Composition and evaluation of the antimicrobial activity of the essential oil of Senecio selloi Spreng DC.

The essential oil of the aerial parts of Senecio selloi Spreng. DC. was extracted by hydrodistillation and analyzed by GC/MS. Nineteen compounds were identified, representing 99.9% of the total. The main compounds were found to be sesquiterpene hydrocarbons (71.3%), most of them with a bisabolane skeleton (59.4%). The major constituent was α-zingiberene (54%), followed by monoterpene α-isolimonene (16%). The essential oil was also tested against two Gram-positive and two Gram-negative bacterial species, three yeasts, and an algae. From the strains assayed, only Bacillus subtilis ATCC 6633 showed susceptibility (MIC and MBC = 4400 µg/mL) to the essential oil

Trajetória de vida e construção dos saberes de professoras de educação física History of life and construction of knowledges of physical education teachers

Considerando que os saberes dos professores são construídos ao longo dos diversos momentos de sua vida discente e docente, e que essa temática deveria ser mais abordada durante a formação inicial de professores, o objetivo deste estudo foi analisar a trajetória de vida de duas professoras de educação física escolar, sendo uma experiente (PE), com quase 30 anos de carreira, e uma novata (PN), com aproximadamente um ano e meio de carreira, dos ensinos fundamental e médio da rede pública da cidade de São Carlos-SP. Para tanto, a pesquisa pautou-se na abordagem qualitativa e teve como instrumento de coleta de dados a entrevista semi-estruturada. A análise dos dados conduziu à elaboração das seguintes categorias: 1) a infância e os possíveis reflexos na atuação profissional, que apresentou a escola e a relação com os pais como grandes responsáveis pela transmissão de valores do que é ser professor; 2) visão de curso/universidade, destacando o apreço sobre o período acadêmico na visão da PE e da PN; 3) dificuldades/reflexões sobre a vida docente, que revelou os obstáculos encontrados pela PN em seu início de carreira e, também, as artimanhas utilizadas pela PE ao lidar com as incertezas que envolvem a prática docente. Desta forma, ressaltamos que as trajetórias de vida dos professores, quando analisadas como uma perspectiva metodológica, podem apresentar aspectos importantes para futuros professores e também auxiliar os docentes durante as suas intervenções pedagógicas, pois o docente que relaciona e reflete a sua trajetória de vida com a sua atuação na escola pode reconstruir as suas intervenções e tornar-se um profissional melhor<br>Considering that the teacher's knowledge is built throughout several moments of the teachers' lives, both as students and as teachers, and that this subject should be approached more frequently during the initial years of their teaching education, the objective of this study was to analyze the courses of life of two teachers of Physical Education: an experienced teacher (ET), with almost 30 years of teaching experience, and a novice teacher (NT), with nearly one and a half years of teaching, of elementary and secondary schools in the city of São Carlos (São Paulo). We used a qualitative approach with a semi-structured interviews. The analysis of the data led to the production of the following categories: 1) the childhood and the possible reflexes in the professional action, which presented the school and the relationship with the parents as the responsible parts for the transmission of values of what being a teacher is; 2) perspective of the course/university, eliciting the regard for the academic period in the view of both the ET and the NT; 3) difficulties/reflections about the teaching life, which revealed the obstacles found by NT in the beginning of her career, and also the knowledgeable ways adopted by ET when she dealt with the uncertainties that are involved in the teaching practice. In the view of that, we emphasize that the course of life of the teachers, when analyzed as a methodological perspective, can present important aspects for the prospect teachers, and they can also assist the teachers during their educational interventions because the teacher that associates and reflects his life course with his actions in the school can reconstruct his interventions and become a better professiona