A concepção docente em uma experiência de educação infantil inclusiva: um estudo de caso

Antimicrobial resistance (AMR) continues to compromise the clinical utility of conventional antibiotics, highlighting the need for innovative adjuvant strategies. Zinc oxide nanoparticles (ZnO-NP) have gained attention due to their intrinsic antimicrobial properties and capacity to potentiate antibiotic activity through multimodal mechanisms. This scoping review systematically mapped current evidence on ZnO-NP with antibiotics combinations (ZnO-NP-antibiotic) following the PRISMA-ScR guidelines. Searches in PubMed, Scopus, and Web of Science identified 14 eligible studies. To ensure comprehensive coverage of the literature, an additional manual search was conducted using Google Scholar and the reference lists of the included studies, and 10 further articles were identified. In total, 24 articles are included in this scoping review. Most investigations relied on simple physical mixtures (n = 13); while fewer explored conjugation between ZnO-NP-antibiotic (n = 3); encapsulated systems (n = 4); or drug-loaded (n = 4). Better antimicrobial activity was consistently reported across multiple antibiotic classes. Although all studies evaluated planktonic activity, only 10 incorporated biofilm models. Notably, translational maturity remains limited: more than half of the studies (n = 14) did not include toxicity assessment, and safety evaluation was considered based on in vitro cytotoxicity assays (n = 5); in vivo investigations (n = 5) or Hen's Egg Test—Chorioallantoic Membrane (HET-CAM) (n = 1). These findings indicate that ZnO-NP-antibiotic systems remain predominantly in the early stages of development. Future progress will require standardized antibiofilm methodologies, systematic toxicological profiling, pharmacokinetic characterization, and mechanistic validation to establish reproducible structure–activity relationships. Addressing these translational and regulatory challenges will determine whether nanoparticle-mediated synergy can advance beyond a laboratory proof-of-concept toward clinically viable antimicrobial strategies.

The present research had the general objective of investigating whether Science and Biology teachers promote inclusive education and what are the factors that help them or that prevent them from acting in the face of this reality. The research is characterized as qualitative, so that the data collection technique was a semi-structured interview, with nine Science and Biology teachers. The analysis of this information was carried out following the principles of content analysis and the data show that teachers recognize the urgency of offering continuing education courses, which consider the real training needs arising from the school reality, especially about school inclusion and the education of Science and Biology.