Estudo imuno-histoquímico da co-expressão de citoqueratinas, vimentina e actina em neoplasias de glândula salivar

Human salivary gland tumors originated from intercalated ducts present a broad range of histologic and cytologic patterns, mainly due to the presence of myoepithelial cells. The aim of this study is to verify the differentiation grade of neoplastic cells and a possible relation between myoepithelial cell differentiation and the presence of luminal secretory contents. The expression of vimentin and cytokeratin (CK) intermediate filaments, actin myofilament and epithelial membrane antigen (EMA) was investigated by double labeling immunocytochemical technique, in thirty salivary gland neoplasms: 5 pleomorphic adenomas, 5 myoepitheliomas, 3 basal cell adenomas, 7 adenoid cystic carcinomas (ACC) and 10 polimorphous low grade adenocarcinomas (PLGA). Tumors with intercalated duct differentiation (pleomorphic adenomas, basal cell adenomas and ACC) express CKs 7, 8, 18 and 19 in the luminal cells and coexpress eventually CK14 with these CKs. Some luminal cells stained with anti-EMA antibody, mainly where a secretory content in the lumen was observed. Outer ductal cells and other myoepithelial-like cells express vimentin, sometimes coexpressing actin and/or CK14 with vimentin. Plasmacytoid cells in myoepitheliomas and pleomorphic adenomas express vimentin and rarely CKs 7, 8, 18 and 19, sometimes coexpressing these CKs with CK14 but they are negative for the remaining antigens. Tumors without intercalated duct differentiation (solid basal cell adenoma and PLGA) express vimentin and CKs 7, 8, 14 and 18, sometimes coexpressing CKs 8 and 18 with CK14. In conclusion, in tumors with intercalated duct differentiation, myoepithelial cells express vimentin and sometimes coexpress actin and/or CK14 with vimentin, never coexpressing other CKs with vimentin. CK14 and actin are independently expressed by myoepithelial cells, so their expression is probably induced by different stimulus. However, the secretory function of luminal cells, visualized by EMA staining, ....

Expressão da proteína nuclear de proliferação celular (PCNA), da B-Catenina e do Agnor, na etapa inicial do processo de carcinogênese quimicamente induzido pelo DMBA, em borda lateral de língua de hamsters sírio dourado(Mesocricetus auratus)

The oral cancer model in hamsters shows many simílarities with developmental oral cancer in humans. The proliferating capacity is one the most characteristics of neoplásica ce/Is and detection of these ce/Is allow us, throughout of its counting, to achieve an estimated tumour growing index, with a consequent repercussion about prognostic and in the treatment of those lesions. 40 golden Syrian hamsters, both genders, aged between two to six mouth and weight 150g in average were used. The left síde of tangue of each animal was painted for eight consecutive weeks, with a solution of DMBA. Tongues were removed, fixed in 10% buffered fonnal solution. The histological slides were stained by AgNOR technique and by PCNA and β-catenin immunohistochemical antibodies. Statistical analyzes were performed by ANOVA one-way test and Tukey test. We may conclude that an association between AgNOR and PCNA might indicate the higher proliferating activity of the analyzed celIs. The experimental carcinogenesis model in hamster tongue is an available methodology for immunohistochemistry study. And finally, PCNA and β-catenin immunohistochemical antibodies may be used to analyze possible premalignant areas in oral leukoplakia

Avaliação de língua portuguesa em provas escolares do século XX (1935 e 1963)

The article analyses three school exams of Elementary School, two belonging to a mother and one of her son, which were kept and provided to the researcher by the mother. The first two exams were dated March 30 and November 13, 1935 of the 3rd grade of Grupo Escolar Fernando Lobo in Juiz de Fora, Minas Gerais. The third one was produced at Grupo Escolar Coronel Amâncio Bueno in Jaguariúna, São Paulo in March 28, 1963 in a 4th grade class. The analysed data all together point out school products which are the result of the relationship between teacher, student and school culture. School exams are as important documents as the notebooks in order to understand the school culture, and as this paper tries to indicate, they are the means for the insertion into the world of written culture. The methodology based on the microanalysis of these documents reveals records about the structure of the exams and the Brazilian school curriculum in the teaching of Portuguese as a mother tongue in 1935 e 1963.

Questionário de qualidade de vida de crianças com paralisia cerebral (cp qol-child): tradução e adaptação para língua portuguesa

The aim of this study was to verify the reliability of the Brazilian Portuguese version of the instrument Cerebral Palsy: quality of life questionnaire for children: primary caregiver questionnaire (CP QOLChild: primary caregiver) translated and culturally adapted. Thus, the translation and cultural adaptation of the instrument was made, and then the procedures to verify its reliability were performed. The translated and culturally adapted questionnaire was answered by 30 caregivers of children with cerebral palsy and inter and intra-observer analysis followed. The data allowed the authors to identify an internal consistency rangering from 0.649 to 0.858, intra-observer reliability from 0.625 to 0.809 and inter-observer reliability from 0.498 to 0.903. The analysis suggests that the instrument has acceptable psychometry.

Mapeamento da situação educacional dos alunos surdos de munícipios brasileiros atendidos pelo curso de língua brasileira de sinais na modalidade à distância

Recent years have seen a movement toward school inclusion of children with special educational needs. In Brazil, there is the formulation of laws guaranteeing rights for disabled people, giving you free access to regular classroom complemented by specialized educational services. In the case of students with deafness, the Federal Decree No. 5626 of 2005, recommends that schools offer the Brazilian sign language as language support, and should take into classrooms, an interpreter. In this study we conducted a mapping of the educational situation of students with hearing loss of 35 municipalities. There was a mode of education in which deaf students are enrolled, and also the municipalities have organized the specialized educational services for such students. Data were collected through interviews with managers of 35 municipalities. The results showed that the vast majority of municipalities participating in the study opted for the enrollment of deaf students in regular class. Only a few municipalities managers reported the existence of classes and enrollment in special schools or even the existence of deaf students out of schools. It also found that all municipalities have organized the specialized educational services, like additional offering in the resource rooms. We conclude that despite the existing difficulties, the Brazilian municipalities are gradually adjusting to the prospect of inclusive education. Continuing education courses should be offered in order to prepare more teachers to work with diversity.

Alunos com surdez e o processo de inclusão: uma análise de discursos sobre sobre Língua de Sinais

The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of São Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of São Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.

Hesitações na fala infantil: indícios da complexidade da língua

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A sociolinguística e o ensino de língua portuguesa: uma proposta para um ensino aprendizagem livre de preconceitos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Proposta teórico-metodológica para análise de inserções parentéticas em chat educacional no ensino de língua espanhola =: Propuesta teórico-metodológica para el análisis de inserciones parentéticas en chat educacional en la enseñanza de lengua española

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Os gêneros do discurso no livro didático de língua portuguesa: estudo de caso

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

As vogais na diacronia do português: uma interpretação fonológica de três momentos da história da língua

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A influência da língua inglesa na formação de nomes comerciais: questões de identidade linguística e cultural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Estudo semiótico sobre a verbovisualidade em manuais de língua inglesa

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Uso do dicionário no ensino de língua espanhola: proposta de guia teórico-metodológico para professores

Pós-graduação em Linguística e Língua Portuguesa - FCLAR

Educandas do PEJA em conversas sobre a língua inglesa e sua influência no cotidiano

This paper was developed through literacy events (Barton, 2000) about English language, understood as a social practice of writing and reading. The subjects involved in this research were women, between forty and seventy years old, students of a Young and Adult Education Project (PEJA) that occurs at UNESP/Rio Claro, whose are looking forward to conclude basic school. We intended to see in their speeches reflections about the English language presence in our society and how they deal with this foreign language. Thus, we optimize this contact exposing those women to daily situations where English language was present. To foment dialog and ideas discussions, we brought to the classes common elements, materials such as street advertisements photos with words in English. We noticed that most students recognize the constant English presence and, even they never had formal English education, they were able to establish relations between the uses of English words in everyday Portuguese at most different spheres of life. And, at many times, foreign word comprehension is related to English words use instead of a native one leading to an English naturalization process in the Brazilians speeches world.