Clinical management for epidermolysis bullosa dystrophica

Epidermolysis bullosa (EB) consists of a group of genetic hereditary disorders in which patients frequently present fragile skin and mucosa that form blisters following minor trauma. More than 20 subtypes of EB have been recognized in the literature. Specific genetic mutations are well characterized for most the different EB subtypes and variants. The most common oral manifestations of EB are painful blisters affecting all the oral surfaces. Dental treatment for patients with EB consists of palliative therapy for its oral manifestations along with typical restorative and periodontal procedures. The aim of this article is to describe two dental clinical treatments of recessive dystrophic EB cases and their specific clinical manifestations. The psychological intervention required during the dental treatment of these patients is also presented

Autoestima e alfabetização: o que há nessa relação? Self-esteem and literacy: what may be in this relationship?

Este artigo tem como objetivo analisar um conjunto de práticas utilizadas para alfabetizar jovens e adultos, as quais têm no resgate da autoestima seu foco central. O estudo utilizou uma parcela dos discursos do Programa Alfabetização Solidária registrados em um conjunto de publicações periódicas editadas entre 1997 e 2002, cuja circulação tinha abrangência nacional. Inspirada nos estudos de Michel Foucault, a análise contou com as noções de governamento e discurso. O argumento desenvolvido no texto pretende mostrar que a ênfase na elevação da autoestima funciona como uma das estratégias de governamento do Programa Alfabetização Solidária. As estratégias são operacionalizadas por meio: da produção da baixa autoestima como um problema para efetivar o processo de alfabetização; do desenvolvimento da autoconfiança pelo disciplinamento de corpos e mentes; e da produtividade da estratégia de valorização da autoestima evidenciada na mudança de conduta dos alfabetizandos. Essas práticas investem na elevação da autoestima e da estima aos outros, apostando no envolvimento, na persistência e na permanência do aluno nos programas de alfabetização para operar as mudanças desejadas nos indivíduos e nos locais com elevados índices de analfabetismo.<br>This paper aims at analyzing a group of practices that have been used to alphabetize youths and adults, which have the recovery of self-esteem as their central focus. This study has employed part of discourses of the Solidary Literacy Program (Programa Alfabetização Solidária), recorded in a series of periodical publications, from 1997 to 2002, which were nationally distributed. From studies carried out by Michel Foucault, this analysis has considered the notions of government and discourse. The argument developed in this text intends to show that the emphasis on raising self-esteem has functioned as one of the governing strategies of the Solidary Literacy Program. The strategies have been brought into operation by means of production of low self-esteem as a problem that hinders the literacy process; development of self-confidence by disciplining bodies and minds; and productivity of the strategy of valuing self-esteem evidenced in the change of conduct of individuals who become literate. These practices invest in raising one's own self-esteem as well as the others', betting on the involvement, persistence and permanence of the student in literacy programs to operate the desired changes both in the individuals and in the places with high illiteracy indexes