HOLOGRAFÍA Y REALIDAD VIRTUAL EN LA ENSEÑANZA DE NANOTECNOLOGÍA: NUEVOS HORIZONTES DIRIGIDO A EDUCACIÓN SECUNDARIA

El uso casi inseparable de los recursos tecnológicos en las dimensiones sociales, profesionales y afectivas, sugieren un nuevo proceso de resignificación sociocultural y cognitiva. Tales desarrollos ganan notoriedad con el advenimiento de las nuevas tecnologías de la información y de la comunicación (NTIC), trayendo nuevos horizontes para las prácticas educativas. Las NTIC en el futuro se basará en tecnologías emergentes, que en propuestas educativas permitirán integrar y articular saberes de diferentes áreas del conocimiento de una manera interdisciplinar. Estas tecnologías disruptivas tienden a proporcionar avances significativos en áreas, tales como: tecnología de la información, la holografía, nanotecnología, biotecnología, ciencias cognitivas, robótica e inteligencia artificial. Entre esta gama de posibilidades, incluye tecnologías capaces de expresar representaciones de la realidad o la imaginación, a veces de difícil abstracción. En este contexto, la holografía y la realidad virtual congregan supuestos metodológicos que actúan de forma activa y que motivan, con alto poder de ilustración y de la interactividad. Este trabajo presenta los resultados sobre el uso de la holografía y realidad virtual para la enseñanza de conceptos de nanociencia y nanotecnología (N and N) en la educación secundaria. Metodológicamente este trabajo fue desarrollado con lo uso de estas tecnologías para la enseñanza de N and N en eventos científicos en el período entre 2015 y 2017. Los resultados muestran que los elementos interactivos de estas tecnologías pueden potenciar y corroborar para el aprendizaje significativo de conceptos relacionados con N and N y que son difíciles para la abstracción de los estudiantes.Use almost inseparable from the technological resources in social, professional and emotional dimensions, suggest a new process of sociocultural and cognitive resignification. Such developments gain notoriety with the advent of new technologies of information and communication (NTIC), bringing new horizons for educational practices. ICTs in the future will be based on emerging technologies that will integrate and articulate knowledge from different areas of knowledge in an interdisciplinary manner in educational proposals. These disruptive technologies tend to provide significant advances in areas such as: technology information, holography, nanotechnology, biotechnology, cognitive science, robotics and artificial intelligence. Among this range of possibilities, including technologies capable of express representations of reality or imagination, sometimes difficult to abstraction. In this context, holography and virtual reality meet methodological assumptions that act in an active way and that motivate, with high power of illustration and interactivity. This paper presents the findings on the use of holography and virtual reality for the teaching of concepts in nanoscience and nanotechnology (N and N) in secondary education. Methodologically, this work was developed with use of these technologies for the teaching of N and N in scientific events in the period between 2015 and 2017. The results show that the interactive elements of these technologies can enhance and corroborate to the meaningful learning of concepts related to N and N, and which are difficult for the abstraction of the students

Frequencies of -308G/A (TNFA) and -509C/T (TGFB1) polymorphisms in sickle cell anemia patients from Brazil

ABSTRACT. Sickle cell anemia is an affection that causes chronic inflammation, with consequences for vaso-occlusion, oxidative stress and cytokine production. Genetic polymorphisms in markers involved in this process can modulate the inflammatory response, including polymorphisms -308G/A of TNFA (tumor necrosis factor alpha) and -509C/T of TGFB1 (transforming growth factor beta 1), reported to increase TNF-α and TGF-β1 production, respectively. Changes in the cytokine balance are important risk factors for clinical events; consequently, we examined the frequencies of these polymorphisms in 240 Brazilian sickle cell anemia patients from southeast Brazil. PCR-RFLP was used to detect these polymorphisms. The -509C/T (TGFB1) polymorphism was more frequent than -308G/A (TNFA), with allelic frequency of 0.3 for the mutant allele T (TGFB) agaist 0.1 for the mutant TNFA and TGFB polymorphism frequencies allele A (TNFA). These allelic frequencies are similar to those known from populations with ethnicity similar to the Brazilian population. Inheritance of these polymorphisms does not seem to be associated with that of the Hb S mutation; however, this information could be useful in analyses of specific clinical characteristics of sickle cell anemia