Navegando por Data de Publicação, começando com "2022-05-06"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 2 de 2

Interação dos sistemas histaminérgico e dopaminérgico cerebelar na modulação de funções motoras e não motoras em camundongos
(Universidade Federal de São Carlos, 2022-05-06) Guilherme, Evelyn Maria; Gianlorenço, Anna Carolyna Lepesteur; https://lattes.cnpq.br/3861050459671690; https://lattes.cnpq.br/6269689282970701
The interaction between neurotransmitters triggers several possibilities for synaptic integration. Evidence suggests that the cerebellum is involved in processing both motor and non-motor functions. However, the interaction between the cerebellar histaminergic and dopaminergic systems in the modulation of these functions is unclear. This study aimed to investigate the role of the cerebellar dopaminergic system in motor behavior and motor learning, and in the acquisition of aversive emotional memory in mice, as well as to investigate the interaction of the cerebellar histaminergic and dopaminergic systems in the same functions. For this, the animals received the implantation of a guide cannula into the cerebellar vermis through stereotaxic surgery. After recovery they underwent the drug microinjection procedure, with an administration of 0.1µl of the drug, depending on the experimental group in which they were allocated. To evaluate the motor performance and motor learning of the mice, the time spent on the Rota-rod and the crossing latency on the balance beam were measured in five steps (habituation, microinjection, stage 1, stage 2, stage 3). To assess the acquisition of emotional memory, the mice underwent the inhibitory avoidance test, and the time to cross from the light side to the dark side was measured at all exposures. After the end of the experiments, the animals received a deep dose of anesthesia, underwent cardiac perfusion with 4% paraformaldehyde fixative in phosphate buffered saline (PBS), and their brains were stored. Statistical analysis of behavioral data was performed by repeated measures analysis of variance. Tukey's post hoc test was used in case of significant differences in the analysis of variance. Intravermis cerebellar administration alone of Dopamine and SCH 23390 (D1 dopamine antagonist) had no effects on motor behavior, motor learning and emotional memory in this study. The microinjection of Eticlopride (D2 dopamine antagonist) had no effect on motor behavior and motor learning, but the highest dose improved the acquisition of emotional memory in the inhibitory avoidance task (p=0.01). The combined injection of Histamine and SCH23390 had no effect on emotional memory acquisition in inhibitory avoidance. However, animals that received this drug combination showed a significant decrease in performance and motor learning in rotarod (p=0.02), and a tendency to increase the balance beam crossing time (p=0.07). The combined injection of Histamine and Eticlopride had no effect on motor learning, but it improved the emotional memory acquisition in the inhibitory avoidance test in mice in this study (p=0.07). In this study, we identified that Histamine administration was able to potentiate the action of sub-effective doses of D1 and D2 dopaminergic antagonists in different experimental models, which strengthens the hypothesis of interaction of these systems in the processing of motor and non-motor functions. D1 receptors seem to be predominantly related to motor learning processes, while D2 receptors seem to be predominantly related to the processing of aversive memories.
A formação de professores de matemática para atender alunos com deficiência intelectual: uma análise dos microdados do censo escolar
(Universidade Federal de São Carlos, 2022-05-06) Jungo, Brisa Gama; Lozano, Daniele; https://lattes.cnpq.br/6775248941851933; https://lattes.cnpq.br/4067227463599442
The training of teachers in the inclusive perspective still proves to be challenging as the classroom presents a rich diversity, awakening to teachers the need to improve their training, both initial and continuing. The specificities demand from the teacher the recognition, acceptance and respect for the difference present in the school context as well as adequate preparation, aligning theory and pedagogical practice, for the development of effective methods in serving students with special educational needs and/or some type of disability, thus promoting not only access to these students in regular education, but ensuring quality education for all. In this sense, this work established an analysis of the training of mathematics teachers about Special Education from the perspective of Inclusive Education and, on the other hand, on the effective enrollment of Special Education students, based on the collection of information in the microdata of the school census, in the state of São Paulo in the years 2010, 2015 and 2020. Our analyzes were based on the assumptions of the Historical Cultural Theory that allows us to understand human development, on the Historical-Critical Pedagogy that allows us to establish relationships with the training and performance of teachers and on Historical and Dialectical Materialism that brought support for the apprehension of quantitative data in its material and historical context. We conclude that training, especially the initial one, must bring inputs to make the teaching and learning process in mathematics possible in an inclusive perspective, aligning pedagogical practice with scientific knowledge and that continuing education, in turn, must complement the initial and not supply possible flaws of this process. Furthermore, although historical changes in legislation are evident, it is urgent to review policies for inclusive education and teacher training, as well as breaking stigmatized perceptions about the role of teachers and the special education public.