La disputa territorial campesina: estudio en la region de San Agustin en Tarija - Bolivia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

El caso de enseñanza en la formación del Pedagogo 1989-0257

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

El papel del óxido nítrico en la modulación del proceso inflamatorio de la enfermedad periodontal

Nitric oxide (NO) is a free radical with participation in almost all physiologic host processes; however, in high concentrations it may damage the tissues. Its immunoregulatory action is present in the inflammation and in auto-immune mechanisms, being intensively studied in the medical area. Recently, some studies have also reported that NO could play a role as etiopathogenic factor of the periodontal disease, which shows inflammatory and multifactorial course. Due to beneficial or damage effects of NO, according to its concentrations, some studies have been focused in the evaluation of inhibitor of NO-Synthase (NOS) as therapeutic agents in inflammatory processes. In this context, the aim of this study was to report the role of NO and NOS inhibition in the periodontal disease modulation process. In conclusion, it could be suggested that NO seems to play an essential role in evolution of inflammatory periodontal disease, and that the NOS inhibition may be considered as a promising therapeutic in modulation of inflammatory process.

Un uso de la historia en la enseñanza de la didáctica de la Física

It is shown the result of design, implement and analyze an exercise for teaching of Didactics of Physics, based on the use of History of Science as an information resource and point of discussion. We start with two assumptions: (1) currently, in the international level there is a research field that studies the use of History, Philosophy and Epistemology of sciences on education of teachers, which present that this field allows to treat contents of Physics in nontraditional ways, that is to say, beyond to the mathematician vision; (2) one of the dimensions that should be worked on education of teachers, specifically in education for teaching, must be, the (re) connaissance of their disciplinary knowledge, through metacognitive exercises, for which History provides appropriate resources. In order to involve the future teacher in a metacognitive activity that would allow (re) visit some of their knowledge of Physics, we developed an exercise based on research results about the history of the light concept. We analyzed the potentialities of this exercise to educate for teaching.