The skin is the organ that protects the internal organism against pathogenic agents from the external environment. Therefore, rapid wound healing becomes an important target against exposure of the organism to pathogens. Thus, the use of biopolymers as dressings has been gaining prominence, among them, chitosan. Chitosan is a biomaterial that has high biological compatibility, biodegradability, low toxicity and healing effect. The objective of this research was to produce a chitosan-based biomaterial, incorporated with a hydroalcoholic extract from the bark of Anacardium microcarpum Ducke. The membranes were characterized in terms of color, homogeneity, flexibility, thickness, wettability and degree of swelling. The membranes were transparent, homogeneous and flexible with an average thickness of 5 micrometers. In swelling, there was absorption of 50%, mass loss below 6% and durability greater than 21 days. As for wettability, the membranes were moderately hydrophilic. The membranes showed promising chemical and physical characteristics to be a curative biomaterial.
Chemistry is the science that studies the transformations that involve matter and energy, based on experimental practices of the concepts that are addressed in the classroom. With the COVID-19 pandemic, education took new directions towards technologies, due to the need to continue with classes even in extreme periods, educational didactics involving the use of technologies had to be adapted both to the educator and the student, making them both adhere to remote teaching. In the classes referring to the experimental chemistry practices, the chemical experiments were carried out through remote classes, which caused an effect of astonishment on the teachers and students, who had to adapt these activities to the imposed and necessary contents of the curriculum of the chemistry course. to the virtual world, so numerous challenges arose during this process. Therefore, this article will address, through the verification of data analysis of a questionnaire aimed at teachers and students, the main challenges faced in practical chemistry classes during this period of pandemic, making a comparison with practical classroom classes, concluding that there were advantages and disadvantages in this process.
A química é a ciências que estuda as transformações que envolvem a matéria e energia, tendo como base a realização de práticas experimentais dos conceitos que são abordados em sala de aula. Com a pandemia do COVID-19, a educação tomou novos rumos em direção às tecnologias, devido a necessidade de se continuar com as aulas mesmo em períodos extremos, didáticas educacionais envolvendo o uso das tecnologias tiveram que ser adaptadas tanto ao educador quanto ao educando, fazendo com que ambos aderissem ao ensino remoto. Nas aulas de práticas experimentais de química, a realização dos experimentos químicos se deu através das aulas remotas, o que causou um efeito de espanto nos professores e alunos, que tiveram que adaptar essas atividades dos conteúdos impostos e necessários a grade curricular do curso de química ao mundo virtual, dessa forma inúmeras desafios surgiram durante esse processo. Portanto esse artigo abordará por meio da verificação das análises de dados de um questionário voltado para professores e alunos os principais desafios enfrentados nas aulas práticas de química durante esse período de pandemia fazendo uma comparação com as aulas práticas presenciais, concluindo que houve vantagens e desvantagens neste processo.
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