A Integração das Tecnologias Educacionais nas Aulas de Educação Física: Uma Análise a partir da (Re)Formulação Curricular no Ensino Médio de uma Escola Pública do Brasil

"A necessidade de integração das tecnologias na educação tem crescido nos últimos anos. No Brasil a partir dos anos 90, políticas públicas passaram a ser criadas com a intencionalidade de oferecer infraestrutura e formações para os professores trabalharem com as tecnologias na prática pedagógica. Neste caso, devido ao fato da Educação Física ser um componente curricular obrigatório da educação básica, podemos considerar que ela também necessita buscar alternativas para integrar as tecnologias de modo que contribuam para o processo de ensino-aprendizagem. Com base nestes argumentos, este artigo tem como objetivo discutir e analisar, a partir de uma pesquisa-ação em andamento, como uma professora de Educação Física de uma escola pública de ensino médio do Brasil, integra as tecnologias educacionais no planejamento e nas aulas. Na escola em questão, há três anos foi realizada uma (re)formulação do componente curricular, definindo temas e subtemas para serem trabalhados ao longo dos últimos anos da educação básica, planejando de forma colaborativa e integrando as tecnologias. No entanto, nos primeiros movimentos da pesquisa observamos que a forma como a professora integra as tecnologias nas aulas permanece a mesma do início da (re)formulação, assim como os demais materiais e atividades que foram planejadas, evidenciando que o movimento de inovação pedagógica não foi contínuo. Acreditamos que isso ocorre porque a professora sente-se confortável com o planejamento que tem. Dessa forma a continuidade da pesquisa-ação pretende, de forma colaborativa com a professora, consolidar as potencialidades de integração das tecnologias tornando as aulas mais participativas e interativas. Palavras-chave: Educação Física, Inovação Pedagógica, Tecnologias Educacionais THE INTEGRATION OF EDUCATIONAL TECHNOLOGIES IN PHYSICAL EDUCATION CLASSES: AN ANALYSIS FROM CURRICULAR (RE)FORMULATION IN MIDDLE SCHOOL OF A PUBLIC SCHOOL OF BRAZIL Abstract: The need for technology integration in education has grown in recent years. In Brazil since the 1990s, public policies have been created with the intention of providing infrastructure and training for teachers to work with technologies in pedagogical practice. In this case, because Physical Education is a required curricular component of basic education, we can consider that it also needs to look for alternatives to integrate the technologies in a way that contributes to the teaching-learning process. Therefore, based on these arguments, this article aims to discuss and analyze from an action research in progress as a Physical Education teacher of a public high school in Brazil, integrates educational technologies in planning and in classes. At school in question, three years ago the (re)formulation of curricular component was carried out, defining themes and sub-themes to be worked through in the last years of basic education, collaborative planning and integrating technologies. However, in the first movements of the research we observed that the way the teacher integrates the technologies in the classroom remains the same as the beginning of the (re)formulation, as well as the other materials and activities that were planned. Therefore, the pedagogical innovation movement was not continuous. We believe this is because the teacher feels comfortable with the planning she has. In this way, the continuity of action research aims, in a collaborative way with the teacher, to consolidate the integration potential of the technologies, making classes more participative and interactive. Keywords: Physical Education, Pedagogical Innovation, Educational Technologies

Meptazinol and ethanol:a fatal intoxication

Meptazinol (Meptid®) is an analgesic drug that is used to treat mild to moderate pain including postoperative pain, obstetrical pain, and the pain of renal colic. This case reports a death due to the combined effects of meptazinol and alcohol in a man with significant heart disease and alcoholic liver disease. A 57-year-old male was found unresponsive in his bed at home with empty blister packets of meptazinol around him. A general drug screen detected the presence of meptazinol, and caffeine and metabolites, in cardiac blood. Analysis, both quantitative (HPLC–DAD) and qualitative (HPLC–DAD, LC–MS), of meptazinol was carried out. Meptazinol was found at the following concentrations: 15.5 mg/L in unpreserved femoral blood; 18.6 mg/L in preserved (fluoride-oxalate) femoral blood; 52.1 mg/L in unpreserved cardiac blood; 16.8 mg/L in preserved vitreous; 61.7 mg/L in unpreserved urine; and 9.8 g/L in stomach contents. Ethanol, analyzed by headspace GC–FID, was present in preserved (fluoride-oxalate) femoral venous blood, urine, and vitreous at concentrations of 232 mg/100 mL, 297 mg/100 mL, and 192 mg/100 mL, respectively. Death was attributed to meptazinol and ethanol toxicity, with atherosclerotic coronary artery disease as a contributing facto

Monitor and control systems for the SLD Cherenkov Ring Imaging Detector

To help ensure the stable long-term operation of a Cherenkov Ring Detector at high efficiency, a comprehensive monitor and control system is being developed. This system will continuously monitor and maintain the correct operating temperatures, and will provide an on-line monitor and maintain the correct operating temperatures, and will provide an on-line monitor of the pressures, flows, mixing, and purity of the various fluids. In addition the velocities and trajectories of Cherenkov photoelectrons drifting within the imaging chambers will be measured using a pulsed uv lamp and a fiberoptic light injection system. 9 refs., 6 figs