In light of the need for social isolation caused by the pandemic, in-person classes were suspended, making way for emergency remote teaching (ERT). This abrupt transition allowed for no planning or preparation for the individuals involved in the teaching-learning process. In this context, it fell upon the educators to adapt to this new, atypical reality. The aim of this study was to describe the characteristics and challenges faced by teachers at IF Sudeste MG - Campus Rio Pomba during ERT and its impacts on the teaching-learning process. To achieve this, a structured questionnaire with the participation of 41 educators was used. Difficulties related to pedagogical training, use of technological tools and active teaching methodologies (ATM), and the adaptive process of educators were highlighted. Educators did not consider ERT capable of efficiently fulfilling the objectives of the disciplines, although they acknowledged the necessary institutional support. The self-assessment of teaching performance during ERT was predominantly positive. Prior to ERT, the use of ATM was lower, especially among educators above 40 years old and males; furthermore, difficulties in using ATM increased with age, with more males reporting not using them. The adaptation to ERT was considered moderate, and more educators aged 40 to 49 reported dissatisfaction with the work environment. Educators above 40 years old and females had a higher incidence of negative psychological symptoms during ERT. This study highlights the challenges educators faced during ERT, especially those over 40 years old and females.

Ante la necesidad de aislamiento social causada por la pandemia, las clases presenciales fueron suspendidas dando paso a la enseñanza remota de emergencia (ERE). Esta transición abrupta no permitió ningún tipo de planificación o preparación para los actores involucrados en el proceso de enseñanza-aprendizaje. En este contexto, a los docentes les correspondió el desafío de adaptarse a esta nueva realidad atípica. El objetivo de este estudio fue describir las características y desafíos enfrentados por los profesores del IF Sudeste MG - Campus Rio Pomba durante la ERE y sus impactos en el proceso de enseñanza-aprendizaje. Se aplicó un cuestionario estructurado con la participación de 41 docentes. Se evidenciaron dificultades relacionadas con la formación pedagógica, el uso de herramientas tecnológicas y de metodologías activas de enseñanza (MAE). Los docentes no consideraron que la ERE fuera capaz de cumplir eficientemente con los objetivos de las disciplinas, a pesar de reconocer el apoyo institucional necesario. La autoevaluación del desempeño docente durante la ERE fue predominantemente positiva. Antes de la ERE, el uso de MAE era menor, especialmente entre los docentes mayores de 40 años y los hombres; además, las dificultades en el uso de MAE aumentaron con la edad, siendo que más hombres informaron no utilizarlas. La adaptación a la ERE fue considerada moderada, y más docentes de 40 a 49 años informaron insatisfacción con el ambiente de trabajo. Los docentes mayores de 40 años y las mujeres tuvieron una incidencia de síntomas psicológicos negativos durante la ERE y enfrentaron mayores desafíos.

Diante da necessidade do isolamento social causada pela pandemia, as aulas presenciais foram suspensas dando lugar ao ensino remoto emergencial (ERE). Essa migração abrupta não permitiu nenhum planejamento ou preparação dos atores envolvidos no processo de ensino-aprendizagem. Nesse contexto, coube ao docente o desafio de adaptar-se a essa nova realidade atípica. Dessa forma, objetivou-se com o presente estudo, descrever as características e desafios enfrentados pelos professores do IF Sudeste MG - Campus Rio Pomba durante o ERE e seus impactos no processo de ensino-aprendizagem. Para isso, foi utilizado um questionário estruturado com participação de 41 docentes. Dificuldades relacionadas a formação pedagógica, uso de ferramentas tecnológicas e de metodologias ativas de ensino (MAE) e processo adaptativo dos docentes foram evidenciadas. Docentes não consideraram o ERE capaz de suprir eficientemente os objetivos das disciplinas, apesar de considerarem que houve apoio institucional necessário. A autoavaliação do desempenho docente durante o ERE foi predominantemente positiva. Antes do ERE, o uso de MAE era menor, especialmente entre os docentes acima de 40 anos e homens, além disso, as dificuldades do uso de MAE aumentaram com a idade, sendo que mais homens relataram não as utilizar. A adaptação ao ERE foi considerada mediana e, mais docentes de 40 a 49 anos relataram insatisfação com o ambiente de trabalho. Docentes acima de 40 anos e mulheres tiveram maior incidência de sintomas psicológicos negativos no ERE. Esse trabalho evidencia o desafio que os docentes passaram durante o ERE, especialmente para aqueles maiores de 40 anos e mulheres.

ABSTRACT A trial was carried out to evaluate the effects of different levels of microalgae Schizochytrium sp. on performance, yolk lipid profile, and egg quality of Japanese quail. A flock of 210 quail was distributed in a completely randomized design, with five treatments (0, 10, 20, 30, and 40 g of Schizochytrium sp./kg of feed) and six replications with seven birds per cage. Performance and egg quality were not affected, except for a quadratic effect on yolk color, which reached the maximum value with the inclusion of 40 g of Schizochytrium sp./kg. There was linear reduction in the content of saturated fatty acids and a linear increase of polyunsaturated:saturated and polyunsaturated:monounsaturated ratios and n-6. The content of n-3 showed a minimum value with the inclusion of 6.5 g of Schizochytrium sp./kg, and the n-6:n-3 ratio was maximized with the addition of 10.5 g of microalgae/kg. As for the sensory attributes color, aroma, and overall impression, there was linear increase with the addition of increasing levels of microalgae. The inclusion of up to 40 g of microalgae Schizochytrium sp./kg in the diet of Japanese quail did not present changes in the performance nor in the egg quality but accentuated the yolk color, promoted the fortification of n-3 in the eggs, and still provided excellent sensorial acceptance. The egg fortification can add value to the product, increasing the producer remuneration and improving the nutritional quality of the diet for humans.

RESUMO: No intuito de melhorar a qualidade nutricional e funcional, hambúrgueres de frango foram elaborados com diferentes quantidades de semente de chia (0, 2, 4 e 8%) em substituição ao toucinho e avaliados quanto às características microbiológicas, tecnológicas e sensoriais. A composição centesimal e as características microbiológicas dos hambúrgueres crus estavam de acordo com o preconizado pela legislação Brasileira. Maiores adições de chia aumentaram a quantidade de fibra dietética (até 1,46%) e de carboidrato nos produtos e reduziu os valores de gordura em até 29%. A adição de semente de chia reduziu os valores de a* e aumentou os valores de h* da cor dos hambúrgueres crus e reduziu a maciez e o grau de oxidação lipídica nos hambúrgueres cozidos. Menores notas sensoriais de sabor e a aceitação global foram conferidas aos produtos com maior adição de chia, embora o grau de aceitação dos produtos tenha sido elevado. Os resultados deste estudo destacam o potencial de uso da semente de chia na elaboração de hambúrgueres com baixo teor de gordura e enriquecidos de fibra dietética.

ABSTRACT: In order to improve nutritional and functional quality, chicken burgers were made with different amounts of chia seed (0, 2, 4 and 8%) as pork fat replacers and evaluated for the microbiological, technological and sensorial characteristics. The proximate composition and the microbiological characteristics of raw burgers were in accordance with Brazilian legislation. Higher additions of chia increased the amount of dietary fiber (up to 1.46%) and carbohydrate in the products and reduced the fat content by up to 29%. The addition of chia seed reduced the a* values and increased the h* values of the raw burgers and reduced the tenderness and degree of lipid oxidation in the cooked burgers. Lower sensory taste scores and overall acceptance were conferred on products with higher chia addition; although, the degree of acceptance of the products was high. Results of this study highlighted the potential use of chia seed in the elaboration of low fat and enriched dietary fiber burgers.