Investigação do papel modulador do Haloperidol sobre os níveis de proteínas relacionadas à plasticidade e preferência por objetos novos em camudongos

Dopamine (DA) is known to regulate both sleep and memory formations, while sleep plays a critical role in the consolidation of different types of memories. We believe that pharmacological manipulation of dopaminergic pathways might disrupt the sleep-wake cycle, leading to mnemonic deficits, which can be observed in both behavioral and molecular levels. Therefore, here we investigated how systemic injections of haloperidol (0.3 mg/kg), immediately after training in dark and light periods, affects learning assessed in the novel object preference test (NOPT) in mice. We also investigated the hippocampal levels of the plasticity-related proteins Zif-268, brain-derived neurotrophic factor (BDNF) and phosphorylated Ca2+/calmodulin-dependent protein kinases II (CaMKII-P) in non-exposed (naïve), vehicle-injected controls and haloperidol-treated mice at 3, 6 and 12 hours after training in the light period. Haloperidol administration during the light period led to a subsequent impairment in the NOPT. In contrast, preference was not observed during the dark period neither in mice injected with haloperidol, nor in vehicle-injected animals. A partial increase of CaMKII-P in the hippocampal field CA3 of vehicle-injected mice was detected at 3h. Haloperidol-treated mice showed a significant decrease in the dentate gyrus of CaMKII-P levels at 3, 6 and 12h; of Zif-268 levels at 6h, and of BDNF levels at 12h after training. Since the mnemonic effects of haloperidol were only observed in the light period when animals tend to sleep, we suggest that these effects are related to REM sleep disruption after haloperidol injection

O processo de aprendizagem de professores do ensino fundamental: apropriação da habilidade de planejar situações de ensino de conceitos

La investigación fue realizada con profesores de los años iniciales de la enseñanza básica, alumnos de la carrera de Pedagogía Licenciatura Plena del PROBÁSICA de Ceará-Mirim (RN). Tuvo como objetivo general el estudio de lo proceso de apropiación de esa habilidad, segundo las siguientes perspectivas teóricas: históricocultural, de L.S. Vygotsky, teoría de la actividad, de A.N. Leontiev, y la teoría de la asimilación por etapas mentales, de P. Ya Galperin. La metodología se desarrolló organizándose en tres etapas: el diagnóstico inicial, con el análisis del nivel de desarrollo de la habilidad de los profesores; el proceso formativo, con la orientación del aprendizaje, el control y la evaluación del desarrollo; y el diagnóstico final, con el análisis del nivel alcanzado en la experiencia. Los instrumentos utilizados fueron: un cuestionario, para la caracterización de los sujetos de la investigación, el planeamiento de enseñanza de los profesores y el diario de clase, donde se registraba lo que ocurrió en cada orientación y realización del proceso formativo. Los resultados referentes a los niveles iniciales del desarrollo de la habilidad han revelado un grado de espontaneidad en el planeamiento de enseñanza de los conceptos. Durante el proceso de enseñanza y aprendizaje, los profesores han expresado sus dificultades, pero también las posibilidades de mudanza para que alcanzaran un nuevo nivel de desarrollo. Para el análisis del nivel inicial y del desarrollo de las habilidades de los profesores para planificar situaciones de enseñanza con la definición y con la identificación, fueron utilizados los siguientes elementos: el dominio del concepto, el dominio de esos procedimientos lógicos y las categorías del planeamiento (objetivos, contenidos, estrategias de enseñanza, control y evaluación). En cada etapa surgieron obstáculos, pero también aspectos que han revelado la posibilidad para aprender una nueva forma de planear, con apropiación de nuevos fundamentos teóricos. La práctica docente se constituyó en un elemento que facilitó la comprensión y la apropiación de las habilidades de planear situaciones de enseñanza de conceptos mediante la definición y la identificación

Objetos de aprendizagem e alfabetização: a proposição de um encontro

This study investigates the development of Learning Objects for the literacy of children. It aims to know based in the notion of literacy teachers the main factors of academic failure in literacy and researching in Brazil, as well as identify relevant activities in the literacy process of children to support the creation of a set of Learning Objects. Refers to an exploratory research, which is configured as a qualitative nature case study, inspired in part in an action-research described by Thiollent (2003), conducted with ten early grades elementary school teachers of a public municipal school in Parnamirim / RN. As methodological options for data collection uses questionnaires and focuses on the group of teachers, analyzing the data, referring back to the ideas by Szymanski (2001; 2008) and content analysis, guided by Bardin (2002). The development of Learning Objects, follows the steps of development suggested by Garrett (2000). Rules in its multidisciplinary theoretical reference and promotes a conceptual dialogue on: Literacy; Literacy School Failure; Pedagogical Practice in Literacy; Thoughts and Language; Multimedia and Hypermedia; Learning Objects. Perceives that the act of education in literacy as an act of love, courage and social interaction between individuals - educator and pupil, so there is ownership of the object of knowledge in the relations with the world and with the experience, through a pedagogical practice that assumes all different knowledges, the moral political ideal, the mindsets of the students, and can make use of teaching materials that supports the learning process and are consistent with the educational objectives (FREIRE, 1998; FREINET, 1976; VYGOTSKY, 1998; FERREIRO AND TEBEROSKY, 1985; JONASSEN, 2000; WILEY, 2001). Figures out, through the teachers' opinions, five reasons for school failure in literacy, three inside the school environment: teacher; academic assistant and principal; student, and two outside the school environment: parents/family; government and public management. Presents a set of Learning Objects, based on the constructivist thought, developed from the identification of activities considered relevant by teachers in literacy's teaching and learning process. Suggests the use of Learning Objects as pedagogical practice in literacy as a digital resource that supports learning and can trigger important cognitive processes for the acquisition of reading and writing skills in the school environment

Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática

This paper discusses aspects related to the mathematical language and its understanding, in particular, by students of final years of elementary school. Accordingly, we aimed to develop a proposal for teaching, substantiated by mathematical modeling activities and reading, which takes advantage of the student of elementary school a better understanding of mathematical language for the content of proportion. We also aim to build / propose parameters for the assessment of reading proficiency of the language of the student in analyzing and modeling process, its ability to develop/improve/enhance this proficiency. For this purpose, we develop a qualitative research, with procedures for an action research whose analysis of the data is configured as Content Analysis. We refer to epistemological and didactic, in the studies: Piaget (1975, 1990), Vygotsky (1991, 2001), Bakhtin (2006), Freire (1974, 1994), Bicudo and Garnica (2006), Smole and Diniz (2001), Barbosa (2001), Burak (1992), Biembengut (2004), Bassanezi (2002), Carrasco (2006), Becker (2010), Zuin and Reyes (2010), among others. We understand that to acquire new knowledge one must learn to read and reading to learn it, this process is essential for the development of reading proficiency of a person. Modeling, in turn, is a process which enables contact with different forms of reading providing elements favorable to the development here mentioned. The evaluation parameters we use to analyze the level of reading proficiency of mathematical language proved to be effective and therefore a valuable tool that allows the teacher an efficient evaluation and whose results can guide you better in the planning and execution of their practice

Segmentação fuzzy de objetos tridimensionais com propriedades texturais

Digital image segmentation is the process of assigning distinct labels to different objects in a digital image, and the fuzzy segmentation algorithm has been used successfully in the segmentation of images from several modalities. However, the traditional fuzzy segmentation algorithm fails to segment objects that are characterized by textures whose patterns cannot be successfully described by simple statistics computed over a very restricted area. In this paper we present an extension of the fuzzy segmentation algorithm that achieves the segmentation of textures by employing adaptive affinity functions as long as we extend the algorithm to tridimensional images. The adaptive affinity functions change the size of the area where they compute the texture descriptors, according to the characteristics of the texture being processed, while three dimensional images can be described as a finite set of two-dimensional images. The algorithm then segments the volume image with an appropriate calculation area for each texture, making it possible to produce good estimates of actual volumes of the target structures of the segmentation process. We will perform experiments with synthetic and real data in applications such as segmentation of medical imaging obtained from magnetic rosonance

Investigação do papel modulador do Haloperidol sobre os níveis de proteínas relacionadas à plasticidade e preferência por objetos novos em camudongos

Dopamine (DA) is known to regulate both sleep and memory formations, while sleep plays a critical role in the consolidation of different types of memories. We believe that pharmacological manipulation of dopaminergic pathways might disrupt the sleep-wake cycle, leading to mnemonic deficits, which can be observed in both behavioral and molecular levels. Therefore, here we investigated how systemic injections of haloperidol (0.3 mg/kg), immediately after training in dark and light periods, affects learning assessed in the novel object preference test (NOPT) in mice. We also investigated the hippocampal levels of the plasticity-related proteins Zif-268, brain-derived neurotrophic factor (BDNF) and phosphorylated Ca2+/calmodulin-dependent protein kinases II (CaMKII-P) in non-exposed (naïve), vehicle-injected controls and haloperidol-treated mice at 3, 6 and 12 hours after training in the light period. Haloperidol administration during the light period led to a subsequent impairment in the NOPT. In contrast, preference was not observed during the dark period neither in mice injected with haloperidol, nor in vehicle-injected animals. A partial increase of CaMKII-P in the hippocampal field CA3 of vehicle-injected mice was detected at 3h. Haloperidol-treated mice showed a significant decrease in the dentate gyrus of CaMKII-P levels at 3, 6 and 12h; of Zif-268 levels at 6h, and of BDNF levels at 12h after training. Since the mnemonic effects of haloperidol were only observed in the light period when animals tend to sleep, we suggest that these effects are related to REM sleep disruption after haloperidol injection