Multi-target analysis of cytostatics in hospital effluents over a 9-month period

The consumption of cytostatics, pharmaceuticals prescribed in chemotherapy, is increasing every year and worldwide, along with the incidence of cancer. The presence and the temporal evolution of cytostatics in wastewaters from a Portuguese hospital center was evaluated through a 9-month sampling campaign, comprising a total of one hundred and twenty-nine samples, collected from May 2019 to February 2020. Eleven cytostatics out of thirteen pharmaceuticals were studied, including flutamide, mycophenolate mofetil and mycophenolic acid, which have never been monitored before. Target analytes were extracted and quantified by solid-phase extraction coupled to liquid-chromatography-tandem mass spectrometry analysis; the method was fully validated. All pharmaceuticals were detected in at least one sample, bicalutamide being the one found with higher frequency (detected in all samples), followed by mycophenolic acid, which was also the compound detected at higher concentrations (up to 5340 ± 211 ng/L). Etoposide, classified as carcinogenic to humans, was detected in 60% of the samples at concentrations up to 142 ± 15 ng/L. The risk from exposure to cytostatics was estimated for aquatic organisms living in receiving bodies. Cyclophosphamide, doxorubicin, etoposide, flutamide, megestrol and mycophenolic acid are suspected to induce risk. Long-term and synergic effects should not be neglected, even for the cytostatics for which no risk was estimated

Qualidade negociada: avaliação e contra-regulação na escola pública Negotiated quality: assessment and counter-regulation in public schools

A "qualidade negociada" é proposta como alternativa de contra-regulação e apoio a processos de mudança complexos nas escolas. Por este conceito, a qualidade é produto de um processo de avaliação institucional construído coletivamente, tendo como referência o projeto político-pedagógico da escola. Defende-se a inadequação de estratégias de "difusão" de mudanças a partir de um centro irradiador destas, sem ter como referência os problemas reais da escola. Analisa-se o conceito de "serviço público" procurando entender suas características particulares. Dado que o servidor público tem estabilidade e atua no interior de relações específicas com o poder, com o dinheiro e com o tempo, procura-se mostrar que, a exemplo das políticas públicas neoliberais (PSDB-PFL), as políticas públicas participativas (pt e aliados) também terão problemas se não reconhecerem tais especificidades e se não instalarem processos de avaliação negociados que criem compromissos pactuados e incentivem novas formas de organização nas relações internas das escolas.<br>Negotiated quality is proposed as a counter-regulation alternative favoring complex change processes at school. This concept sees quality as produced through an institutional assessment process, collectively built, whose reference is the political-pedagogical project of school. The text substantiates the unsuitability of strategies that "spread" changes from a center, without any reference to the actual problems of school. It analyzes the concept of public services so as to understand its peculiar characteristics. Since civil servants have job security and work within specific relationships to power, money and time, it attempts to show that, as was the case with the neoliberal public policies (PSDB-PFL), the participative public policies (pt and allies) will also be faced with problems if they do not acknowledge such specificities and implement negotiated assessment processes that create agreed commitments and stimulate new organization forms in the internal relationships of schools

CONSTRUTIVISMO, CONHECIMENTO CIENTÍFICO E HABILIDADE DIDÁTICA NO ENSINO DE CIÊNCIAS

Uma visão construtivista do ensino e aprendizagem nos meios didáticos recoloca o problema da formação do professor, ressaltando a importância do seu conhecimento científico e da natureza de sua competência profissional. O trabalho pretende discutir a interferência mútua entre conhecimento científico e habilidade didática na elaboração e execução de um planejamento pedagógico. As considerações baseiam-se em reflexões sobre diferentes situações de ensino, planejadas e conduzidas por nós, que incluem aperfeiçoamento de professores e formação de multiplicadores desse processo, entre outras. Assim, são relacionadas algumas ações concretas, organizadas para contemplar a competência científica e a habilidade didática do professor; ao mesmo tempo são apontadas conseqüências práticas para a formação regular de professores e para a formação continuada.<br>A construtivistic view of teaching and learning in the fields of didactic shows the problem on teacher formation, pointing out the scientific knowledge and the professional competence importance. This work intends to discuss the mutual interference between scientific knowledge and didactic ability in elaborating and executing a pedagogical plan for the classes. Considerations are based upon reflections about teaching situations, planned and conducted by ourselves, including teachers updating and formation of multipliers for this process, among others. Then, some concrete actions, organized for dealing with teacher scientific competence and didactic ability, are related; furthermore practical consequences for teacher regular formation and in service updating are showe