https://repositorio.ufu.br/handle/123456789/21759 Thu, 27 Aug 2026 07:39:07 GMT 2026-08-27T07:39:07Z https://repositorio.ufu.br:443/retrieve/ba9c5003-ea48-4d38-a4fb-e182ab959761/inscr001_colorida_png_4-removebg-preview.png https://repositorio.ufu.br/handle/123456789/21759 https://repositorio.ufu.br/handle/123456789/49846 Title: “Uma mulher trabalhadora como eu sou”: caminhos da formação de uma futura professora de ciências e biologia Abstract: This research presents an autobiographical narrative about the academic trajectory of a student enrolled in the undergraduate Teaching Degree in Biological Sciences at the Federal University of Uberlândia (UFU), Pontal Campus, aiming to understand the challenges, learnings, and experiences that contributed to her development as a future Science and Biology teacher. The study aims to analyze the paths experienced throughout undergraduate education, highlighting the relationships between university retention, work, family responsibilities, gender inequalities, and the construction of teaching identity. The methodology is characterized as an autobiographical narrative investigation, developed from the recollection and reflection on personal, academic, and professional experiences lived during higher education, combined with studies on autobiographical narratives, teacher education, and student retention. The results indicate that the university trajectory was marked by challenges related to balancing work and studies, the impacts of the COVID-19 pandemic, financial difficulties, and the need to manage family responsibilities alongside academic training. Furthermore, the experience of teaching during undergraduate education significantly contributed to the construction of professional identity and reaffirmed the desire to pursue teaching. It is concluded that autobiographical narratives are important instruments for reflecting on student trajectories, allowing a broader understanding of higher education retention beyond traditional academic indicators and revealing human, social, and formative experiences. Thu, 30 Jul 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49846 2026-07-30T00:00:00Z https://repositorio.ufu.br/handle/123456789/49844 Title: Interações medicamentosas potenciais da hidroxicloroquina e suas implicações para a segurança do paciente e a saúde coletiva Abstract: Objective: To analyze the profile of potential drug interactions involving hydroxychloroquine (HCQ), considering pharmacological mechanisms, severity, therapeutic classes, and potential adverse effects, and to discuss their implications for pharmacotherapeutic safety and public health. Methodology: A descriptive documentary study using a qualitative-quantitative approach, based on secondary data from DrugBank. The identified potential interactions were categorized by severity, pharmacological mechanism, therapeutic classes, and potential adverse effects, and the findings were contextualized within the relevant scientific literature. Results: A total of 1,509 potential drug interactions involving HCQ were identified. Of these, 226 (14.98%) were classified as severe, 614 (40.69%) as moderate, 19 (1.26%) as mild, and 650 (43.07%) were of undetermined severity. Potential pharmacodynamic interactions predominated, and the main risks described included QT interval prolongation, hepatotoxicity, metabolic alterations, and an increased risk of seizures. Potential interactions were identified across various therapeutic classes, notably antibiotics, antiarrhythmics, antipsychotics, antidepressants, and antineoplastics. Conclusion: The findings highlight the wide range of potential interactions associated with HCQ and reinforce the need for individualized pharmacotherapy assessment, particularly for individuals undergoing polypharmacy and those with chronic conditions. The high proportion of records with undetermined severity also underscores the importance of clinical monitoring and the quality of information used in pharmacotherapeutic decision-making. Tue, 04 Aug 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49844 2026-08-04T00:00:00Z https://repositorio.ufu.br/handle/123456789/49768 Title: As imagens na formação inicial docente e no ensino de Ciências e Biologia: imaginários científicos em disputa Abstract: Images present in Science and Biology education play an important role in constructing meanings about science, identity, and belonging, influencing how students understand who can occupy scientific spaces. This study aimed to analyze how representations circulating in Science and Biology education and the media contribute to the construction of the scientific imagination in pedagogical experiences by high school students. This qualitative research was conducted during the researcher’s participation in the Institutional Scholarship Program for Teaching Initiation (PIBID) and supervised teaching internships at a public secondary school in Ituiutaba, Minas Gerais, Brazil. As part of Biology classes, students were invited to draw what they imagined a scientist to be, and these drawings constituted the main empirical material of the study. Based on Cultural Studies, the analysis revealed the predominance of representations of White male scientists associated with laboratory environments and exceptional intelligence, as well as the limited representation of women and the absence of Black women. The findings indicate that images circulating in schools and the media contribute to shaping representations of science, influencing processes of identification and belonging. Therefore, the study highlights the importance of pedagogical practices that promote a more diverse and inclusive understanding of science. Mon, 03 Aug 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49768 2026-08-03T00:00:00Z https://repositorio.ufu.br/handle/123456789/49767 Title: A percepção e o impacto da Educação Ambiental nos graduandos de Ciências Biológicas no Campus Pontal, sob a Ótica da Política Nacional de Educação Ambiental (PNEA) Thu, 01 Jan 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49767 2026-01-01T00:00:00Z