Roughness of Human Enamel Surface Submitted to Different Prophylaxis Methods

The purpose of this in vitro study was to evaluate alterations in the surface roughness and micromorphology of human enamel submitted to three prophylaxis methods. Sixty-nine caries-free molars with exposed labial surfaces were divided into three groups. Group I was treated with a rotary instrument set at a low speed, rubber clip and a mixture of water and pumice; group II with a rotary instrument set at a low speed, rubber cup and prophylaxis paste Herjos-F (Vigodent S/A Industria e Comercio, Rio de Janeiro, Brazil); and group III with sodium bicarbonate spray Profi II Ceramic (Dabi A dante Indtistrias Medico Odontologicas Ltda, Ribeirao Preto, Brazil). All procedures were performed by the same operator for 10 s, and samples were rinsed and stored in distilled water. Pre and post-treatment surface evaluation was completed using a surface profilometer (Perthometer S8P Marh, Perthen, Germany) in 54 samples. In addition, the other samples were coated with gold and examined in a scanning electron microscope (SEM). The results of this study were statistically analyzed with the paired t-test (Student), the Kruskal-Wallis test and the Dunn (5%) test. The sodium bicarbonate spray led to significantly rougher surfaces than the pumice paste. The use of prophylaxis paste showed no statistically significant difference when compared with the other methods. Based on SEM analysis, the sodium bicarbonate spray presented an irregular surface with granular material and erosions. Based on this study, it can be concluded that there was an increased enamel stuface roughness when teeth were treated with sodium bicarbonate spray when compared with teeth treated with pumice paste.

Influence of Dental Plaque on Human Enamel Erosion: In Situ/Ex Vivo Study

Purpose: The objective of the present in situ study was to evaluate the influence of dental plaque on human enamel erosion. Materials and Methods: Thirteen volunteers wore acrylic palatal devices with four enamel specimens that were prepared from freshly extracted impacted human third permanent molars (4 x 4 mm), randomly selected and distributed into two vertical rows, corresponding to the following groups: GI, erosion of dental plaque-free samples, and GII, erosion of dental plaque-covered samples. For the formation of dental plaque, the specimens were placed 1 mm below the level of the appliance and covered with a plastic mesh to allow the accumulation of dental plaque. The palatal device was continuously worn by the volunteers for 14 consecutive days and then immersed in a soft drink (Coca-Cola (R), 150 ml) for 5 min, three times a day. Half of the surfaces of specimens were coated with nail varnish for profilometry tests. The study variables included the depth of enamel surface wear (profilometer, vertical ranges in pm) and the percentage of superficial microhardness change (%SMHC). Data were analysed using the t test (P < 0.05). Results: The %SMHC and depth of enamel surface wear were significantly higher for GI (-87.82% +/- 3.66 and 4.70 mu m +/- 1.65) than for GII (-13.79% +/- 4.22 and 0.14 mu m +/- 0.03). Conclusions: It was concluded that the dental plaque formed in situ was able to protect the enamel surface against erosion by a cola soft drink, thus reducing the depth of enamel surface wear and the %SMHC.

Growth factors and cytokines modulate gene expression of cell-surface proteoglycans in human periodontal ligament cells

Cell-surface proteoglycans have been known to be involved in many functions including interactions with components of the extracellular microenvironment, and act as co-receptors which bind and modify the action of various growth factors and cytokines. The purpose of this study was to determine the regulation by growth factors and cytokines on cell-surface proteoglycan gene expression in cultured human periodontal ligament (PDL) cells. Subconfluent, quiescent PDL cells were treated with various concentrations of serum, bFGF, PDGF-BB, TGF-beta1, IL-1 beta, and IFN-gamma. RT-PCR technique was used, complemented with Northern blot for syndecan-1, to examine the effects of these agents on the mRNA expression of five cell-surface proteoglycans (syndecan-1, syndecan-2, syndecan-4, glypican and betaglycan). Syndecan-1 mRNA levels increased in response to serum, bFGF and PDGF-BB, but decreased in response to TGF-beta1, IL-1 beta and IFN-gamma. In contrast, syndecan-2 mRNA levels were upregulated by TCF-beta1 and IL-1 beta stimulation, but remained unchanged with the other agents. Betaglycan gene expression decreased in response to serum, but was upregulated by TCF-beta1 and unchanged by the other stimulants. Additionally, syndecan-4 and glypican were not significantly altered in response to the regulator molecules studied, with the exception that glypican is decreased in response to IFN-gamma. These data demonstrate that the gene expression of the five cell-surface proteoglycans studied is differentially regulated in PDL cells lending support to the nation of distinct functions for these cell-surface proteoglycans. (C) 2001 Wiley-Liss, inc.

Effect of growth hormone on in vitro osteogenesis and gene expression of human osteoblastic cells is donor-age-dependent

it has been demonstrated that the effect of GH on bone tissue is reduced with aging. In this study we tested the hypothesis that the action of GH on osteoblastic cells is donor-age-dependent by investigating the effect of GH on the development of osteoblastic phenotype in cultures of cells from adolescents (13-16 years old), young adults (18-35 years old), and adults (36-49 years old). Osteoblastic cells derived from human alveolar bone were cultured with or without GH for periods of up to 21 days, and parameters of in vitro osteogenesis and gene expression of osteoblastic markers were evaluated. GH increased culture growth, collagen content and alkaline phosphatase (ALP) activity in cultures from adolescents and young adults, whereas non-significant effect was observed in cultures from adults. While GH significantly increased the bone-like formation in cultures from adolescents, a slightly effect was observed in cultures from young adults and no alteration was detected in cultures from adults. Results from real-time PCR demonstrated that GH upregulated ALP, osteocalcin, type I collagen, and Cbfa1 mRNA levels in cultures from adolescents. In addition, cultures from young adults showed higher ALP mRNA expression and the expression of all evaluated genes was not affected by GH in cultures from adults. These results indicate that the GH effect on both in vitro osteogenesis and gene expression of osteoblastic markers is donor-age-dependent, being more pronounced on cultures from adolescents.

Genetic and environmental contributions to educational attainment in Australia

The genetic and environmental contributions to educational attainment in Australia are examined using a multiple regression model drawn from the medical research literature. Data from a large sample of Australian twins are analysed. The findings indicate that at least as much as 50 percent and perhaps as much as 65 percent of the variance in educational attainments can be attributed to genetic endowments. It is suggested that only around 25 percent of the variance in educational attainments may be due to environmental factors, though this contribution is shown to be around 40 percent when adjustments for measurement error and assortative mating are made. The high fraction of the observed variation in educational attainments due to genetic differences is consistent with results reported by Heath et al. (Heath, A.C., Berg, K., Eaves, L.J., Solaas, M.H., Corey, L.A., Sundet, J., Magnus, P., Nance, W.E., 1985. Education policy and the heritability of educational attainment. Nature 314(6013), 734-736.), Tambs et al. (Tambs, K., Sundet, J.M., Magnus, P., Berg, K., 1989. Genetic and environmental contributions to the covariance between occupational status, educational attainment and IQ: a study of twins. Behavior Genetics 19(2), 209-222.), Vogler and Fulker (Vogler, G.P., Fulker, D.W., 1983. Familial resemblance for educational attainment. Behavior Generics 13(4), 341-354.) and Behrman and Taubman (Behrman, J., Taubman, P., 1989. Is schooling mostly in the genes? Nature-nurture decomposition using data on relatives. Journal of Political Economy 97(6), 1425-1446.), suggesting that the finding is robust. (C) 2001 Elsevier Science Ltd. All rights reserved.

Inhibitors of human immunodeficiency virus type 1 reverse transcriptase target distinct phases of early reverse transcription

Early HIV-1 reverse transcription can be separated into initiation and elongation phases. Here we show, using PCR analysis of negative-strand strong-stop DNA [(-)ssDNA] synthesis in intact virus, that different reverse transcriptase (RT) inhibitors affect distinct phases of early natural endogenous reverse transcription (NERT), The effects of nevirapine on NERT were consistent with a mechanism of action including both specific and nonspecific binding events. The nonspecific component of this inhibition targeted the elongation reaction, whereas the specific effect seemed principally to be directed at very early events (initiation or the initiation-elongation switch), In contrast, foscarnet and the nucleoside analog ddATP inhibited both early and late (-)ssDNA synthesis in a similar manner. We also examined compounds that targeted other viral proteins and found that Ro24-7429 (a Tat antagonist) and rosmarinic acid (an integrase inhibitor) also directly inhibited RT, Our results indicate that NERT can be used to identify and evaluate compounds that directly target the reverse transcription complex.

Development of educational policy and early intervention for learning difficulties in Australia: In the case of Queensland

This paper aims to describe the historical outline and current development of the educational policy for students with learning difficulties in Australia, focusing especially on the state of Queensland. In order to develop educational policy of learning difficulities at the state level, the concept of learning difficulities had been discussed until the middle of the 1970's. Receiving the submissions which argued strongly against a diagnostically-oriented definition of learning disabilities, the Select Comittee concluded that there was much conceptual confusion regarding the definition and cause of learining difficulties that might take many years to resolve. Despite that it was recongnised that action was needed to assist children by looking at their "total learning environmerit", and recommended the development of an educational policy for students with learning difficulties. During 1980's, support teachers for students with learning difficulties were employed in many schools. Scince the early 1980's support teachers have been making their efforts in regular classrooms rather than in the resource rooms. Their roles have been to help students with learning difficulties using effective and specific skills, and to consult with the regular classroom teacher in solving the problems related to learning difficulties in regular classes. Currently, the support system for students with learning difficulties has been employed to organize a more systematic and broader approach in Queensland based on the accountability of schools. In the context of enphasizing literacy and numeracy, a systematic whole school approach and particular programs, such as the Year 2 Diagnostic Net and Reading Recovery, have been introduced into the educational system for early identification and early intervention.

Exercise-induced alterations in neutrophil degranulation and respiratory burst activity: possible mechanisms of action

Neutrophils constitute 50-60% of all circulating leukocytes; they present the first line of microbicidal defense and are involved in inflammatory responses. To examine immunocompetence in athletes, numerous studies have investigated the effects of exercise on the number of circulating neutrophils and their response to stimulation by chemotactic stimuli and activating factors. Exercise causes a biphasic increase in the number of neutrophils in the blood, arising from increases in catecholamine and cortisol concentrations. Moderate intensity exercise may enhance neutrophil respiratory burst activity, possibly through increases in the concentrations of growth hormone and the inflammatory cytokine IL-6. In contrast, intense or long duration exercise may suppress neutrophil degranulation and the production of reactive oxidants via elevated circulating concentrations of epinephrine (adrenaline) and cortisol. There is evidence of neutrophil degranulation and activation of the respiratory burst following exercise-induced muscle damage. In principle, improved responsiveness of neutrophils to stimulation following exercise of moderate intensity could mean that individuals participating in moderate exercise may have improved resistance to infection. Conversely, competitive athletes undertaking regular intense exercise may be at greater risk of contracting illness. However there are limited data to support this concept. To elucidate the cellular mechanisms involved in the neutrophil responses to exercise, researchers have examined changes in the expression of cell membrane receptors, the production and release of reactive oxidants and more recently, calcium signaling. The investigation of possible modifications of other signal transduction events following exercise has not been possible because of current methodological limitations. At present, variation in exercise-induced alterations in neutrophil function appears to be due to differences in exercise protocols, training status, sampling points and laboratory assay techniques.

Growth hormone regulates osteogenic marker mRNA expression in human periodontal fibroblasts and alveolar bone-derived cells

Background: Growth hormone (GH) is a potent regulator of bone formation. The proposed mechanism of GH action is through the stimulation of osteogenic precursor Cell proliferation and, following clonal expansion of these cells. promotion of differentiation along the osteogenic lineage. Objectives: We tested this hypothesis by studying the effects of GH on primary cell populations of human periodontal ligament cells (PLC) and alveolar bone cells (ABC), which contain a spectrum of osteogenic precursors. Method: The cell populations were assessed for mineralization potential after long-term culture in media containing beta-glycerophosphate and ascorbic acid, by the demonstration of mineral deposition by Von Kossa staining. The proliferative response of the cells to GH was determined over a 48-h period using a crystal violet dye-binding assay. The profile of the cells in terms of osteogcnic marker expression was established using quantitative reverse transcriptase polymerase chain reaction (RT-PCR) for alkaline phosphatase (ALP), osteopontin. osteocalcin, bone sialoprotein (BSP), as well as the bone morphogenetic proteins BMP-2, BMP-4 and BMP-7. Results: As expected, a variety of responses were observed ranging from no mineralization in the PLC populations to dense mineralized deposition observed in one GH-treated ABC population. Over a 48-h period GH was found to be non-mitogenic for all cell populations. Quantitative reverse transcriptase polymerase chain reaction (RT-PCR) BSP mRNA expression correlated well with mineralizing potential of the cells. The change in the mRNA expression of the osteogenic markers was determined following GH treatment of the cells over a 48-h period. GH caused an increase in ALP in most cell populations, and also in BMP expression in some cell populations. However a decrease in BSP. osteocalcin and osteopontin expression in the more highly differentiated cell populations was observed in response to GH. Conclusion: The response of the cells indicates that while long-term treatment with GH may promote mineralization, short-term treatment does not promote proliferation of osteoblast precursors nor induce expression of late osteogenic markers.

Effects of rosiglitazone and linoleic acid on human preadipocyte differentiation

Background Peroxisome proliferator activated receptor gamma (PPARgamma) is a ligand-activated transcription factor known to be central to both adipose tissue development and insulin action. Growth of adipose tissue requires differentiation of preadipocytes with acquisition of specific cellular functions including insulin sensitivity, leptin secretion and the capacity to store triglyceride. Dietary fatty acids and members of the thiazolidinedione class of compounds have been reported to influence adipogenesis at the transcriptional level. Here, we compare the effects of a dietary fatty acid, linoleic acid, and a thiazolidinedione, rosiglitazone, on biochemical and functional aspects of human preadipocyte differentiation in vitro . Materials and methods Human omental and subcutaneous preadipocytes were subcultured 2-3 times and subsequently differentiated for 21 days in the presence of either linoleic acid or rosiglitazone. Differentiation was assessed using a number of biochemical and functional parameters. Results Omental and subcutaneous preadipocytes differentiated in the presence of linoleic acid showed marked cytoplasmic triacylglycerol accumulation however, no biochemical markers of differentiation (LPL expression, G3PDH gene expression and enzyme activity and leptin expression or secretion) were detected. In contrast, treatment of these cells with rosiglitazone induced full biochemical differentiation as judged by all markers assessed, despite comparatively little lipid accumulation. The rosiglitazone effects were subcutaneous depot-specific. Cells treated with linoleic acid showed decreased glucose uptake cf rosiglitazone-treated cells. A luciferase reporter assay demonstrated that rosiglitazone potently activates h-peroxisome proliferator activated receptor gamma while linoleic acid had no effect. Conclusions These studies demonstrate that (a) human preadipocytes have the potential to accumulate triacylglycerol irrespective of their stage of biochemical differentiation; (b) while omental preadipocytes are refractory to biochemical differentiation in vitro , they are able to accumulate triacylglycerol; and (c) rosiglitazone and linoleic acid may exert their effects via different biochemical pathways.

The Utility of the Human Security Agenda for Policy-makers

The idea of “human security” is gaining attention among policy-makers and security analysts. Little scholarly attention has been given to the questions of why states accept (or reject) a human security agenda or how such an agenda is incorporated into policy practices. The article suggests that a human security approach is most likely to be applied when both humanitarian and national interests combine. Yet when states or organisations adopt a human security approach, they often misjudge the complex and long-term commitment required of such an approach. There is also the potential for such an agenda to be manipulated to justify questionable courses of action. These issues frame an analysis of six recent case studies.

Sistema ??nico de Sa??de: a busca do entendimento de seus princ??pios e sistemas de valores para profissionais do servi??o p??blico

No per??odo de 2004 a 2008, o Minist??rio da Sa??de, conveniado com institui????es de ensino superior, ofereceu aos servidores dos n??cleos estaduais da sa??de um curso de especializa????o sobre Planejamento Estrat??gico e Pol??ticas P??blicas com o objetivo de informar, esclarecer e discutir o Sistema ??nico de Sa??de (SUS). A pesquisa discute esse programa educacional enquanto estrat??gia de mudan??a de cultura organizacional no Sistema ??nico de Sa??de. Dois dos principais focos do programa educacional foram a compreens??o dos pressupostos filos??ficos do SUS pelos funcion??rios do Minist??rio da Sa??de e a transforma????o do conhecimento t??cito dos servidores em conhecimento sistematizado via elabora????o de monografias, na perspectiva da incorpora????o de uma nova vis??o sobre o SUS. Foi utilizada abordagem metodol??gica quali-quantitativa, com uso de question??rios, entrevistas e grupos focais com os 636 respondentes que participaram do curso. A an??lise dos resultados considerou a avalia????o que os servidores/alunos faziam do curso, suas expectativas, suas necessidades de reconhecimento do trabalho e de satisfa????o pessoal, e a monografia realizada. Os resultados indicam a ocorr??ncia de aprendizagem e sensibiliza????o para as mudan??as; no entanto, no n??vel individual fatores organizacionais como a participa????o, comunica????o, reconhecimento de compet??ncias e pr??ticas de Recursos Humanos foram mencionados como entraves para o aprendizado e modifica????o da cultura organizacional. Conclui-se que os processos de aprendizagem desenvolvidos pela organiza????o devem ser processos continuados e n??o estrat??gias de a????o pontuais.

A elaboração e instituição do currículo mínimo de matemática no Rio de Janeiro

O currículo traz subjacente a si, as ideias de seu tempo, o olhar de sua sociedade para questões humanas e outras tacitamente políticas. Traz em seu escopo toda uma trama de heranças históricas e a marca pessoal daqueles que se dedicaram a sua construção. E desta forma, analisar as tramas de um currículo de matemática é muito mais que olhar uma sequência de conteúdos linearmente organizados. É, sobretudo, entender, que aquela construção foi tecida de forma a sustentar um corpo de ideias que diz sobre seu tempo. Esta pesquisa evidenciou o processo de elaboração e instituição do currículo mínimo pela Seeduc/RJ e trouxe questionamentos e inquietações de naturezas cognitivas e sociais. Uma primeira inquietação concerne ao descarte de conteúdos do currículo anterior, que configura agora, este novo currículo. Esse processo de elaboração e instituição refletiu a inexistência de diálogo entre os diversos segmentos sociais e profissionais do campo educacional. Interesses governamentais interferiram diretamente nos educacionais, subtraindo a democracia das ações de políticas públicas implementadas. Ficou evidente que não houve clareza conceitual quando dessa e em contraste até mesmo com propostas nacionais e a legislação vigente. Através do Currículo Mínimo buscou-se unificar toda a rede de ensino da Seeduc/RJ, dentro de uma perspectiva academicista limitada, desconsiderando as especificidades locais e de cada grupo. Desta forma, foi desconsiderada a dialética educacional e a retórica da matemática enquanto disciplina acadêmica, que é uma forma particular da relação social. O processo instituído evidencia uma visão de professores passivos e alunos considerados mínimos.

Experiência sensível na educação : um encontro com a arte

A pesquisa tem como sujeito a criança pequena em uma instituição de educação infantil e investiga processos de formação mediados pela experiência sensível com as artes visuais. A educação infantil é lugar das interações, das brincadeiras e da educação estética, sensível. Problematiza o espaço da alfabetização na escola, restrito à apropriação da linguagem verbal, escrita. Por meio de intervenção, propõe um elo entre a criança, sua cultura e seu meio, sugerindo um contato mais próximo com as múltiplas linguagens e com a educação estética. Investiga a educação infantil como o lugar da experiência, da brincadeira e da formação do ser humano em sua totalidade, que não se limita à alfabetização pautada na linguagem verbal e na fragmentação do saber. Este trabalho foi realizado em uma Creche-Escola do município de Vitória/ES, situada no bairro Jardim da Penha. Tem como público crianças de seis meses a cinco anos, divididas em grupos conforme a faixa etária. A participação ativa da pesquisadora na rotina da instituição pesquisada direcionou a um diálogo com a pesquisa-ação, um tipo de pesquisa de natureza qualitativa que se revela na ação e no discurso, segundo Barbier (2007). Busca analisar os possíveis efeitos dessa experiência estética no cotidiano das crianças, observando como afetam e geram interlocuções com a comunidade escolar e com a família. Fundamenta-se nos conceitos de experiência, sentidos como uma experiência estética e a linguagem visual como uma forma de comunicação nas discussões de Vigotski (2010), Duarte Júnior (2001) e Bakhtin (2010). Procura reconhecer a criança como sujeito ativo, em consonância com as contribuições da Sociologia da Infância, expressa no pensamento de Sarmento (2008). Focaliza a criança como ser social, lúdico, pleno de direitos, apto a viver e ressignificar experiências individuais e sociais. O estudo dialoga com o pensamento de Benjamin (1987) que, em seus escritos filosóficos, revela o conceito de uma infância universal, e de Giorgio Agamben (2005) sobre infância e experiência. Com Angel Pino (2005) analisa a constituição do ser humano como um ser cultural. Apoia-se também em autores que realizam uma reflexão sobre a criança e a infância, como Ribes (2012). Apresenta a Arte como área de conhecimento capaz de formar e inserir a criança em seu meio cultural, proporcionando um conhecimento mais amplo do mundo e da sociedade em que está inserida. Acompanhou quatro momentos que promoveram a aproximação das crianças às expressões artísticas, por meio de visitas a espaços expositivos com a presença da artista plástica, ceramista, a professora Drª. Regina Rodrigues, no espaço educacional. Analisa os processos de interação e a expressão das crianças em face à experiência com a Arte. A chegada ao museu e a interação lúdica das crianças com os espaços, com as obras, com os diversos ambientes e com os mediadores despontou como material potente de conhecimento. A pesquisa mostrou a importância de a instituição de ensino estar aberta à cidade, provocando nas crianças a percepção do pertencimento aos espaços de cultura, lazer e demais lugares que a compõem.

Currículo e educação especial : as ações da escola a partir dos diálogos cotidianos

O estudo teve como objetivo investigar as ações constituídas por uma escola pública de Ensino Fundamental para o envolvimento de alunos com deficiência e com transtornos globais do desenvolvimento no currículo escolar. Contou com as contribuições teóricas de Boaventura de Sousa Santos, Michel de Certeau e Philippe Meirieu para uma discussão sociológica, filosófica e pedagógica das situações desencadeadas pela pesquisa. No campo do currículo, aproximou-se das teorizações de Silva, Moreira, Apple e Sacristán, dentre outros, por serem teóricos que analisam o trabalho com o conhecimento no contexto escolar. Já no campo da Educação Especial, dialogou com as produções de pesquisadores que postulam pela ideia de que o processo de inclusão escolar pressupõe acesso à escola, bem como permanência e a garantia do direito de apropriação dos conhecimentos socialmente produzidos. Como aporte teórico-metodológico, apoiou-se nos pressupostos da pesquisa-ação colaborativo-crítica que advoga pela possibilidade de, por meio da pesquisa científica, produzir conhecimento sobre a realidade social, promover mudanças nas situações desafiadoras e envolver os sujeitos pesquisados em processos de formação continuada em contexto. O trabalho de pesquisa foi realizado em uma escola de Ensino Fundamental, pertencente à Rede Pública Municipal de Ensino de Vila Velha/ES, envolvendo professores, pedagogos, dirigente escolar, responsáveis pelos discentes e alunos matriculados do 1º ao 6º ano do Ensino Fundamental. O processo de produção de dados se efetivou no período de julho de 2010 a julho de 2011. O pesquisador esteve três vezes por semana no campo de pesquisa, participando das intervenções em sala de aula, dos espaços para planejamento e formação continuada e também de momentos informais na entrada, recreio e saída dos alunos. Para o desenvolvimento do estudo, trabalhou-se com três frentes correlacionadas: a observação participante e a escuta dos discursos produzidos por alunos, professores, equipe técnico-pedagógica e responsáveis pelos discentes sobre o envolvimento dos estudantes com indicativos à Educação Especial no currículo escolar; a constituição de espaços de formação continuada, tomando os dados produzidos na primeira etapa do estudo como elementos de sustentação da dinâmica formativa; o acompanhamento das ações praticadas pela escola para envolvimento das necessidades educacionais dos alunos com indicativos à Educação Especial no currículo escolar, a partir das reflexões desencadeadas nos espaços de formação continuada. Como resultados, a pesquisa aponta a necessidade de advogar pela constituição de currículos escolares mais abertos para contemplar as necessidades de aprendizagem de alunos com comprometimentos físicos, psíquicos, intelectuais ou sensoriais. Esta pesquisa se distancia de lógicas que defendem a flexibilização curricular como um esvaziamento do currículo em nome das condições existenciais dos alunos. Entende que, entre o currículo escolar e a produção de conhecimentos pelos alunos com indicativos à Educação Especial, há uma pluralidade de situações que precisam ser problematizadas pela escola: a leitura produzida sobre a aprendizagem dos alunos; a falta de conhecimento sobre a sexualidade humana; os desafios presentes na relação família e escola; e os pressupostos da normalidade/anormalidade. Esses fatores podem se configurar como elementos que impedem que os alunos obtenham sucesso em sua jornada educativa, porém, em contrapartida, podem ser utilizados como questões a subsidiar espaços de formação continuada. O estudo aponta que, por meio de atitudes colaborativas e críticas entre os profissionais da escola, é possível articular ações que garantam o direito de aprender do estudante com deficiência e com transtornos globais do desenvolvimento na escola de ensino comum.