Abstract Aim: This study evaluated the effects of 10 weeks of combined exercise training on the salivary oxidative profile of hypertensive and normotensive postmenopausal women. Methods: Twenty-six non-obese postmenopausal women were divided into two groups: the hypertensive group (HT; n = 13; 58.9 ± 3.9 years; and BMI of 27.7 ± 4.6 kg/m2) or the normotensive group (NT; n = 13; 52.7 ± 5.2 years; and BMI of 26.9 ± 2.9 kg/m2). They performed 30 sessions of combined exercises over 10 weeks: 45 min per session, three times a week. Resting saliva samples were collected after an overnight fast to evaluate salivary nitrite levels and oxidative stress markers before and after training. Results: Two-way ANOVA showed that there was no difference in the responses over time between the hypertensive and normotensive groups in catalase, superoxide dismutase salivary activity, total antioxidant capacity, or lipid peroxidation. However, superoxide dismutase activity (δHT -0.87 ± 14.53 SOD/mg protein; δNT: 7.13 ± 9.39 SOD/mg protein; p < 0.01) and nitrite levels (δHT 10.32 ± 60.83 mM; δNT 101.92 ± 149.57 mM; p = 0.03) were higher overall in the hypertensive group compared to the normotensive group. Moreover, salivary nitrite levels increased over time (p = 0.04) in both groups. Conclusion: 10 weeks of combined exercise training did not change salivary oxidative stress markers in either normotensive or hypertensive postmenopausal women, although, after exercise training, nitrite levels increased in both groups, even with higher baseline salivary nitrite levels in hypertensive women. Thus, recurrent exercise seems to be a safe strategy after menopause from the standpoint of oxidative stress, regardless of the presence of hypertension.

Resumo A pesquisa tem como objetivo a análise das operações realizadas pelos futuros professores, após formação para o ensino de Matemática. Apresenta uma abordagem qualitativa, sendo utilizado o estudo interpretativo como estratégia metodológica. O estudo foi desenvolvido em uma turma do Curso de Pedagogia de uma instituição particular de Ensino Superior, no interior do Estado do Paraná, Brasil. O referencial teórico adotado traz contribuições de estudos realizados sobre as formas de elaboração do conteúdo em questão, assim como as contribuições das ideias de Feyerabend (1977) acerca do emprego do pluralismo metodológico. Os resultados apontaram a prevalência de um perfil racionalista, uma vez que foram mínimas as mudanças percebidas no posicionamento epistemológico dos acadêmicos pesquisados, após concluída a etapa de formação.

Abstract The research has as main objective the analysis of the operations made by future teachers, after the degree course for Mathematics teaching. It presents a qualitative approach, using the interpretive study as a methodological strategy. The study was developed in a Pedagogy Course class of a Private Higher Education Institution, in a city in the countryside of the state of Parana, Brazil. The theoretical reference brings contributions from studies made about those contents elaboration, as well as the contributions of Feyerabend's ideas on the methodological pluralism usage. The results pointed out the domination of a rationalist profile, since it was possible to observe minimal changes in the epistemological posture of the surveyed students, after concluding the educational stage.

Resumo A formação do pedagogo para atuar no ensino de matemática nos Anos Iniciais do Ensino Fundamental foi o foco desta pesquisa, cujo objetivo é analisar as matrizes curriculares dos cursos de Pedagogia de instituições do Estado do Paraná e verificar o tempo disponibilizado para a formação ofertada na área de matemática. Como proposta metodológica, empregou-se uma pesquisa documental, com análises das matrizes curriculares de 59 (cinquenta e nove) instituições que oferecem o curso de Pedagogia no mesmo Estado, com foco na formação em matemática. Verificou-se que há nos currículos a inclusão de estudos pertinentes para a formação geral em matemática do futuro educador, contudo, existe um número expressivo de cursos que contemplam uma carga horária reduzida na formação em matemática. Conclui-se que as matrizes curriculares para a formação do pedagogo no Estado do Paraná têm mostrado uma abordagem tímida para a formação em matemática.

Abstract The formation of mathematics teachers to work in the early years of basic education is the focus of this research, and the goal is to analyze the curriculum of Pedagogy courses in institutions of the Paraná state, and to check the time available for training in the field of mathematics. As a methodological approach, we used documentary research, with an analysis of curriculum of 59 (fifty nine) institutions offering the Pedagogy course, focusing on mathematics training. It was found that there are relevant studies in the overall degree in mathematics from future education; however, there are a large number of courses that include a reduced workload in the background of mathematics. We conclude that the curriculum matrices for teachers' formation in the state of Paraná has shown a timid approach to math education.