Corpo, gestos e movimentos na Educação Infantil: o olhar de professores de Educação Física

ABSTRACT. This study focuses on teaching contexts in Brazilian Early Childhood Education, in particular, on issues related to the body, movement and PE. It aims to know aspects of the pedagogical work with the theme body, gestures and movements from the perspective of PE teachers in. Data production starts from analysis of national, state and municipal document regulations for the Early Childhood Education and from semi-structured interviews carried out with four teachers in the area in different institutions of Early Childhood Education. The results indicate that teachers believe in the relevance of dealing with the theme in childhood by contributing to the biopsychosocial development of children, as well as to training in their present and future lives. However, they express little knowledge arising from the curricular proposals in interface with PE. The study concluded that the understandings about the body, gestures and movements are still incipient in the teachers' pedagogical practice.ABSTRACT. This study focuses on teaching contexts in Brazilian Early Childhood Education, in particular, on issues related to the body, movement and PE. It aims to know aspects of the pedagogical work with the theme body, gestures and movements from the perspective of PE teachers in. Data production starts from analysis of national, state and municipal document regulations for the Early Childhood Education and from semi-structured interviews carried out with four teachers in the area in different institutions of Early Childhood Education. The results indicate that teachers believe in the relevance of dealing with the theme in childhood by contributing to the biopsychosocial development of children, as well as to training in their present and future lives. However, they express little knowledge arising from the curricular proposals in interface with PE. The study concluded that the understandings about the body, gestures and movements are still incipient in the teachers' pedagogical practice.RESUMEN. Se centra en contextos de enseñanza en la Educación Infantil brasileña, en particular, en cuestiones relacionadas con el cuerpo, el movimiento y la Educación Física. Tiene como objetivo conocer aspectos del trabajo pedagógico con el tema cuerpo, gestos y movimientos en la perspectiva de los profesores de Educación Física en la Educación Infantil. La producción de datos parte del análisis documental de normativas nacional, estatal y municipal para la Educación Infantil y de entrevistas semiestructuradas realizadas a cuatro profesores del área de diferentes instituciones de Educación Infantil. Los resultados indican que los profesores creen en la pertinencia de tratar el tema en la infancia contribuyendo al desarrollo biopsicosocial de los niños, así como a la formación en su vida presente y futura. Sin embargo, expresan escasos saberes provenientes de las propuestas curriculares en relación con la Educación Física. Se concluye que las comprensiones sobre el cuerpo, gestos y movimientos aún son incipientes en la práctica pedagógica de los profesores.ABSTRACT. This study focuses on teaching contexts in Brazilian Early Childhood Education, in particular, on issues related to the body, movement and PE. It aims to know aspects of the pedagogical work with the theme body, gestures and movements from the perspective of PE teachers in. Data production starts from analysis of national, state and municipal document regulations for the Early Childhood Education and from semi-structured interviews carried out with four teachers in the area in different institutions of Early Childhood Education. The results indicate that teachers believe in the relevance of dealing with the theme in childhood by contributing to the biopsychosocial development of children, as well as to training in their present and future lives. However, they express little knowledge arising from the curricular proposals in interface with PE. The study concluded that the understandings about the body, gestures and movements are still incipient in the teachers' pedagogical practice.Focaliza os contextos de ensino na Educação Infantil brasileira, em especial, às questões relacionadas ao corpo, movimento e Educação Física. Objetiva conhecer aspectos do trabalho pedagógico com o tema corpo, gestos e movimentos sob a ótica de professores de Educação Física na Educação Infantil. A produção dos dados parte da análise documental de normativos nacionais, estaduais e municipais para a primeira etapa da Educação Básica e de entrevistas semiestruturadas realizadas com quatro professores da área inseridos em diferentes instituições de Educação Infantil. Os resultados indicam que os professores acreditam na relevância do trato da temática na infância ao contribuir para o desenvolvimento biopsicossocial das crianças, bem como para a formação em tempo de vida presente e futuro. No entanto, expressam pouco conhecimento advindos das propostas curriculares em interface com a Educação Física. Conclui-se que as compreensões acerca do tema corpo, gestos e movimentos são ainda incipientes na prática pedagógicas dos professores. Palavras-chave: educação infantil, educação física, corpo, gestos e movimentos.   Body, gestures and movements in Early Childhood Education: the perspective of PE teachers   ABSTRACT. This study focuses on teaching contexts in Brazilian Early Childhood Education, in particular, on issues related to the body, movement and PE. It aims to know aspects of the pedagogical work with the theme body, gestures and movements from the perspective of PE teachers in. Data production starts from analysis of national, state and municipal document regulations for the Early Childhood Education and from semi-structured interviews carried out with four teachers in the area in different institutions of Early Childhood Education. The results indicate that teachers believe in the relevance of dealing with the theme in childhood by contributing to the biopsychosocial development of children, as well as to training in their present and future lives. However, they express little knowledge arising from the curricular proposals in interface with PE. The study concluded that the understandings about the body, gestures and movements are still incipient in the teachers' pedagogical practice. Keywords: early childhood education, physical education, body, gestures and movements.   Cuerpo, gestos y movimientos en la Educación Infantil: la perspectiva del profesorado de Educación Física RESUMEN. Se centra en contextos de enseñanza en la Educación Infantil brasileña, en particular, en cuestiones relacionadas con el cuerpo, el movimiento y la Educación Física. Tiene como objetivo conocer aspectos del trabajo pedagógico con el tema cuerpo, gestos y movimientos en la perspectiva de los profesores de Educación Física en la Educación Infantil. La producción de datos parte del análisis documental de normativas nacional, estatal y municipal para la Educación Infantil y de entrevistas semiestructuradas realizadas a cuatro profesores del área de diferentes instituciones de Educación Infantil. Los resultados indican que los profesores creen en la pertinencia de tratar el tema en la infancia contribuyendo al desarrollo biopsicosocial de los niños, así como a la formación en su vida presente y futura. Sin embargo, expresan escasos saberes provenientes de las propuestas curriculares en relación con la Educación Física. Se concluye que las comprensiones sobre el cuerpo, gestos y movimientos aún son incipientes en la práctica pedagógica de los profesores. Palabras clave: educación infantil, educación física, cuerpo, gestos y movimientos

Hygienic sanitary conditions of sun dried meat marketed in Cruz das Almas, Bahia and detection of strains with antimicrobial resistance

This study aimed to evaluate the microbiological, physical and chemical qualities of sun dried meat marketed in Cruz das Almas, Bahia, as well as trace the resistance profile of the isolated strains against different commercial pharmacos. There were collected and analysed 36 samples of sun dried meat, acquired in 12 different establishment (supermarkets, mini-markets, butchers and a municipal market), and quantified mesophilic aerobic bacteria, coliforms, Staphylococcus coagulase positive, E. coli and presence of Salmonella spp., as well as specific content humidity, water activity (Aw) and chloride. In 83% of the establishments, mesophilic bacteria counted > 105 CFU.g-1 and 58% coliforms at 35º C > 105 NMP.g- 1 and coliforms at 45ºC > 103 NMP.g-1. Escherichia coli was isolated in 75% of the establishments. Staphylococcus spp. ranged from 4.8 x 104 to 9.0 x 108 UFC.g-1, not being isolated Staphylococcus coagulase positive. Salmonella was found in 25% of the establishments. The humidity in the sun dried meat samples ranged from 52.37% to 74.69%, the Aw from 0.87 to 0.95 and the chloride from 3.16% to 5.98%. Salmonella was 100% resistant to tetracycline, acid nalidixic, cephalothin and erythromycin, with intermediate resistance to ampicillin and gentamicin. Escherichia coli was resistant to erythromycin (100%), ampicillin (68.7%), cephalothin (71.4%), tetracycline (64.2%), nalidixic acid (35.7%) and gentamicin (12.5%). Multiresistant strains of E. coli were observed in 87.5% of the isolates, and it happened that in 28.6% of the resistance it was mediated by plasmids. Multidrug resistance profile was observed in all Salmonella, with a strain showing plasmid resistance. The marketing of sun dried meat in Cruz das Almas presents hygienic and sanitary failures due to it’s high microbial loads. This fact undermines the safety and product lifetime, and may also pose risk to public health since it markets strains with antimicrobial

Environmental enrichment improved learning and memory, increased telencephalic cell proliferation, and induced differential gene expression in Colossoma macropomum

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), the Brazilian Research Council (CNPq) Edital Universal Grant 440722/2014-4 and Grant 302199/2014-4; Fundação Amazônia Paraense de Amparo à Pesquisa (FAPESPA), Grant Centro de Piscicultura do IFPA Campus Bragança and Núcleos Emergentes, Instituto Federal de Educação ciência e Tecnologia do Pará (IFPA), Editais APIPA 2018 e 2019 . DD and CD were supported by Programa PROCAD AMAZÔNIA/CAPES 88887.310939/2018-00.Instituto Federal de Educação, Ciência e Tecnologia do Pará. Laboratório de Biologia Molecular e Neuroecologia. Bragança, PA, Brazil.Instituto Federal de Educação, Ciência e Tecnologia do Pará. Laboratório de Biologia Molecular e Neuroecologia. Bragança, PA, Brazil.Universidade Federal do Pará. Instituto de Ciências Biológicas. Hospital Universitário João de Barros Barreto. Laboratório de Investigação em Neurodegeneração e Infecção. Belém, PA, Brazil.Universidade Federal Rural da Amazônia. Instituto Ciências Agrárias. Capitão Poço, PA, Brazil.Universidade Federal do Pará. Instituto de Ciências Biológicas. Hospital Universitário João de Barros Barreto. Laboratório de Investigação em Neurodegeneração e Infecção. Belém, PA, Brazil.Universidade Federal do Pará. Instituto de Ciências Biológicas. Hospital Universitário João de Barros Barreto. Laboratório de Investigação em Neurodegeneração e Infecção. Belém, PA, Brazil.Universidade Federal do Pará. Instituto de Ciências Biológicas. Hospital Universitário João de Barros Barreto. Laboratório de Investigação em Neurodegeneração e Infecção. Belém, PA, Brazil.Universidade Federal do Pará. Instituto de Ciências Biológicas. Hospital Universitário João de Barros Barreto. Laboratório de Investigação em Neurodegeneração e Infecção. Belém, PA, Brazil.Universidade Federal do Pará. Instituto de Ciências Biológicas. Hospital Universitário João de Barros Barreto. Laboratório de Investigação em Neurodegeneração e Infecção. Belém, PA, Brazil.Instituto Federal de Educação, Ciência e Tecnologia do Pará. Laboratório de Biologia Molecular e Neuroecologia. Bragança, PA, Brazil.Instituto Federal de Educação, Ciência e Tecnologia do Pará. Laboratório de Biologia Molecular e Neuroecologia. Bragança, PA, Brazil.Instituto Federal de Educação, Ciência e Tecnologia do Pará. Laboratório de Biologia Molecular e Neuroecologia. Bragança, PA, Brazil.Instituto Federal de Educação, Ciência e Tecnologia do Pará. Laboratório de Biologia Molecular e Neuroecologia. Bragança, PA, Brazil.Instituto Federal de Educação, Ciência e Tecnologia do Pará. Laboratório de Biologia Molecular e Neuroecologia. Bragança, PA, Brazil.Instituto Federal de Educação, Ciência e Tecnologia do Pará. Laboratório de Biologia Molecular e Neuroecologia. Bragança, PA, Brazil.Universidade Federal do Oeste do Pará. Laboratório de Fisiologia Ambiental Aplicada. Oriximiná, PA, Brazil.Instituto Federal de Educação, Ciência e Tecnologia do Pará. Laboratório de Biologia Molecular e Neuroecologia. Bragança, PA, Brazil.Instituto Federal de Educação, Ciência e Tecnologia do Pará. Laboratório de Biologia Molecular e Neuroecologia. Bragança, PA, Brazil.Universidade Federal do Pará. Instituto de Ciências Biológicas. Hospital Universitário João de Barros Barreto. Laboratório de Investigação em Neurodegeneração e Infecção. Belém, PA, Brazil / Ministério da Saúde. Secretaria de Vigilância em Saúde. Instituto Evandro Chagas. Laboratório de Microscopia Eletrônica. Ananindeua, PA, Brasil.Fish use spatial cognition based on allocentric cues to navigate, but little is known about how environmental enrichment (EE) affects learning and memory in correlation with hematological changes or gene expression in the fish brain. Here we investigated these questions in Colossoma macropomum (Teleostei). Fish were housed for 192 days in either EE or in an impoverished environment (IE) aquarium. EE contained toys, natural plants, and a 12-h/day water stream for voluntary exercise, whereas IE had no toys, plants, or water stream. A third plus maze aquarium was used for spatial and object recognition tests. Compared with IE, the EE fish showed greater learning rates, body length, and body weight. After behavioral tests, whole brain tissue was taken, stored in RNA-later, and then homogenized for DNA sequencing after conversion of isolated RNA. To compare read mapping and gene expression profiles across libraries for neurotranscriptome differential expression, we mapped back RNA-seq reads to the C. macropomum de novo assembled transcriptome. The results showed significant differential behavior, cell counts and gene expression in EE and IE individuals. As compared with IE, we found a greater number of cells in the telencephalon of individuals maintained in EE but no significant difference in the tectum opticum, suggesting differential plasticity in these areas. A total of 107,669 transcripts were found that ultimately yielded 64 differentially expressed transcripts between IE and EE brains. Another group of adult fish growing in aquaculture conditions were either subjected to exercise using running water flow or maintained sedentary. Flow cytometry analysis of peripheral blood showed a significantly higher density of lymphocytes, and platelets but no significant differences in erythrocytes and granulocytes. Thus, under the influence of contrasting environments, our findings showed differential changes at the behavioral, cellular, and molecular levels. We propose that the differential expression of selected transcripts, number of telencephalic cell counts, learning and memory performance, and selective hematological cell changes may be part of Teleostei adaptive physiological responses triggered by EE visuospatial and somatomotor stimulation. Our findings suggest abundant differential gene expression changes depending on environment and provide a basis for exploring gene regulation mechanisms under EE in C. macropomum