Mecanismos protetores induzidos pelo tratamento prévio com antígeno solúvel de taquizoítas (STAg) no intestino delgado de camundongos BALB/c e C57BL/6 infectados oralmente por Toxoplasma gondii

T. gondii can infect the gut mucosa by direct invasion of epithelial cells in the small intestine and these cells may respond directly to infection promoting a local immune response. C57BL/6 mice orally infected with a high parasitic load of T.gondii are highly susceptible, presenting a lethal ileitis. Recently, it was demonstrated that pretreatment with STAg protects C57BL/6 mice against intestinal pathology in oral T. gondii infection. To investigate the mechanisms induced by STAg in the small intestine in oral T.gondii infection, BALB/c and C57BL/6 mice were treated with STAg 48 hours before oral infection with 30 ME-49 cysts and sacrificed at 8 days of infection. Previous treatment with STAg were able of decrease parasitism and pathology in peripheral organs of BALB/c and C57BL/6 mice and induced a increase in amounts of goblet cells, IgA positive cells, Paneth cells and expression of cryptidin in the small intestine of both lineages of mice, moreover BALB/c mice presented higher amount of these cells comparing with C57BL/6 mice. The results suggests that STAg is able of promoting protective mechanisms in both lineages of mice, although these protection is more evidenced in BALB/c mice, and these mechanisms could be in part mediated by increase in goblet, Paneth and local secretion of IgA in the small intestine of mice orally infected with T.gondii.

Caminhos da professoralidade no Curso de Dança da UFU: impasses e desafios na construção da identidade profissional

Teacher identity is a subject of study and discussion in the academic world whichhas become an object of attention of researchaddressing teaching and teacher formation. Life history, initial and continuing formation, the meaning of teaching to the teacher, and also pedagogical practice are all contributing factors to teachers’ professional identity. The present study is a proposal developed in the research field of Educational Knowledge and Practice, and its main focus lies in university teaching. Higher education teaching in the context of a dance course, and the issues and challenges of constructing teachers’ professional identity are presented. Thus, my main questions were: what is the teaching path followed by newly hired dance teachers in the Federal University of Uberlândia? How is teaching identity developed in these new teachers’ professional socialization process? What kind of educational knowledge is (re)produced and mobilized by teachers when they join university teaching? In order to answer these questions, my objectives are: to analyze the teaching path of the newly hired dance teachers of the Federal University of Uberlândia; to investigate how their teaching identity is built within their professional socialization process; and identify the kinds of educational knowledge they (re)produce and mobilize as soon as they become university teachers. The present research comprises a qualitative data analysis from previous studies on the subject, having as starting point relevant bibliographic research, followed by an identification questionnaire and an interview conducted with the newly hired dance teachers. The construction of teaching identity is related to objective and subjective conditions involving a teaching job and how the teacher perceives this identity as constantly evolving. Hence I understand the importance of personal and institutional incentives to prepare studies which raise or problematize issues specific to this area, contributing to extend the debate over higher education professionals’ formation, in particular that of dance course teachers on national scope.