As condições de trabalho do professor de Ciências em classes multiano em uma escola do campo

ABSTRACT. This article aims to discuss the working conditions of the Professor of Natural Sciences, in classes of several years, in rural schools. The methodology used in this study was based on qualitative research. The data collection techniques were intensive direct observation in science classes and semi-structured interviews, conducted at the Municipal School of Primary Education Sonho de Criança, located in the municipality of Pacajá/Pa. The interview was conducted with the only teacher of the Science discipline, with the pedagogical coordinator and the director of education, the last two work in the Municipal Department of Education and guide the teaching work in that school. The data revealed the precarious conditions in which the teacher has been going through the class of several years and the difficulties faced to work with science content in a class composed of different grades, due to the lack of adequate didactic resources and in sufficient quantity to Carry out your teaching work. We conclude that the work of the science teacher in this class has been based on the use of the serial urban teaching model, with the need to include specific teaching methodologies for classes of various classes in the schools of this municipality, which favor teaching -learning and facilitate the performance of the teacher in the classroom.ABSTRACT. This article aims to discuss the working conditions of the Professor of Natural Sciences, in classes of several years, in rural schools. The methodology used in this study was based on qualitative research. The data collection techniques were intensive direct observation in science classes and semi-structured interviews, conducted at the Municipal School of Primary Education Sonho de Criança, located in the municipality of Pacajá/Pa. The interview was conducted with the only teacher of the Science discipline, with the pedagogical coordinator and the director of education, the last two work in the Municipal Department of Education and guide the teaching work in that school. The data revealed the precarious conditions in which the teacher has been going through the class of several years and the difficulties faced to work with science content in a class composed of different grades, due to the lack of adequate didactic resources and in sufficient quantity to Carry out your teaching work. We conclude that the work of the science teacher in this class has been based on the use of the serial urban teaching model, with the need to include specific teaching methodologies for classes of various classes in the schools of this municipality, which favor teaching -learning and facilitate the performance of the teacher in the classroom.ABSTRACT. This article aims to discuss the working conditions of the Professor of Natural Sciences, in classes of several years, in rural schools. The methodology used in this study was based on qualitative research. The data collection techniques were intensive direct observation in science classes and semi-structured interviews, conducted at the Municipal School of Primary Education Sonho de Criança, located in the municipality of Pacajá/Pa. The interview was conducted with the only teacher of the Science discipline, with the pedagogical coordinator and the director of education, the last two work in the Municipal Department of Education and guide the teaching work in that school. The data revealed the precarious conditions in which the teacher has been going through the class of several years and the difficulties faced to work with science content in a class composed of different grades, due to the lack of adequate didactic resources and in sufficient quantity to Carry out your teaching work. We conclude that the work of the science teacher in this class has been based on the use of the serial urban teaching model, with the need to include specific teaching methodologies for classes of various classes in the schools of this municipality, which favor teaching -learning and facilitate the performance of the teacher in the classroom.Este artigo tem por objetivo discutir as condições de trabalho do professor de Ciências Naturais, em classes multiano, em escolas do campo. A metodologia utilizada neste estudou pautou-se em pesquisa qualitativa. As técnicas de coletas de dados foram as observações diretas intensivas nas aulas da disciplina de Ciências e entrevistas semiestruturadas, realizada na Escola Municipal de Ensino Fundamental Sonho de Criança, localizada no município de Pacajá/PA. A entrevista foi realizada com o único professor da disciplina de Ciências , com a coordenadora pedagógica e com o diretor de ensino, sendo que os dois últimos atuam na Secretaria Municipal de Educação e orientam os trabalhos docentes na escola. Os dados revelaram as condições de precarização em que o professor vem passando na classe multiano e as dificuldades enfrentadas para trabalhar os conteúdos de ciências em uma turma composta por séries diferentes, devido à falta de recursos didáticos adequados e em quantidade suficiente para a realização do seu trabalho docente. Concluímos que o trabalho do professor de Ciências nessa classe tem-se pautado na utilização do modelo seriado urbano de ensino, havendo a necessidade de inclusão nas escolas desse município de metodologias de ensino específicas para classes multiano, que favoreçam o ensino-aprendizagem e facilite a atuação do docente em sala de aula. Palavras-chave: Educação do Campo, Classe Multiano, Ensino de Ciências, Metodologia de Ensino. The working conditions of the Science teacher in various years in a rural school ABSTRACT. This article aims to discuss the working conditions of the Professor of Natural Sciences, in classes of several years, in rural schools. The methodology used in this study was based on qualitative research. The data collection techniques were intensive direct observation in science classes and semi-structured interviews, conducted at the Municipal School of Primary Education Sonho de Criança, located in the municipality of Pacajá/PA. The interview was conducted with the only teacher of the Science discipline, with the pedagogical coordinator and the director of education, the last two work in the Municipal Department of Education and guide the teaching work in that school. The data revealed the precarious conditions in which the teacher has been going through the class of several years and the difficulties faced to work with science content in a class composed of different grades, due to the lack of adequate didactic resources and in sufficient quantity to carry out your teaching work. We conclude that the work of the science teacher in this class has been based on the use of the serial urban teaching model, with the need to include specific teaching methodologies for classes of various classes in the schools of this municipality, which favor teaching-learning and facilitate the performance of the teacher in the classroom. Keywords: Rural Education, Multi-class; Science Education, Teaching Methodology.   Las condiciones de trabajo del profesor de Ciencias en clases varios años en una escuela rural RESUMEN. Este artículo tiene como objetivo discutir las condiciones de trabajo del profesor de Ciencias Naturales, en clases de varios años, en escuelas rurales. La metodología utilizada en este estudio se basó en la investigación cualitativa. Las técnicas de recolección de datos fueron la observación directa intensiva en clases de ciencias y entrevistas semiestructuradas, realizadas en la Escuela Municipal de Educación Primaria Sonho de Criança, ubicada en el municipio de Pacajá/PA. La entrevista se realizó con el único maestro de la disciplina de Ciencias, con el coordinador pedagógico y con el director de educación, los dos últimos trabajan en el Departamento Municipal de Educación y guían el trabajo de enseñanza en esa escuela. Los datos revelaron las condiciones precarias en que el maestro ha estado pasando por la clase de varios años y las dificultades enfrentadas para trabajar con contenido de ciencias en una clase compuesta por diferentes grados, debido a la falta de recursos didácticos adecuados y en cantidad suficiente para llevar a cabo su trabajo de enseñanza.  Concluimos que el trabajo del profesor de ciencias en esta clase se ha basado en el uso del modelo de enseñanza urbana en serie, con la necesidad de incluir metodologías de enseñanza específicas para clases de varias clases en las escuelas de este municipio, que favorecen la enseñanza-aprendizaje y facilitan el desempeño del profesor en el aula. Palabras clave: Educación Rural, Multi-clase, Enseñanza de Ciencias, Metodología de la Enseñanza

Occupational exposure of workers to pesticides: Toxicogenetics and susceptibility gene polymorphisms

Farm workers are often exposed to pesticides, which are products belonging to a specific chemical group that affects the health of agricultural workers and is mostly recognized as genotoxic and carcinogenic. The exposure of workers from Piauí, Brazil, to these hazardous chemicals was assessed and cytogenetic alterations were evaluated using the buccal micronucleus assay, hematological and lipid parameters, butyrylcholinesterase (BChE) activity and genetic polymorphisms of enzymes involved in the metabolism of pesticides, such as PON1, as well as of the DNA repair system (OGG1, XRCC1 and XRCC4). Two groups of farm workers exposed to different types of pesticides were evaluated and compared to matched non-exposed control groups. A significant increase was observed in the frequencies of micronuclei, kariorrhexis, karyolysis and binucleated cells in the exposed groups (n = 100) compared to controls (n = 100). No differences were detected regarding the hematological parameters, lipid profile and BChE activity. No significant difference was observed either regarding DNA damage or nuclear fragmentation when specific metabolizing and DNA repair genotypes were investigated in the exposed groups

Chromosomal instability in diseases of premature aging

A análise de instabilidade cromossômica nas doenças do envelhecimento precoce foi realizada pelas observações das freqüências de trocas entre cromátides irmãs e aberrações cromossômicas estruturais tipo quebras e \"gaps\" em cultura de linfócitos periféricos de duas pacientes com Síndrome de Werner, dois pacientes de Progéria de etiologia autossômica recessiva, de um paciente de Progéria, caso esporádico e dos pais e irmandade dos dois pacientes de Progéria autossômica recessiva. Esta análise demonstrou que: 1) Na Síndrome de Werner a instabilidade cromossômica foi manifestada pelo aumento de aberrações cromossômicas estruturais observado nas duas pacientes, sendo significante na paciente de maior idade cronológica. As trocas entre cromátides irmãs (TCI) não tiveram diferença significante entre as duas pacientes e seus controles; 2) Na Progéria, a instabilidade cromossômica se manifestou diferentemente nas duas formas da doença, sendo que na de etiologia autossômica recessiva ela foi representada pelo aumento de trocas entre cromátides irmãs (TCI) e aumento de quebras cromossômicas, enquanto que na forma de Progéria caso esporádico, ela se manifestou com um aumento de \"gaps\" cromossômicos somente; 3) As técnicas utilizadas não se mostram suficientemente sensíveis para serem usadas como diagnóstico de heterozigose na Progéria autossômica recessiva.Chromosomal instability in diseases involving premature aging was analyzed by determining the frequency of sister chromatid exchanges and structural chromosomal aberrations such as gaps and breaks in cultures of peripheral lymphocytes from two patientes with Werner Syndrome, two patients with Progeria of recessive autosomal etiology, one patient with Progeria (a sporadic case), and from the parents and sibship of the patients with recessive autosomal Progeria. The analysis demonstrated that: 1- in Werner Syndrome, chromosomal instability manifested itself as an increase in structural chromosomal aberrations observed in both patients, with significance for the patients of older chronological age. No significant difference in sister chromatid exchange (SCE) frequency was observed between the two patients and the control; 2- in Progeria, chromosome instability manifested itself differently in the two forms of the disease, i.e. as an increase in SCE and an increase in chromosome breaks in the cases of recessive autosomal etiology, and only, as an increase in chromosome gaps in the sporadic case; 3- the techniques used did not prove be sufficiently sensitive for use in the diagnosis of heterozygosis in recessive autosomal Progeria