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Occupational toxicology in the paper industry aims to study the occupational risks of exposure to chemical, physical and biological compounds used in the workplace, in addition to helping and preventing the possible appearance of adverse effects on the health of workers due to exposure to themselves. The pulp and paper industries use several chemical agents in the production of packaging, demanding attention to handling due to their toxic action, currently research in this area is scarce. In turn, this article sought to demonstrate, through questionnaires and chemical analysis, contamination by hydrochloric acid and sodium hydroxide in workers during their work activity in a paper industry located in southern Brazil. Seeking to increase the studies, the workers' knowledge about the agents was investigated, as well as the use of Personal Protective Equipment (PPE) and the contamination of these individuals with the aforementioned agents. To achieve these objectives, interviews were applied to employees from four different shifts and the clothes were analyzed after the end of the shift through titration and pHmetry analysis. The results of the analyzes showed a lack of awareness among the workers, evidence of contamination and traces of sodium hydroxide on the employees' clothing. These results imply reflection on the indispensability of personal protective equipment. Highlighting the need for the routine use of PPE, as well as offering the necessary qualification for workers, in order to prevent and minimize occupational accidents. [ABSTRACT FROM AUTHOR]

This article aims to reflect on the relationship between philosophical education and professional teaching learning. This way, the research was carried out with a qualitative approach, involving bibliographic studies, supported by Benvenutti (2016, 2017), Gallo (2007, 2012), Maturana and Verden-Zöller (2004) and Morin (2000, 2008, 2015), between others. The results indicated a formative stripping and to profane the borders of pathological formations of knowledge and blind intelligences, which are reproduced in the spaces of initial and continued training in teacher formation. In philosophical education for teacher training, conceptual movements of awareness, problematization, investigation and conceptualization were evidenced. It is concluded, therefore, that in philosophical education it is possible to constitute knowledge that is not closed, but allows rhizomatic flights, knowledge that (re)constitutes itself, (re)constructs epistemological, ethical, aesthetic and pedagogical experiences of teacher training. [ABSTRACT FROM AUTHOR]