História e Cultura Afro-Brasileira: um olhar sobre a Lei 10639/2003 nas bibliotecas escolares

The proposal envisions this article analyze the actions taken by libraries Schools State of Juazeiro do Norte, Ceará, with regard to the application of Law 10.639, of January 9, 2003, which added and changed respectively to Articles 26A and 79B of Law of Guidelines and Bases of National Education (LDB). The first refers to the obligation of all institutions of elementary and high schools, public and private, include in their curriculum the teaching of "History and Afro-Brazilian struggle of blacks in Brazil, the Brazilian black culture and black in the formation of national society, rescuing the contribution of black people in the social, economic and political pertinent to the history of Brazil". The second article includes the school calendar, November 20, as 'National Day of Black Consciousness'. This is an ethnographic qualitative design with bibliography, systematic observation and interview. The research was set in the libraries of the three largest state schools in the city. We seek to survey the acquits Law 10639/03. Also sought to assess the use of that material by teachers and students of institutions visited and contribute to the recognition of the importance of the school library as a social instrument and teaching, and reflect on assessment procedures for their services in the teaching process. In this sense, perceive the library as a mediator of information. This research in conducted under the Brazilian Center, Latin American and Caribbean Studies in Race Relations, Gender and Social Movements - N'BLAC, Federal University of Cariri (UFCA).A proposta desse artigo vislumbra analisar as ações desenvolvidas pelas bibliotecas escolares das Escolas Estaduais de Juazeiro do Norte, Ceará, no que se refere à aplicação da Lei 10.639, de 9 de janeiro de 2003, que acrescentou e alterou respectivamente os artigos 26A e o 79B da Lei de Diretrizes e Bases da Educação Nacional (LDB). O primeiro refere-se à obrigatoriedade de todas as instituições de ensino fundamental e médio, públicas e privadas, incluírem, em seu currículo o ensino da “História e Cultura Afro-Brasileira, a luta dos negros no Brasil, a cultura negra brasileira e o negro na formação da sociedade nacional, resgatando a contribuição do povo negro nas áreas social, econômica e política pertinentes à História do Brasil”. O segundo artigo inclui no calendário escolar, vinte de novembro, como ‘Dia Nacional da Consciência Negra’. Trata-se de uma pesquisa etnográfica de natureza qualitativa com delineamento bibliográfico, observação sistemática e entrevista. A pesquisa foi ambientada em bibliotecas das três maiores escolas estaduais, da cidade. Buscamos fazer um levantamento do acervo relativo à lei 10639/03. Procuramos também analisar a utilização daquele material, pelos docentes e discentes das instituições visitadas e contribuir com o reconhecimento da importância da biblioteca escolar como instrumento social e pedagógico, além de refletir sobre procedimentos de avaliação de seus serviços no processo de ensino. Neste sentido, perceber a biblioteca como mediadora da informação. Esta pesquisa foi desenvolvida no âmbito do Núcleo Brasileiro, Latino Americano e Caribenho de Estudos em Relações Raciais, Gênero e Movimentos Sociais - N’BLAC, da Universidade Federal do Cariri (UFCA)

Inclusión de estudiantes con deficiencias en la universidad : estudio en una universidad portuguesa

Contemporaneamente o ensino superior é considerado um contexto implicado na promoção da cidadania, além da formação acadêmica e profissional, em que a inclusão de pessoas com deficiência se torna questão de crescente importância. Neste artigo apresentamos os resultados de um estudo que teve como objetivo explorar as concepções de oito estudantes de uma universidade de Portugal sobre os desafios enfrentados ao experimentarem a inclusão nesse nível de ensino. A coleta de dados envolveu entrevistas semi-estruturadas individuais e questionário online, analisados de acordo com um sistema de categorização aberto. Os resultados informam que no ambiente da universidade há pouco conhecimento disponível sobre o tema da diversidade e da inclusão entre docentes e estudantes, em geral; os serviços institucionais de apoio aos estudantes com deficiência existentes carecem de eficácia em distintos aspectos. Desse modo, discute-se, a partir da experiência dos estudantes investigados, a necessidade de se promover uma cultura inclusiva que previna preconceito e favoreça a autonomia e a cidadania. Aponta-se a importância de estudos futuros que expandam o debate sobre inclusão no ensino superior.Contemporaneously higher education is considered an implied context in promoting citizenship, as well as academic and professional, in which the inclusion of people with disabilities becomes increasingly important issue. This article presents the results of a study aimed to explore the concepts of eight students of a university in Portugal about the challenges they faced in trying to be part in the process of inclusion in this level of education. Data collection involved individual semi-structured interviews and online survey, analyzed according to an open system of categorization. The results report that the university environment has little knowledge available on the subject of diversity and inclusion between teachers and students in general; institutional support services for students with disabilities existing has a lack of efficacy in different aspects. Thus, it is argued, from the experience of the investigated students, the need to promote an inclusive culture that prevents prejudice and promotes the autonomy and citizenship. It points out the importance of future studies that expand the debate on inclusion in higher education.En la contemporaneidad la enseñanza superior es considerada un contexto implicado en la promoción de la ciudadanía, además de la formación académica el profesional, en que la inclusión de personas con deficiencia se vuelve cuestión de creciente importancia. En este artículo se presentan los resultados de un estudio que tuvo como objetivo explorar las concepciones de ocho estudiantes de una universidad de Portugal sobre los retos enfrentados al experimentar la inclusión en ese nivel de enseñanza. La recolecta de datos abarcó entrevistas semiestructuradas individuales y cuestionario online, analizados de acuerdo con un sistema de categorización abierto. Los resultados informan que en el ambiente de la universidad hay poco conocimiento disponible sobre el tema de la diversidad y de la inclusión entre docentes y estudiantes, en general; los servicios institucionales de apoyo a los estudiantes con deficiencia existentes carecen de eficacia en distintos aspectos. De ese modo, se discute, a partir de la experiencia de los estudiantes investigados, la necesidad de promoverse una cultura inclusiva que prevenga prejuicio y favorezca la autonomía y la ciudadanía. Se apunta la importancia de estudios futuros que expandan el debate sobre inclusión en la enseñanza superior

Human aquaporin-5 facilitates hydrogen peroxide permeation affecting adaption to oxidative stress and cancer cell migration

Reactive oxygen species (ROS), including H2O2, contribute to oxidative stress and may cause cancer initiation and progression. However, at low concentrations, H2O2 can regulate signaling pathways modulating cell growth, differentiation, and migration. A few mammalian aquaporins (AQPs) facilitate H2O2 diffusion across membranes and participate in tumorigenesis. AQP3 and AQP5 are strongly expressed in cancer tissues and AQP3-mediated H2O2 transport has been related to breast cancer cell migration, but studies with human AQP5 are lacking. Here, we report that, in addition to its established water permeation capacity, human AQP5 facilitates transmembrane H2O2 diffusion and modulates cell growth of AQP5-transformed yeast cells in response to oxidative stress. Mutagenesis studies revealed that residue His173 located in the selective filter is crucial for AQP5 permeability, and interactions with phosphorylated Ser183 may regulate permeation through pore blockage. Moreover, in human pancreatic cancer cells, the measured AQP5-mediated H2O2 influx rate indicates the presence of a highly efficient peroxiporin activity. Cell migration was similarly suppressed by AQP3 or AQP5 gene silencing and could be recovered by external oxidative stimuli. Altogether, these results unveiled a major role for AQP5 in dynamic fine-tuning of the intracellular H2O2 concentration, and consequently in activating signaling networks related to cell survival and cancer progression, highlighting AQP5 as a promising drug target for cancer therapies

Panorama de Cursos de Licenciatura em Educação do Campo no Brasil

ABSTRACT. This text presents the results from a study that aimed to map the existing Licentiate Degree Courses for Rural Education in the different Brazilian states, as well as comparing such offer to the existing rural population an obtain the demand per region and thus reflect upon the importance of providing opportunities for specific teacher formation for the rural. The research is characterized as a quantitative survey, whose data were obtained through document analysis. This data survey was carried out by means of consulting the e-Mec portal during the month of May 2018 and considered the registered and functioning courses in the base year of 2017. It identified 61 Licentiate Degree Courses for Rural Education in the country, 29 of which in the classroom attendance modality and 2 in the Distance Education (DE) modality. The Northeastern region offered the highest number of courses with a total of 8. In contrast, the Midwestern region has the lowest offering, accounting for only 4 courses. The country has a rural population of over 30 million, there are states with over 1 million inhabitants in the rural zone but no teaching institutions offering Licentiate Degree Courses for Rural Education. Although there has been an increase in the offering of such courses in the country when compared to previous studies, there is still a need for public policies aimed at providing opportunities of offering such specific training in such a way as to balance out and meet the demands by Brazilian regions and states.ABSTRACT. This text presents the results from a study that aimed to map the existing Licentiate Degree Courses for Rural Education in the different Brazilian states, as well as comparing such offer to the existing rural population an obtain the demand per region and thus reflect upon the importance of providing opportunities for specific teacher formation for the rural. The research is characterized as a quantitative survey, whose data were obtained through document analysis. This data survey was carried out by means of consulting the e-Mec portal during the month of May 2018 and considered the registered and functioning courses in the base year of 2017. It identified 61 Licentiate Degree Courses for Rural Education in the country, 29 of which in the classroom attendance modality and 2 in the Distance Education (DE) modality. The Northeastern region offered the highest number of courses with a total of 8. In contrast, the Midwestern region has the lowest offering, accounting for only 4 courses. The country has a rural population of over 30 million, there are states with over 1 million inhabitants in the rural zone but no teaching institutions offering Licentiate Degree Courses for Rural Education. Although there has been an increase in the offering of such courses in the country when compared to previous studies, there is still a need for public policies aimed at providing opportunities of offering such specific training in such a way as to balance out and meet the demands by Brazilian regions and states.ABSTRACT. This text presents the results from a study that aimed to map the existing Licentiate Degree Courses for Rural Education in the different Brazilian states, as well as comparing such offer to the existing rural population an obtain the demand per region and thus reflect upon the importance of providing opportunities for specific teacher formation for the rural. The research is characterized as a quantitative survey, whose data were obtained through document analysis. This data survey was carried out by means of consulting the e-Mec portal during the month of May 2018 and considered the registered and functioning courses in the base year of 2017. It identified 61 Licentiate Degree Courses for Rural Education in the country, 29 of which in the classroom attendance modality and 2 in the Distance Education (DE) modality. The Northeastern region offered the highest number of courses with a total of 8. In contrast, the Midwestern region has the lowest offering, accounting for only 4 courses. The country has a rural population of over 30 million, there are states with over 1 million inhabitants in the rural zone but no teaching institutions offering Licentiate Degree Courses for Rural Education. Although there has been an increase in the offering of such courses in the country when compared to previous studies, there is still a need for public policies aimed at providing opportunities of offering such specific training in such a way as to balance out and meet the demands by Brazilian regions and states.O presente texto apresenta resultados de um estudo que teve como objetivo mapear os cursos de Licenciatura em Educação do Campo existentes nos diferentes estados brasileiros, bem como comparar essa oferta com a população rural existente para obter a demanda por regiões e assim refletir sobre a importância de oportunizar formação de professores específica para o campo. A pesquisa se caracteriza como um levantamento quantitativo, cujos dados foram obtidos a partir de análise documental. Esse levantamento de dados foi realizado por meio da consulta ao portal e-Mec, ocorrido no mês de maio de 2018, que considerou os cursos registrados e em funcionamento no ano base de 2017. Foram identificados 61 cursos de Licenciatura em Educação do Campo no país, sendo 59 deles na modalidade presencial e 2 na modalidade da Educação à Distância (EaD). A região nordeste é a que oferta o maior número de cursos, totalizando 8 cursos. Em contrapartida, a região centro-oeste ficou com a menor oferta, contabilizando apenas 4 cursos. A população rural no país ultrapassa 30 milhões, sendo que existem unidades federativas com mais de 1 milhão de habitantes na zona rural e não há instituições de ensino que ofereça cursos de Licenciatura em Educação do Campo. Embora tenha ocorrido um crescimento na oferta desses cursos do país comparado a estudos anteriores, ainda se faz necessário políticas públicas voltadas para oportunizar a oferta dessa formação específica de maneira a equilibrar e atender as demandas por regiões e estados brasileiros. Palavras-chave: Educação do Campo, Licenciatura, Mapeamento, Oferta Proporcional.   Outlook of Licentiate Degree Courses for Rural Education in Brazil          ABSTRACT. This text presents the results from a study that aimed to map the existing Licentiate Degree Courses for Rural Education in the different Brazilian states, as well as comparing such offer to the existing rural population an obtain the demand per region and thus reflect upon the importance of providing opportunities for specific teacher formation for the rural. The research is characterized as a quantitative survey, whose data were obtained through document analysis. This data survey was carried out by means of consulting the e-Mec portal during the month of May 2018 and considered the registered and functioning courses in the base year of 2017. It identified 61 Licentiate Degree Courses for Rural Education in the country, 29 of which in the classroom attendance modality and 2 in the Distance Education (DE) modality. The Northeastern region offered the highest number of courses with a total of 8. In contrast, the Midwestern region has the lowest offering, accounting for only 4 courses. The country has a rural population of over 30 million, there are states with over 1 million inhabitants in the rural zone but no teaching institutions offering Licentiate Degree Courses for Rural Education. Although there has been an increase in the offering of such courses in the country when compared to previous studies, there is still a need for public policies aimed at providing opportunities of offering such specific training in such a way as to balance out and meet the demands by Brazilian regions and states. Keywords: Rural Education, Licentiate, Mapping, Proportional Offering.   Panorama de Cursos de Grado en Educación del Campo en Brasil RESUMEN. El presente texto presenta resultados de un estudio que tuvo como objetivo mapear los cursos de Licenciatura en Educación del Campo existentes en los diferentes estados brasileños, así como comparar esa oferta con la población rural existente para obtener la demanda por regiones y así reflexionar sobre la importancia de oportunista formación de profesores específicos para el campo. La investigación se caracteriza como un levantamiento cuantitativo, cuyos datos se obtuvieron a partir de análisis documental. Este análisis de datos fue realizado por medio de la consulta al portal e-Mec, ocurrido en el mes de mayo de 2018, que consideró los cursos registrados y en funcionamiento en el año base de 2017. Se identificaron 61 cursos de Licenciatura en Educación del Campo en el país, siendo 59 de ellos en la modalidad presencial y 2 en la modalidad de la Educación a Distancia (EaD). La región nordeste es la que ofrece el mayor número de cursos, totalizando 8 cursos. En cambio, la región centro-oeste se quedó con la menor oferta, contabilizando apenas 4 cursos. La población rural en el país supera los 30 millones, siendo que existen unidades federativas con más de 1 millón de habitantes en la zona rural y no hay instituciones de enseñanza que ofrezca cursos de Licenciatura en Educación del Campo. Aunque se ha producido un crecimiento en la oferta de estos cursos del país comparado a estudios anteriores, todavía se hace necesario políticas públicas dirigidas a dar oportunidad la oferta de esa formación específica de manera a equilibrar y atender las demandas por regiones y estados brasileños. Palabras clave: Educación del Campo, Grado, Cartografía, Oferta Proporcional

Sexual motivation and performance in sexual naïve and experienced rats treated with ivermectin: an ultrasonic vocalization study

In mammals, ivermectin acts as a GABAA receptor agonist and stimulates GABA release. Previous studies showed that ivermectin (IVM) reduces sexual performance, impairing the latency to the first mount and intromission. These parameters are usually considered motivational parameters of sexual behavior. However, IVM increases GABAergic activity leading to motor incoordination. Thus, it is reasonable to propose that IVM affects sexual performance via motor incoordination pathways. The present study analyzed ultrasonic vocalization in rats to verify whether IVM impairs sexual behavior via motivational mechanisms or motor impairment. Because sexual experience attenuates the impairment of motor performance, rats with sexual experience were also studied. Sexually naive and experienced rats were administered a therapeutic IVM dose and saline. The rats were exposed to receptive females, and the latency to the first mount was evaluated, followed by the 50-kHz USV test. IVM treatment in naïve rats increased the latency to first to mount relative to Saline naïve rats, while no differences were observed between saline and experienced rats. In naïve-IVM rats, a reduced frequency and total calls and increased mean time of calls occur relative to SAL-naïve rats. Experienced IVM rats did not show differences in the frequency, mean, and maximal calls close to Saline experienced rats. However, an increase in the total calls and the dominant frequency of calls were observed in IVM-experienced rats compared to Saline experienced rats. A negative and positive correlation occurred between the latency to the first mount and USVs in groups with and without ivermectin exposure. Hence, we propose that ivermectin increased the sexual motivation of rats exposed to a female in estrous based in USVs despite an increased latency to the first mount that occurred. The increased latency to the first mount resulted from motor incoordination, as previously observed and proposed by our group

The role of eletrical synapses in epileptic seizures

INTRODUÇÃO: No sistema nervoso central a comunicação entre neurônios se realiza através de estruturas denominadas sinapses: elétricas ou químicas. As sinapses elétricas são formadas pela aproximação das membranas plasmáticas de dois neurônios formando estruturas chamadas junções comunicantes (gap junctions, do inglês). As junções comunicantes são compostas por seis subunidades da proteína conexina de cada membrana, formando poros que comunicam o citoplasma de células adjacentes e permitem a passagem de íons e pequenas moléculas. OBJETIVOS: A presente revisão pretende descrever e discutir os principais resultados que apontam para uma importante relação entre junções comunicantes e sincronia neuronal durante crises epilépticas. RESULTADOS E CONCLUSÃO: Quando um neurônio é despolarizado, este tipo de comunicação permite a rápida transferência iônica entre as células, promovendo alta sincronia neuronal. Recentemente, o papel das junções comunicantes na geração e propagação de descargas epilépticas tem sido estudado através do uso de diferentes modelos experimentais in vivo, in vitro e in silico (modelos computacionais).INTRODUCTION: In the central nervous system, neuronal communication is accomplished by structures called synapses: electrical or chemical. Electrical synapses are formed by the apposition of plasmatic membranes at gap junctions and the interaction of connexin subunits from two neurons. At this site, connexin complexes create intercellular pores that communicate the cytoplasm of adjacent neurons and allow free flow of ions and small molecules. OBJECTIVE: In this review, we will present and discuss recent results showing the possible involvement of electrical synapses in the neuronal hypersynchronization during epileptic seizures. RESULTS AND CONCLUSION: When a neuron is depolarized, ions flow very rapidly from one cell to the other promoting high neuronal synchrony. More recently, the role of gap junctions in the generation and propagation of epileptic discharges has been investigated using combined approaches of in vivo, in vitro and in silico (computational) models

Abordagem da Administração e Gestão Pública na Melhoria da Qualidade e Segurança do Paciente no SUS

Este artigo tem por objetivo descrever como a abordagem da administração e gestão pública trabalham na melhoria da qualidade e segurança do paciente no SUS. Trata-se de uma revisão integrativa de literatura, as buscas foram feitas nas seguintes bases de dados: LILACS e SCIELO, o mecanismo de busca do Google Acadêmico também foi uma ferramenta de auxílio na pesquisa, que ocorreram entre junho e julho de 2023. Os descritores utilizados e retirados dos DeCS (Descritores em Ciências da Saúde) foram: “Administração em Saúde Pública”, “SUS” e “Segurança do Paciente”. Os critérios de inclusão foram estudos publicados entre 2017 e 2023, escritos na língua portuguesa e gratuitos para leitura. Como critério de exclusão, apenas estudos repetidos entre as bases de dados, resumos, trabalhos de conclusão de curso e artigos fora do escopo. Após as buscas e triagem dos estudos, apenas 7 artigos foram selecionados para compor a amostra final. Os artigos demonstraram que a abordagem da administração e gestão pública desempenha um papel crucial na melhoria da qualidade e segurança do paciente no SUS, com a complexidade e extensão do SUS, é essencial que haja uma administração eficiente e uma gestão pública competente para garantir a implementação de políticas e práticas que promovam a segurança e qualidade dos serviços de saúde. Conclui-se que, a gestão em saúde é efetiva quando cria e executa, adequadamente, definições de diretrizes claras,  estabelecimento de protocolos e padrões de atendimento, capacitação adequada dos profissionais de saúde e a garantia da disponibilidade de recursos e infraestrutura necessários