Plantas medicinais são usadas por 80% da população mundial. O Brasil, devido a sua grande diversidade de clima, possui uma forte medicina tradicional. Muitas espécies vegetais são usadas pela população como anti-inflamatórias e cicatrizantes. Neste cenário está Solidago chilensis. Sucedânea da Arnica montana, está presente na lista de plantas de interesse da ANVISA (RENISUS), e possui uma investigação científica defasada. Para apoiar o uso popular e resolver as questões sobre o seu mecanismo de ação foram desenvolvidos testes demonstrando a ação cicatrizante desta espécie. Experimentos de ferida aberta e bolsa de ar foram realizados em ratos, para determinar sua participação como um pró ou anti-inflamatório. Estes testes incluem contagem de migração celular e dosagem de citocina, frente ao estimulo de seu extrato e frações. Ensaios in vitro foram realizados para indicar o tipo celular predominante envolvido e a dose toxica (indicada pela fragmentação de ADN e viabilidade celular). Todos os experimentos foram executados com o extrato hidroetanólico a 70%, liofilizado e com as frações clorofórmio, acetato de etila, e aquosa. Paralelamente, uma triagem química por CLAE e CCD foi realizada para determinar, por RMN, alguns marcadores. Foi observado uma redução significativa da área da ferida no dia 5º dia de tratamento com LHEE em gel de carbopol, justamente na passagem da fase de inflamação para a fase de granulação, indicando uma aceleração da fase inflamatória. Também foi observado um aumento da liberação de L-selectina, IL-1, IL-6 no ensaio de bolsa de ar, mas em oposição, percebe-se um efeito oposto quando administrado concomitantemente com um estímulo pró-inflamatório. Diversos compostos devem estar atuando para culminar com essa atividade, entre eles endotoxinas, contaminantes inerentes ao ambiente não estéril, diterpenos tóxicos e flavonóides, como a quercitrina. O supracitado fenômeno indica um efeito modulador da resposta imune. To support the popular use and elucidate questions about its mechanism of action were developed tests demonstrating the healing action of this specie. Open wound and air pouch experiments are developed with rats to determinate the activities as a pro or anti-inflammatory. These tests include a cellular migration count and cytosine dosage. In vitro essay were performed to indicate the predominant cellular type response and the toxic dosage (indicated by DNA fragmentation and the cellular viability). All the experiments were executed with the lyophilized 70% hydroethanolic extract, and the fractions chloroform, ethyl acetate, and aqueous. An alongside chemical screening by THL and HPLC were carried on to determine by NMR some key compounds. It was verified a significant reduction of the wound in the 5th day in the open wound experiment, which is the passage of the inflammation phase to the granulation phase. Also it was noted ad increase of the L-selectin, IL-1, and IL-6 liberation by neutrophils but a decrease when administrated concomitant with a pro-inflammatory stimulus. Several c...

One of the actions taken was to offer training on pharmaceuticals via the distance education model (EAD) with the course titled Pharmaceutical Services and Supply Management Course (PSSMC). PSSMC, which was based on the idea of expanded management, is guided by Strategic Situational Planning (PES) concepts, and structured around an Operational Plan (OP) that serves as a practical didactic tool. The aim of this study is to report and analyze a case study based on the implementation of the Operational Plan in a municipality in the State of São Paulo, while focusing on the judicialization of access to medicines and health products. Since judicialization is an important topic, the problem chosen for resolution with the PES was attendance at the issuance of court orders by the municipality for items of medium and high complexity. The PES allows researchers to analyze reality through different points of view, of which participation is a key aspect. With the OP, it was possible to disseminate a proposal for expanded planning, to advance resolution of the problem, achieve positive results, and reduce expenses associated with the municipality's legal actions.

One of the most important models for the Pedagogical Content Knowledge (PCK), proposed by Magnusson and collaborators, has the "Orientation to Teaching Science" (OTS) on the top of the model. Such model has recently received several critiques due to its lack of empirical corroboration. To solve those issues, Wongsopawiro developed a new approach to them. This paper aims to explore the correlation between these two ways to classify the OTS and its relation to the Discursive Interaction. Through a mixed model approach, a case study was developed with a chemistry preservice teacher who had his class recorded and coded. The correlation between the codes was verified and showed that Wongsopawiro's and Magnusson's orientations possess strong interconnections. Finally, it was possible to establish a relation between Discursive interaction and Goals & Intended Strategies, being the Interactive/Authoritative Approach present above all others.

No abstract

Trying to understand the knowledge base for teaching, the Pedagogical Content Knowledge (PCK) was proposed as the main teacher’s knowledge. It amalgamates the specific knowledge and it is the difference between a teacher and a specialist. It can be both personal, deriving from practice, and canonical, which is cultural accumulation of what makes a good teacher. To acquire the last, preservice teachers (PSTE) take university classes, where theoretically their apprenticeship could be facilitated by the university teacher. Thus, it is important to understand how the university teacher best exerts his influence on PSTEs. In this paper, we show the impact of the university teacher’s interventions in the development of PCK based on analysis of a course taught to chemistry PSTE. The research was conducted in a qualitative approach, in a case study strategy. The classes from a chemistry teacher’s course from a federal university in São Paulo, Brazil were recorded for four months, to follow the development of the PCK. Qualitative forms of assessing the PCK, as CoRe, were used, and the tasks given by the teacher were collected to support the analysis. Our results show that the students’ knowledge integration responds to teacher interventions, particularly when those were customised to each individual. When the intervention was made by means of written exercises the influence on PSTE was lower than orally and when made by peers even lower or null. Being so, teacher’s interventions could be considered an INUS condition for the development of PCK in those students. Key words: knowledge integration, Pedagogical Content Knowledge, pre-service teacher, teacher formation.