The ultrasound-assisted extraction (UAE) is an alternative approach for the total lipid content determination in food samples. The high extraction efficiency, being less time-consuming and with the possibility of using less toxic solvents are the main advantages of UAE. It is, thus, an excellent alternative to be applied as a laboratory experiment for undergraduate students. The UAE procedure was optimized and the extraction parameters, such as extractor solvent, time and frequency of the ultrasound, were evaluated. The accuracy of the UAE procedure was evaluated by comparing the obtained results with those found by the traditional lipids extraction approach. The results showed that the lipids content found in the analyzed samples by using UAE were in agreement with the results obtained by the traditional lipids extraction. Therefore, the optimized UAE procedure was proposed as a laboratory experiment to 15 groups of undergraduate students to introduce the subjects of an alternative approach for total lipids determination in food samples. The results obtained showed that 80% of the student groups found results for total lipid contents in agreement with those found by traditional lipids extraction method. The proposed UAE procedure as a laboratory experiment proved to be simple and easy to be applied to undergraduate students.

Com ênfase na importância do monitoramento da produção científica, podendo o mesmo indicar qualidade da e rumos tomados pela produção do saber, o presente estudo visa a mapear as produções no âmbito da psicologia escolar educacional e, mais especificamente, nos artigos científicos que apresentem uma perspectiva crítica nessa área. Para tanto, foi realizada uma busca bibliográfica das versões on-line, publicadas entre 2007 e 2011, disponíveis na página da revista Psicologia Escolar e Educacional, publicação semestral da Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE). Ao todo, foram analisados 134 artigos. Os resultados apontaram que 17 artigos (12,69%) foram classificados na perspectiva crítica. Cada estudo trata de importantes aspectos da psicologia escolar educacional, tendo como foco o papel do psicólogo na escola, a formação docente e a postura crítica dos agentes escolares. Todos os artigos selecionados fundamentam-se na teoria histórico-cultural, uma das abordagens críticas da psicologia resgatadas para a compreensão dos fenômenos educacionais, aqui considerados essencialmente psicossociais. Entende-se que esse levantamento representa um instrumento de fundamentação e de questionamento na formação acadêmica (graduação e pós-graduação) de alunos de psicologia, da área de educação e de áreas afins, e propicia um maior aprofundamento acerca de como vem se configurando a psicologia escolar educacional contemporânea e dos impactos nas práticas profissionais orientadas por uma perspectiva crítica.

The present study seeks to map the productions in the scope of educational and school psychology and, more specifically, in the scientific articles that show a critical perspective in this area. This is done by emphasizing the importance of monitoring scientific production and its possibility of indicating the quality and directions taken by the production of knowledge. In order to achieve this, we have conducted a bibliographical search of the online versions published between 2007 and 2011, available in the journal Psicologia Escolar e Educacional (Educational and School Psychology), which is a biannual publication of Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE - Brazilian Association of Educational and School Psychology). Overall, 134 articles were analyzed. The results indicate that 17 articles (12.69%) were classified in the critical perspective. Each study discusses important aspects of educational and school psychology, focusing on the role of school psychologists, teacher education, and the critical stance of school agents. All the articles selected were based on the cultural-historical theory, one of the critical approaches of psychology used to help understand educational phenomena, which are considered in this study as essentially psychosocial. This survey can be seen as a platform to evaluate the academic undergraduate and graduate background of psychology students in the field of education and similar areas, and it provides a deeper view on how contemporary educational and school psychology has been configured and its impact on professional practices guided by a critical perspective.