Aberrant expression of E-cadherin and beta-catenin proteins in placenta of bovine embryos derived from somatic cell nuclear transfer

Abnormal placental development is common in the bovine somatic cell nuclear transfer (SCNT)-derived fetus. In the present study, we characterised the expression of E-cadherin and beta-catenin, structural proteins of adherens junctions, in SCNT gestations as a model for impaired placentation. Cotyledonary tissues were separated from pregnant uteri of SCNT (n - 6) and control pregnancies (n - 8) obtained by artificial insemination. Samples were analysed by western blot, quantitative RT-PCR (qRT-PCR) and immunohistochemistry. Bovine trophectoderm cell lines derived from SCNT and control embryos were analysed to compare with the in utero condition. Although no differences in E-cadherin or beta-catenin mRNA abundance were observed in fetal tissues between the two groups, proteins encoded by these genes were markedly under-expressed in SCNT trophoblast cells. Immunohistochemistry revealed a different pattern of E-cadherin and total beta-catenin localisation in SCNT placentas compared with controls. No difference was observed in subcellular localisation of dephosphorylated active-beta-catenin protein in SCNT tissues compared with controls. However, qRT-PCR confirmed that the wingless (WNT)/beta-catenin signalling pathway target genes CCND1, CLDN1 and MSX1 were downregulated in SCNT placentas. No differences were detected between two groups of bovine trophectoderm cell lines. Our results suggest that impaired expression of E-cadherin and beta-catenin proteins, along with defective beta-catenin signalling during embryo attachment, specifically during placentation, is a molecular mechanism explaining insufficient placentation in the bovine SCNT-derived fetus.

O que pode o filosofar no ensino fundamental: caminhos para uma educação na perspectiva emancipatória

Pós-graduação em Educação Escolar - FCLAR

Formação docente em filosofia para crianças

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Tempo(s) e alteridade: a escuta nas aulas de filosofia com crianças

Children perceive philosophy classes as space and time in which they can speak whatever they think and they like. ! at is a fact: philosophy classes for and with children open space to speak and to think. But there is a distance between speak and be heard out. Which kind of hearing is interesting in this type of class? Hearing assumes a real meeting between persons and this takes for granted that someone is also and essentially interested in the other’s thought . Such questions take us to have a problem with our concept of childhood. Recovering debates made by Walter Omar Kohan about childhood and temporality we try to connect the questions we indicate here and their meaning in the classes of philosophy for children keeping as our aim to the liberating possibility to children and teachers.

Devir - criança da matemática: experiências educativas infantis imagéticas

Pós-graduação em Educação Matemática - IGCE

Filosofia para crianças: do desenvolvimento das habilidades do pensar bem à formação de atitudes

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Tecnologias de Informação e Comunicação (TICs) e literatura, uma aposta notável

The aim of this study was to develop a qualitative research of bibliographic nature, in order to verify how has been the use of new Information and Communication Technologies (ICTs) and literary reading in early childhood education.. It is believed to be necessary for children, since their early childhood, to, be in contact with various literary works of aesthetic value, which will enable them to understand this particular literary language - and the imagery that comes with it - what can instigate appreciate literature and get the reading habit. The use of ICTs by children beyond the use of games and watching stories on computers, tablets and smartphones, for example, for the production of videos and slides or creating stories, enable new experiences of redesigning and construction of knowledge and culture. The idea for this research came from reading the numerous texts that deal with the need to understand the child as an active subject in the construction of culture and society, rather than as receiving reproductive and cultural orders (CRIANÇAS, 2012). In this sense, in addition to the newsletters Equity For Children: Latin America (CRIANÇAS, 2012), the understanding of childhood and child in the works of Walter O. Kohan (2005; 2006) supports this study. This research proposal was also based on authors and documents that point to the need to promote, since the first stages of Basic Education, the literary reading as a means of enjoyment and emancipation (LAJOLO 2001a; Barthes, 2007; FILIPOUSKY, 2009; BRAZIL, 2010; MACHADO, 2011; VASQUES, 2013), and an education connected to the technological advances of the twenty-first century (BRAZIL, 1997, CHAVES, 1998; DEMO, 2008)