BACKGROUND Few studies have focused on microbial diversity in indoor environments of ships, as well as the role of the microbiome and its ecological interconnections. In this study, we investigated the microbiome and virome present on the internal surfaces of a polar ship in different stages (beginning, during, and at the end) of the Brazilian Antarctic expedition in order to evaluate abundance of microorganisms in different periods. OBJECTIVES AND METHODS We used shotgun metagenomic analysis on pooled samples from sampling surfaces in the ship’s interior to track the microbial diversity. FINDINGS Considering the total fraction of the microbiome, the relative abundance of bacteria, eukaryotes, viruses, and archaea was 83.7%, 16.2%, 0.04%, and 0.002%, respectively. Proteobacteria was the most abundant bacterial phyla, followed by Firmicutes, Actinobacteria, and Bacteroidetes. Concerning the virome, the greatest richness of viral species was identified during the middle of the trip, including ten viral families after de novo assembly: Autographiviridae, Chrysoviridae, Genomoviridae, Herelleviridae, Myoviridae, Partitiviridae, Podoviridae, Potyviridae, Siphoviridae, and Virgaviridae. MAIN CONCLUSIONS This study contributed to the knowledge of microbial diversity in naval transportation facilities, and variations in the abundance of microorganisms probably occurred due to factors such as the number of passengers and activities on the ship.

Resumo: Este trabalho apresenta os resultados de uma intervenção didática, realizada por uma professora de física, envolvendo os conceitos de tempo e espaço para alunos indígenas de uma aldeia em Mato Grosso do Sul. Trata-se de pesquisa qualitativa de caráter exploratório. O corpus de análise é formado por dois conjuntos de dados: pré-teste envolvendo a noção de espaço e tempo dos alunos indígenas, e uma atividade sobre estratégias de medição de tempo e espaço. A coleta de dados foi feita durante as aulas de física para uma turma de 13 alunos, com idades variando entre 18 e 29 anos. Foi possível observar que medições de espaço e tempo através de estratégias tradicionais ainda estão presentes, apesar de muitos indígenas não valorizarem estes conhecimentos. Todo conhecimento tradicional que possa ser trazido para reflexão na escola, junto com o conhecimento científico, contribui para uma compreensão ampliada e ressignificada desses conhecimentos para os alunos indígenas.

Abstract: This paper presents the results of a didactic intervention, carried out by a physics teacher, involving the concepts of time and space for indigenous students of Mato Grosso do Sul State, in Brazil. It is a qualitative research in an exploratory approach. The analysis' corpus consists of two sets of data: a) a pre-test involving the notion of space and time of the indigenous students and b) an activity on time and space measurement strategies. Data collection was taken during physics classes, with a sample of 13 students, ranging in age from 18 to 29 years. It was observed that measurements of space and time through traditional strategies are still present, although many indigenous people do not value this knowledge. All traditional knowledge that can be brought into thinking at school, along with scientific knowledge, contribute to a broader understanding and rethinking about these meanings for indigenous students.

O trabalho enfoca um processo de reflexão compartilhada entre pesquisadores e professores de ciências. Investiga como, em tal processo, ocorre uma evolução conceitual sobre o papel do professor de ciências na mediação do conhecimento científico no contexto escolar. Para tal, foram observadas, registradas e transcritas as discussões entre os sujeitos, anotadas em caderno de campo e gravadas em áudio. Os dados são construídos e interpretados segundo procedimentos teórico-metodológicos pautados em uma perspectiva histórico-cultural do desenvolvimento humano, adotando-se a análise microgenética para investigar o processo de reflexão compartilhada. Os resultados revelam aspectos que caracterizam certa evolução conceitual dos professores participantes, especialmente, no que se refere ao seu papel para despertar o interesse do aluno para a aprendizagem dos conteúdos e para construção de significado dos conteúdos nos alunos.

This study focuses on a process of shared reflection between researchers and science teachers. We investigated how in this process, conceptual change about the role of the science teacher in the mediation of scientific knowledge in school context occurred. For this, the discussions between subjects were observed, audio recorded and transcribed. The data were interpreted according to a theory and methodology based on the historical-cultural development of human beings, adopting the microgenetic analysis to investigate the process of this shared reflection. The results show that certain aspects characterize the conceptual development of teachers, especially as regards their role in arousing the interest of the students in learning the content and in the construction of meaningful content for students.