Dor: aspectos atuais da sensibilização periférica e central

JUSTIFICATIVA E OBJETIVOS: As pesquisas recentes têm focalizado a plasticidade bioquímica e estrutural do sistema nervoso decorrente da lesão tissular. Os mecanismos envolvidos na transição da dor aguda para crônica são complexos e envolvem a interação de sistemas receptores e o fluxo de íons intracelulares, sistemas de segundo mensageiro e novas conexões sinápticas. O objetivo deste artigo foi discutir os novos mecanismos que envolvem a sensibilização periférica e central. CONTEÚDO: A lesão tissular provoca aumento na resposta dos nociceptores, chamada de sensibilização ou facilitação. Esses fenômenos iniciam-se após a liberação local de mediadores inflamatórios e a ativação de células do sistema imune ou de receptores específicos no sistema nervoso periférico e central. CONCLUSÕES: As lesões do tecido e dos neurônios resultam em sensibilização de nociceptores e facilitação da condução nervosa central e periférica.

SUAS em avaliação: quais impactos para qual população?

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Cursos superiores de tecnologia: igualdade jurídica e dualidade na escola

Since the 1990s, higher education technology courses in Brazil have greatly expanded the offer of courses and places. However, the high dropout rates presented in these courses led to a research in order to uncover the factors that lead students to dropout. Through literature review and desk research, this study makes a historical analysis of how professional education is conducted in Brazil. This paper seeks to demonstrate that the implementation of public policies for professional education exacerbates the school’s duality. However, such duality generates contradictions between subjective and objective issues produced by the ideology disseminated by public policies and government actions in relation to vocational education. These contradictions end up unveiling the social inferiority of vocational education and discourage students from remaining in the courses. The legal equality between educational levels seeks to mediate the emergence of these contradictions. However, despite legal equality, social equality is not achieved in the implementation of public policies, leading to a high dropout rate.

Educação escolar e constituição do afetivo: algumas considerações a partir da psicologia histórico-cultural

Cultural-Historical Psychology alleges the thesis of social experience as the basis of human formation and points the affective-cognitive unity as the intermediate in subject relations with the knowledge on the development of psychological functions. This article presents some elements that indicate the constitution of affective processes from the relations the subject maintains with human objectifications. Part of the critics to the organismic and subjectivist thought that, both in Psychology and in Education, separates emotions from other functions of human consciousness – treating them as deterrents in the teaching and school learning processes – and signs the importance of (re) thinking the relations the subject establishes with reality, the role of knowledge and of the concrete conditions of life and education that produce the affective processes. It defends that thinking and feeling are psychological processes developed from history of appropriation and objectification of signs and instruments that each subject realizes and affirms in scholar education, and the intentional character of teaching – in the organizational and pedagogical practice – as determinant elements in the transformation of the ways of thinking and feeling.

A psicopatologização da infância no contemporâneo: um estudo sobre a expansão do diagnóstico de transtorno de déficit de atenção e hiperatividade

The expansion of psychiatric labeling does not reach only the adult population, but also the problematic related to childhood have been captured by the speeches and practices of the medical-psychiatric knowledge and turned into psychopathologies which tend to be treated with the main resource made available by psychiatrics in the present times: the psychotropic drugs. This work presents a critical thinking on the expansion of the diagnoses of “attention deficit disorder and hyperactivity” (ADHD) both in children and teenagers and on the conduction of drug therapies. It follows that the processes of childhood psycho-pathologization and the trivializing of psychotropic drug prescription are related to the overvaluation of the biological conception of psychic suffering and to the economic interests of the great pharmaceutical laboratories which by means of several strategies influence the medical practices, factors that lead to exposure of these patients to possible side effects and the risks of stigmatization that must be considered.