Historical and recent biological markers of exposure to fluoride

Recent and historical biomarkers assess chronic or subchronic exposure to fluoride. The most studied recent biomarkers are nails and hair. Both can be non-invasively obtained, although collection of nails is more accepted by the subjects. External contamination may be a problem for both biomarkers and still needs to be better evaluated. Nails have been more extensively studied. Although the available knowledge does not allow their use as predictors of dental fluorosis by individual subjects, since reference values of fluoride have not yet been established, they have a strong potential for use in epidemiological surveys. Toenails should be preferred instead of fingernails, and variables that are known to affect nail fluoride concentrations - such as age, gender and geographical area - should be considered. The main historical biomarkers that could indicate total fluoride body burden are bone and dentin. Of these, bone is more studied, but its fluoride concentrations vary according to the type of bone and subjects' age and gender. They are also influenced by genetic background, renal function and remodeling rate, variables that complicate the establishment of a normal range of fluoride levels in bone that could indicate 'desirable' exposure to fluoride. The main issue when attempting to use bone as biomarker of fluoride exposure is the difficulty and invasiveness of sample collection. In this aspect, collection of dentin, especially from 3rd molars that are commonly extracted, is advantageous. However, mean values also span a wide range and reference concentrations have not been published yet. © 2011 S. Karger AG, Basel.

A relação professor-aluno: uma história de amizade

Pós-graduação em Educação - FFC

A obra de Bento de Jesus Caraça e a educação matemática: entre encanto e resistências

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Construção de estatutos de ciência para a biologia numa perspectiva histórico-filosófica: uma abordagem estruturante para seu ensino

Pós-graduação em Educação para a Ciência - FC

A História e Filosofia da Ciência: Contribuições para o Ensino de Ciências e para a formação de professores

This article integrates results from reflections on the importance of history and philosophy of science for science education and teacher training. Centrally, was based on results from reflections on the importance of this knowledge for teacher training and action planning of science teaching by the teacher, through a thematic approach. To address this latter topic, we attempted to do so by considering the action planning of science teaching in elementary schools. This option is due to the fact that in the discipline, be clearly stated the broad reach of its area, to integrate knowledge about nature, human beings and technology, among others, in a historical and philosophical perspective.

O estado da arte sobre as temáticas sexualidade, educação sexual e gênero nos encontros nacionais de didática e prática de ensino - ENDIPE (1996-2012)

Pós-graduação em Educação Escolar - FCLAR

Síntese estendida: uma investigação histórico-filosófica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Cypsela or achene? Refining terminology by considering anatomical and historical factors

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Mathematics education and democracy

In this paper, we investigate the relationship between mathematics education and the notions of education for all/democracy. In order to proceed with our analysis, we present Marx's concept of commodity and Jean Baudrillard's concept of sign value as a theoretical reference in the discussion of how knowledge has become a universal need in today's society and ideology. After, we engage in showing mathematics education's historical and epistemological grip to this ideology. We claim that mathematics education appears in the time period that English becomes an international language and the notion of international seems to be a key constructor in the constitution of that ideology. Here, we draw from Derrida's famous saying that there is nothing beyond the text. We conclude that a critique to modern society and education has been developed from an idealistic concept of democracy. © FIZ Karlsruhe 2009.

Educação e cidadania: um estudo sobre os fundamentos filosóficos que orientam a formação para a cidadania nos Parâmetros Curriculares Nacionais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A educação especial do novo homem soviético e a psicologia de L. S. Vigotski: implicações e contribuições para a psicologia e a educação atuais

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)