This summary consists of an experience report about actions taken by biochemical monitors with pharmacy students. The reason of our work was the intention to both improve the process of teaching and also learning and invalidate the labels owned by biochemistry of hard and high-level-failure subject. The three actors: teachers, students and monitor could act on an integrated basis for the construction of an articulated p edagogical process between theory/practice and learning signification. Our main objective was to initiate the monitors in teaching practice effected through educational projects aimed at improving the teaching and learning of undergraduate courses and encouraging teacher training, involving teachers and students the guiding condition and monitors, respectively. T he methodology was applied in three stages: 1 ) preparation of teaching materials ; 2nd) application in class and 3rd) students rating of the methodology applied by monitors. The teaching materials presented discussed several biochemistry's topics and students had the opportunity to scaffold their own knowledge actively . Almost 90 % considered the tool applied as highly related to classes and 82% considered this way of learning more significant than dialogical lectures. The performance of the monitors , focused on students and their learning, was considered great by students who were more motivated, resulting in the excellent evaluation of the work (100% of acceptance ). The failure rate of the subject reduced in the four groups wherein the pedagogical materials were applied. It can demonstrate that both the mastery of scientific content and the pedagogical process involved during the teaching and learning moments are important.
There are constant changes in the development of science, technology, politics, culture and society; the need for change is also evident in the training of teachers.The ease of access to information makes us realize that traditional teaching needs to be updated. The increasing demotivation of students, followed by high reprobation rates, has become a real challenge to the teaching practice. The objective of this work was to awaken in students enrolled in the discipline of MOLECULAR DI - integrate the topics taught in the discipline, and also those administered in the disciplines processed in parallel, or even in previous semesters. In this way students realize that molecules relate and interact in all bodies; this gives rise to life through metabolism. The discipline is expected to promote meaningful and inter-related learning. We obtained the following results: greater participation and involvement of students in answering the questions posed; greater interest in the discipline;positive changes regarding the number of students who dropped the class, and in reprobation; and greater integration between teachers, students, and teaching assistants. The methodology used in this work was extremely important to achieve the proposed objectives, helping to facilitate the process of teaching-learning, as also to important relate content.
RESUMO Glicosaminoglicanos (GAGs) são carboidratos presentes em todos os organismos que apresentam organização tissular. Glicosidases e sulfatases são as enzimas envolvidas na degradação destes compostos em vertebrados e invertebrados. O objetivo deste trabalho foi identificar a presença destas enzimas em diferentes tecidos do molusco Aplysiacervina. O molusco foi dissecado em esôfago, fígado, moela e músculo e homogeneizados separadamente. Após centrifugação os sobrenadantes (extratos brutos) foram fracionados com sulfato de amônio nas concentrações de 0-30% (F-I), 30-50% (FII) e 50-80% (FIII). Foi identificada a presença de sulfatase, β-glucuronidase, β-D-N-acetilgalactosaminidase e α-glucosaminidase nos extratos brutos de todos os tecidos investigados. A enzima α-fucosidase não foi detectada em esôfago, nos extratos brutos e F-I de moela, mas sim nas frações de fígado e músculo. A sulfatase apresentou-se mais ativa na F-III de fígado e moela com atividades específicas de 3,0 e 4,8, respectivamente. A α-glucosaminidase foi mais ativa nas frações F-III de esôfago e músculo apresentando atividades específicas de 3,9 e 2,0, respectivamente. Estes resultados indicam a existência de atividade catabólica sobre os GAGs neste invertebrado marinho.
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