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Avaliação da relação do vínculo materno infantil com alimentação responsiva durante a introdução alimentar
(Universidade Federal de Lavras, 2026-04-15) Mendonça, Giovana Oliveira; Teixeira, Lílian Gonçalves; Oliveira, João Paulo Lima de; Silva, Jéssica Pedroso da; Aguiar, Sarah Leao Fiorini de; Teixeira, Lilian Gonçalves
The first thousand days are considered a crucial period for child health. Studies highlight the importance of evaluating maternal practices and behaviors in child feeding. Responsive feeding is characterized by a reciprocal and respectful caregiver–infant relationship, and is associated with several positive child health outcomes. Various factors may contribute to the adoption of this practice, with emphasis on a strong affective relationship, such as a healthy bond and secure attachment, as well as maternal factors including maternal age, breastfeeding, working outside the home, and pregnancy planning. The mother–infant bond represents the affective and emotional tie between mother and infant, and is classified as healthy, a positive and strong relationship, or disordered, a harmful relationship. Thus, the present study aimed to evaluate the relationship between the mother–infant bond and responsive feeding during the introduction of complementary feeding. This is a cross-sectional, quantitative, and observational study conducted at the Federal University of Lavras, Minas Gerais, derived from the project “Attachment and Responsive Feeding in Early Childhood: Evaluation of the Relationship with Breastfeeding and Complementary Feeding (AAMAR).” Mothers aged over 18 years with children aged 0–12 months residing in Lavras were included. A questionnaire was administered via Google Forms® to collect sociodemographic data, the Postpartum Bonding Questionnaire (PBQ), and the Infant Feeding Style Questionnaire, Brazilian version (IFSQ-Br). The IFSQ-Br score was stratified into tertiles, mothers in the 3rd tertile was considered as having higher responsive feeding. Statistical analysis was performed using Stata® version 13.0, applying the chi-square test and multinomial logistic regressions to identify factors associated with maternal responsiveness. The results indicate that mothers with a disordered bond had 6.16 times higher odds of being in the 1st tertile of responsive feeding compared to those in the 3rd tertile (RRR = 6.16; 95% CI: 1.39–27.7; p = 0.017). Therefore, a disordered bond is negatively associated with responsive feeding among mothers of children in the complementary feeding phase.
Entre o currículo e o preconceito: uma sequência investigativa sobre gênero e sexualidade em aulas de ciências da natureza
(Universidade Federal de Lavras, 2026-05-16) Santos, Flávio Oliveira; Maciel, Antônio Marcelo Martins; Alves, Hercules Alfredo Batista; Neves, Jefferson Adriano
This study investigates how Inquiry-Based Science Education can foster the deconstruction of prejudices related to gender, sexuality, and sexual diversity, thereby promoting a safer and more inclusive school environment. Framed as qualitative research through an experience report approach with a participant researcher, the study narrates and analyzes the implementation of an investigative sequence in a late Elementary School class at a private institution, developed within the curricular context of the human reproductive system and sexuality. The sequence was organized into three pedagogical moments: the screening of the film Close (2022) as the triggering situation; individual reflective writing followed by random peer exchange and a discussion circle as devices for collective problematization; and the screening of the music video The Village (Wrabel) as an opening for students' lived experiences. The theoretical framework articulates gender and sexuality studies by Butler (2019), Louro (2018), and Wittig (2022) with the foundations of Inquiry-Based Teaching by Carvalho (2018), the Project-Based Learning approach of Hernández and Ventura (1998), and the humanistic and cognitivist psychology contributions of Rogers (1972) and Bruner (1996). Data analysis, guided by Carvalho's (2018) model of degrees of intellectual freedom, revealed a spontaneous progression in intellectual freedom, advancing from the proposed Level 3 to the observed Level 4 in three of the five dimensions analyzed. The results demonstrate that audiovisual narratives, combined with dialogic devices and the teacher's active listening posture, constitute effective strategies for emotionally engaging students and creating conditions for genuine questioning of heterocisnormative norms without resorting to doctrinal imposition. The study further highlights the pedagogical necessity of distinguishing gender identity from sexual orientation as specific analytical categories and proposes replicable guidelines for science teachers seeking to develop similar approaches.
Effect of phytogenic feed additive, yeast and organic minerals on dairy cows subjected to ruminal acidosis
(Universidade Federal de Lavras, 2026-03-31) Dorigo, Daniel Evangelista; Pereira, Marcos Neves; Orientador; Ávila, Carla Luiza da Silva; Cortinhas, Cristina Simões; dc.contributor.referee1; dc.contributor.referee2; dc.contributor.referee3; dc.contributor.referee4; dc.contributor.referee5
A phytogenic feed additive (PHY), non-viable yeast and organic minerals can reduce ruminal acidosis in dairy cows subjected to slug-feeding. Fifteen Holstein cows (40.0 ± 6.9 kg/d, 103 ± 54 days in milk, 607 ± 81 kg) were fed a sequence of treatments, control (CTL), PHY [0.01 % of dry matter (DM) of Digestarom], and YOM (PHY + 0.075 % of DM of non-viable yeast + 0.15 % of DM of organic sources of S, Cu, Mn, Zn, Se) in 3 × 3 Latin squares with 35-d periods (22-d adaptations). Cows were milked 3 ×/d and individually fed on a corn silage based total mixed ration with 31.2 % starch in DM. During days 29 and 32 of each period, feed was removed from each cow at 1900 h and cows were fed ad libitum at 0700 h of days 30 and 33 to induce slug-feeding. Data obtained over time during days 23 to 35 were analyzed as repeated measures with the MIXED procedure of SAS. The model had the effects of square, cow (square), period, treatment, day, and the interaction between treatment and day. Two contrasts were evaluated: 1) Phytogenic feed additive: CTL vs PHY+YOM and 2) Yeast + organic minerals: PHY vs YOM. Statistical significance was declared at P ≤ 0.05 and tendency at P ≤ 0.10. The ruminal acidosis induction protocol induced daily variation in most variables and there were very few treatment × day interactions. Feed restriction on days 29 and 32 induced spikes in dry matter intake (DMI) and in the duration of the first daily meal and reductions in milk yield, body weight, and ruminal pH on days 30 and 33. Cows fed PHY+YOM had higher DMI than cows fed CTL (23.7 vs 23.0 kg/d) and there was a tendency for YOM to increase DMI relative to PHY (23.9 vs 23.5 kg/d). Milk yield did not differ (33.0 kg/d), but energy-corrected milk (ECM) was higher on PHY+YOM than CTL (31.9 vs 31.0 kg/d). The concentrations in milk of fat, preformed, mixed and de novo fatty acids were all increased by PHY+YOM relative to CTL. Cows fed PHY+YOM had higher daily rumination time than CTL. Milk composition of cows fed YOM did not differ from PHY. Ruminal pH measured at 30-min intervals, fermentation profile, microbial yield and fecal pH did not differ. The intake of digestible organic matter (DOMI) was increased on PHY+YOM relative to CTL and tended to be increased on YOM relative to PHY. The total-tract digestibility of DM and OM tended to be higher and jugular blood pH was lower on YOM than PHY. Cows fed PHY+YOM had higher partial pressure of CO2 in venous blood than CTL. The second induction of slug-feeding (d 33) induced higher jugular blood pH and base excess than the first induction (d 30). Gut permeability evaluated by the plasma Cr concentration after pulse dosing Cr-EDTA into the rumen and blood serum lipopolysaccharide binding protein concentration did not differ. Cows fed the phytogenic feed additive (PHY+YOM) had greater DMI, DOMI, ECM, fat yield and rumination time than cows fed CTL without change in ruminal fermentation and gut permeability, and the supplementation of yeast + organic minerals (YOM) tended to increase DMI and diet digestibility relative to PHY.
Fenotipagem digital integrada a modelos mistos para seleção de genótipos em trigo
(Universidade Federal de Lavras, 2026-03-28) Cunha, Renan Simões; Pádua, José Maria Villela; Zambiazzi, Scheila Roberta Guilherme; Matias, Filipe Inácio; Zambiazzi, Scheila Roberta Guilherme; Santos, Pedro Henrique Araújo Diniz
High Throughput Phenotyping (HTP), based on images acquired by unmanned aerial vehicles (UAVs), has emerged as a promising tool to complement conventional phenotyping by enabling rapid, precise, and non-destructive data collection on plant development. In wheat (Triticum aestivum L.) breeding programs, the integration of digital phenotypes with robust statistical methods may increase the efficiency of selecting superior genotypes. In this context, the objective of this study was to evaluate the potential use of digital phenotypes derived from multispectral drone imagery as auxiliary variables in selection methods for grain yield in wheat under different statistical modeling approaches. Public data from a wheat breeding experiment conducted by the North Dakota State University (NDSU) breeding program were used. The dataset comprised 106 wheat lines evaluated in a randomized complete block design during the 2021 growing season. Throughout the crop cycle, 15 UAV flights equipped with a multispectral sensor were performed, generating RGB orthomosaics, multispectral images, and digital surface models. Statistical analyses were conducted in the R environment, including the estimation of heritability, correlations between digital phenotypes and agronomic traits, and the comparison of different selection methods based on observed means, Best Linear Unbiased Estimators (BLUE), and Best Linear Unbiased Predictions (BLUP), with and without the inclusion of secondary variables derived from digital phenotyping. The results revealed high heritability for some digital phenotypes, particularly traits associated with estimated plant height and individual bands. Correlations among the different selection models ranged from 0.47 to 0.99, indicating agreement in genotype ranking. Overall, the evaluated models showed high consistency in identifying superior lines, suggesting that simpler statistical approaches may be applied without substantial loss of information in genotype selection.
A mobilização do modelo AIR no ensino do conceito de calor: tensões e potencialidades sob a ótica do professor-pesquisador
(Universidade Federal de Lavras, 2026-02-27) Lucas, Mateus Loures; Neves, Jefferson Adriano; Maciel, Antônio Marcelo Martins; Charret, Iraziet da Cunha; Balthazar, Wagner Franklin; Neves, Jefferson Adriano
Despite the broad consensus regarding the importance of Scientific Literacy, there is still a lack of guidance on how to operationalize and monitor it in initial teacher education. In light of this gap, this study investigated the implementation of the AIR Model (Aims, Ideals, Reliable Processes) in the planning, enactment, and reflection stages of a Teaching and Learning Sequence (TLS) on the evolution of the concepts of Heat. A qualitative approach was adopted, characterized as research on one’s own practice, and conducted with a first-semester Physics Teacher Education class. The objective was to analyze the tensions, challenges, and potentialities associated with mobilizing this framework to foster epistemic development in the classroom from the perspective of the teacher-researcher. The empirical findings diverged from the expectation of ideal engagement, revealing strong student resistance grounded in an Epistemology of Authority. Significant tensions were identified in the negotiation of the didactic contract, as well as barriers to the transition toward inquiry-based teaching. Nevertheless, the analysis of the Reflective Journals demonstrated that the AIR Model transcends its original function as a student assessment framework. Within the context of teacher education, the findings suggest that the framework serves as a powerful metacognitive support, promoting the epistemic emancipation of the teacher-researcher from the inertia of transmissive teaching practices and strengthening their professional identity as a mediator of school scientific culture.