliáveis da educação científica

A linha de pesquisa em multimodos e múltiplas representações vem atualmente sendo inspiradora de ações instrucionais na educação científica. Partindo dos fundamentos que justificam um encaminhamento didático à luz dessas referências, este trabalho procura mostrar que há compatibilidade dos seus fundamentos com a teoria da aprendizagem significativa de Ausubel e com as questões levantadas pelas pesquisas que indicam a necessidade de se considerar a subjetividade dos alunos presentes numa sala de aula. Essencialmente, procuramos argumentar que a promoção de um ensino por meio de multimodos e múltiplas representações é consistente com o ambiente plural das subjetividades existentes numa sala de aula e com uma aprendizagem significativa.