Girls and boys in Childhood Education: gender and power relationships

Ao discutir os relatos de professoras e observar suas ações frente às meninas e aos meninos, este artigo trata das relações de gênero e poder presentes nos processos de socialização de crianças pequenas e analisa as estratégias voltadas para a normalização e o controle das expressões corporais de meninas e meninos. Ao buscar compreender como ocorria a educação de meninos e meninas que transgrediam as fronteiras do que lhes era imposto, verificamos como as características aparentemente naturalizadas e direcionadas à masculinidade e à feminilidade são resultantes de muitos esforços para deixar marcas distintas no corpo, no comportamento e nas habilidades dessas crianças.Based on interviews with teachers and on the observation of their work with girls and boys, this article deals with the gender and power relationships in the process of early childhood socialization and analyzes the strategies that are used to promote the normalization and control of body expressions o girls and boys. In the process of trying to understand how was developed the education of boys and girls who transgressed the frontiers which were imposed on them, we observed how the apparently naturalized characteristics of masculinity and of femininity are the result of many efforts to mark differently the body, the behavior and the skills of these children

Indomethacin Treatment Prior To Pentylenetetrazole-induced Seizures Downregulates The Expression Of Il1b And Cox2 And Decreases Seizure-like Behavior In Zebrafish Larvae

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)It has been demonstrated that the zebrafish model of pentylenetetrazole (PTZ)-evoked seizures and the well-established rodent models of epilepsy are similar pertaining to behavior, electrographic features, and c-fos expression. Although this zebrafish model is suitable for studying seizures, to date, inflammatory response after seizures has not been investigated using this model. Because a relationship between epilepsy and inflammation has been established, in the present study we investigated the transcript levels of the proinflammatory cytokines inter-leukin-1 beta (il1b) and cyclooxygenase-2 (cox2a and cox2b) after PTZ-induced seizures in the brain of zebrafish 7 days post fertilization. Furthermore, we exposed the fish to the nonsteroidal anti-inflammatory drug indomethacin prior to PTZ, and we measured its effect on seizure latency, number of seizure behaviors, and mRNA expression of il1b, cox2b, and c-fos. We used quantitative real-time PCR to assess the mRNA expression of il1b, cox2a, cox2b, and c-fos, and visual inspection was used to monitor seizure latency and the number of seizure-like behaviors. Results: We found a short-term upregulation of il1b, and we revealed that cox2b, but not cox2a, was induced after seizures. Indomethacin treatment prior to PTZ-induced seizures downregulated the mRNA expression of il1b, cox2b, and c-fos. Moreover, we observed that in larvae exposed to indomethacin, seizure latency increased and the number of seizure-like behaviors decreased. Conclusions: This is the first study showing that il1b and cox-2 transcripts are upregulated following PTZ-induced seizures in zebrafish. In addition, we demonstrated the anticonvulsant effect of indomethacin based on (1) the inhibition of PTZ-induced c-fos transcription, (2) increase in seizure latency, and (3) decrease in the number of seizure-like behaviors. Furthermore, anti-inflammatory effect of indomethacin is clearly demonstrated by the downregulation of the mRNA expression of il1b and cox2b. Our results are supported by previous evidences suggesting that zebrafish is a suitable alternative for studying inflammation, seizures, and the effect of anti-inflammatory compounds on seizure suppression.1712Brazilian Institute of Neuroscience and Neuro-technology BRAINN-CEPID [2013/07559-3]Fundacao de Amparo a Pesquisa do Estado de Sao Paulo (FAPESP) [2014/15640-8, 2013/19151-9]Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq) [475405/2010-2]FAPESPFundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP

Students understanding of the fundamental theorem of calculus : an exploration of definitions, theorems and visual imagery

The aim of this research was to investigate students' understanding of the Fundamental\ud Theorem of Calculus (FTC). The FTC was chosen as the basis of this research because\ud it is one of the most important topics taught in calculus, establishing the link between\ud the concepts of differentiation and integration.\ud Data was collected from first year undergraduate students at the Federal University of\ud Rio de Janeiro, in Brazil. The sample comprised students from three areas: mathematics,\ud computer sciences and engineering. A pilot study was applied in 1994 and the main\ud study in 1995 and 1996. Questionnaire, interviews based on responses to the\ud questionnaire and computer-task based interviews were used. The data were analysed\ud using both quantitative and qualitative methods.\ud The results show that some of the students' obstacles to understanding the FTC are\ud related to difficulties with the concepts of function, continuity, derivative and integral.\ud The definitions of these concepts were not clear in their minds and they frequently made\ud use of images that contained only partial aspects of the definitions or were based on\ud some particular examples. This hampered the students when they met new examples\ud that did not fit with their pre-formed images. It was also found that definitions and\ud theorems were so fragmented in the students' minds that there was no way they could\ud appreciate a proof, exemplified by the proof of the FTC. Their conceptions of proof\ud reflected the fact that they were not used to thinking of proving as fundamental to\ud generalising a proposition, and in examining a proof, it was difficult for them to see the\ud central ideas behind it. These results are closely associated with students' habits: they\ud tend not to pay attention to theoretical aspects, memorising algorithmic procedures\ud without reflecting on their applicability

IMAGENS, ADAPTAÇÕES E INCLUSÃO

A assunção de uma sociedade inclusiva impõe que se viabilize a participação de pessoas com deficiência visual em avaliações públicas, e uma das formas dessa viabilidade é a assistência de um Ledor, um profissional que lê essas avaliações públicas. O desenvolvimento de tecnologias ligadas à produção e impressão das provas das avaliações públicas reconfigurou o perfil dessas provas, dandolhes grande apelo visual através do uso de imagens e aumentando a complexidade das ações do Ledor. Na esteira dessa complexidade surge a prova de Ledor, uma versão adaptada da prova convencional na qual as imagens são descritas. Analisamos as adaptações para Ledor das provas de Matemática do ENEM e do nível 3 da OBMEP dos anos de 2016, 2017 e 2018, objetivando averiguar a equivalênciaentre a prova convencional e a versão do Ledor. Nesse artigo, destacamos as observações referentes à análise das adaptações de imagens. A complexidade e os limites dessas adaptações levam-nos a questionar se as adaptações são consonantes com os princípios de construção de uma sociedade inclusiva