HÁ ESPAÇO PARA PARRESÍA NA EDUCAÇÃO FÍSICA ESCOLAR? ENSAIO SOBRE OS MODOS DE VERIDICÇÃO NAS PRÁTICAS DE OUVIR/FALAR/FAZER

Dispondo do aporte foucaultiano, este ensaio analisa nas práticas de ouvir/falar/fazer no espaço-tempo das aulas de Educação Física, as possibilidades para um dizer-a-verdade que possa se assemelhar às nuances da parresía apresenta em “A coragem da verdade: o Governo de Si e dos Outros II”. No percurso metodológico, lemos os planos de aula de dois docentes, caracterizamos as práticas e confrontamos a obra de Foucault para alicerçar as interpretações. Assim, as rodas de conversas e os exercícios corporais são um dizer-a-verdade atrelada à teknê, embora haja chances para a parresía política. O lúdico emerge como potência para a parresía socrática, porém, a coragem da verdade não reduz o controle panóptico escolar. Por fim, é na potência heterotópica de uma Educação Física que vá além do “saber-fazer” que aventamos este ensaio

Preference, importance and participation of girls and boys in the Physical Education High School class

O objetivo do estudo é compreender, sob perspectiva discente, a interferência do marcador gênero nas relações dos/as estudantes de Ensino Médio com a Educação Física (EF). Trata-se de uma pesquisa descritiva com 94 alunos e 88 alunas de 8 escolas estaduais de São Paulo (Brasil), que levantou informações de gosto, importância e participação na disciplina EF, a partir de aplicação de questionário estruturado. Os resultados indicam que meninos atribuem maior importância, gostam e participam mais do que as meninas. Contudo, não é possível afirmar que meninas desgostam, não participam e não atribuem importância. Em cotejo com a literatura, a participação das alunas na EF, além do fator gosto, está concatenada a obrigação ou via “obediência-subversiva” no ambiente ambíguo escolar, de discursos explícitos de igualdade de condições e de práticas implícitas segregacionistas de gênero; por sua vez, a referida ambiência implícita favorece a “colonização” de meninos nas aulas de EF. Concluímos que são os docentes (homens e mulheres) que podem problematizar a desigualdade e ajudar a instituir uma EF com equidade de gênero.The aim of this study is to understand, from the student’s perspective, the interference of gender marker in High School students in relation to Physical Education (PE). This is a descriptive study with 94 boys and 88 girls from 8 public schools of São Paulo State (Brazil), which raised information on preference, importance and participation in PE classes, through the application of a structured questionnaire. The results indicate that boys give greater importance to like and participate more in the class than girls. However, it is not possible to say that girls dislike it, do not participate and do not give importance to it. Research in the literature shows that the participation of students in PE, beyond preference, is associated with the obligation or via “subversive obedience” in the ambiguous school environment, with explicit speeches of equal conditions and implicit gender segregationist practices. On the other hand, the implicit environment supports the “colonization” of boys in PE classes. We conclude that teachers (men and women) are the ones who can problematize inequality and assist students to establish gender equity PE.Facultad de Humanidades y Ciencias de la Educació

Enhanced Ex Vivo Expansion of Human Adipose Tissue-Derived Mesenchymal Stromal Cells by Fibroblast Growth Factor-2 and Dexamethasone

In the present study, we investigated the ex vivo expansion of human adipose tissue-derived mesenchymal stromal cells (ATSCs) to identify factors that promoted efficient expansion while preserving stem cell potential. We examined several growth factors and steroids, and found that the combination of a low concentration of fibroblast growth factor-2 (FGF-2) (1 ng/mL) and dexamethasone (DEX) or betamethasone (BET) enhanced the proliferation of ATSCs by approximately 30-60% as compared to control. Enhanced proliferation under these conditions was confirmed using ATSCs isolated from three independent donors. ATSCs that were expanded in the presence of FGF-2 and DEX for 5 days were capable of differentiating into either osteoblastic or adipogenic cells, and the cells were positive for the mesenchymal stem cell markers such as CD29, CD44, CD90, CD105, and CD146, suggesting that the stem cell potential of the ATSCs was preserved. Analysis of signaling pathway revealed that tyrosine phosphorylation of Src kinase was dramatically increased in response to FGF-2 and DEX, suggesting the involvement of Src-dependent pathways in the stimulatory mechanism of proliferation of ATSCs by FGF-2 and DEX. Moreover, Src family kinase inhibitors (SU6656 and Src kinase inhibitor I) substantially reduced the FGF-2 and DEX-induced proliferation of ATSCs. SU6656 also inhibited the osteogenic and adipogenic differentiation of ATSCs. The results of the current study demonstrate that FGF-2 in combination with DEX stimulates the proliferation and osteoblastic and adipogenic differentiation of ATSCs through a Src-dependent mechanism, and that FGF-2 and DEX promote the efficient ex vivo expansion of ATSCs.This work was supported by a grant from the Ministry of Health and Welfare [0405-BO01-0204-0006] and by a Korea Science and Engineering Foundation (KOSEF) grant funded by the Korea government (MOST); Grant Numbers: M10646020001-06N4602-00110 and No. R01-2006-000-10756-0).1

Inter-domain Communication Mechanisms in an ABC Importer: A Molecular Dynamics Study of the MalFGK2E Complex

ATP-Binding Cassette transporters are ubiquitous membrane proteins that convert the energy from ATP-binding and hydrolysis into conformational changes of the transmembrane region to allow the translocation of substrates against their concentration gradient. Despite the large amount of structural and biochemical data available for this family, it is still not clear how the energy obtained from ATP hydrolysis in the ATPase domains is “transmitted” to the transmembrane domains. In this work, we focus our attention on the consequences of hydrolysis and inorganic phosphate exit in the maltose uptake system (MalFGK2E) from Escherichia coli. The prime goal is to identify and map the structural changes occurring during an ATP-hydrolytic cycle. For that, we use extensive molecular dynamics simulations to study three potential intermediate states (with 10 replicates each): an ATP-bound, an ADP plus inorganic phosphate-bound and an ADP-bound state. Our results show that the residues presenting major rearrangements are located in the A-loop, in the helical sub-domain, and in the “EAA motif” (especially in the “coupling helices” region). Additionally, in one of the simulations with ADP we were able to observe the opening of the NBD dimer accompanied by the dissociation of ADP from the ABC signature motif, but not from its corresponding P-loop motif. This work, together with several other MD studies, suggests a common communication mechanism both for importers and exporters, in which ATP-hydrolysis induces conformational changes in the helical sub-domain region, in turn transferred to the transmembrane domains via the “coupling helices”

Circumventing 'free care' and 'shouting louder':Using a health systems approach to study eye health system sustainability in government & mission facilities of north-west Tanzania.

BACKGROUND: Little is known about the contributions of faith-based organisations (FBOs) to health systems in Africa. In the specialist area of eye health, international and domestic Christian FBOs have been important contributors as service providers and donors, but they are also commonly critiqued as having developed eye health systems parallel to government structures which are unsustainable. METHODS: In this study, we use a health systems approach (quarterly interviews, a participatory sustainability analysis exercise and a social network analysis) to describe the strategies used by eye care practitioners in four hospitals of north-west Tanzania to navigate the government, church mission and donor rules that govern eye services delivery there. RESULTS: Practitioners in this region felt eye care was systemically neglected by government and therefore was 'all under the NGOs', but support from international donors was also precarious. Practitioners therefore adopted four main strategies to improve the sustainability of their services: (1) maintain 'sustainability funds' to retain financial autonomy over income; (2) avoid granting government user fee exemptions to elderly patients who are the majority of service users; (3) expand or contract outreach services as financial circumstances change; and (4) access peer support for problem-solving and advocacy. Mission-based eye teams had greater freedom to increase their income from user fees by not implementing government policies for 'free care'. Teams in all hospitals, however, found similar strategies to manage their programmes even when their management structures were unique, suggesting the importance of informal rules shared through a peer network in governing eye care in this pluralistic health system. CONCLUSIONS: Health systems research can generate new evidence on the social dynamics that cross public and private sectors within a local health system. In this area of Tanzania, Christian FBOs' investments are important, not only in terms of the population health outcomes achieved by teams they support, but also in the diversity of organisational models they contribute to in the wider eye health system, which facilitates innovation

25th Annual Computational Neuroscience Meeting: CNS-2016

Abstracts of the 25th Annual Computational Neuroscience Meeting: CNS-2016 Seogwipo City, Jeju-do, South Korea. 2–7 July 201

Para quem ensinar? Por uma didática das lutas nas aulas de Educação Física

Visando contribuir com uma didática das Lutas, tratamos neste ensaio teórico propositivo da questão dos estudantes (para quem ensinar?). Nosso objetivo é apresentar ideias para analisar as percepções dos alunos sobre as Lutas e indicar estratégias de mobilização para o aprendizado desse conteúdo. Investigamos nossa própria prática numa escrita memorial a qual foi cotejada com uma pesquisa bibliográfica que nos permitiu analisar os contrastes das fontes e construir núcleos de sentido: a percepção dos alunos e as estratégias didáticas. Indícios sugerem que a percepção discente sobre as Lutas é permeada por representações midiáticas que ao não ser confrontada com outras experiências levam à associação com as brigas, medo de machucar e violência. No caso das meninas há ainda um ideário de masculinização e uma vigilância dos corpos. Para dirimir esses desafios dez estratégias de ensino são apresentadas para serem lidas, criticadas e reformuladas. O ensino de Lutas na Educação Física escolar atualmente é um cabo de guerra: numa ponta os currículos puxam para a obrigatoriedade do ensino e na outra os alunos tensionam para o não ensino; considerando que os professores serão decisivos nesse jogo de forças, mostramos indícios e estratégias para que ele possa tensionar para o lado do ensino do conteúdo Lutas