Discursos dos cursos da área da saúde sobre gênero e biotecnologias no âmbito da formação / Discursos de los cursos de salud sobre género y biotecnologías en el contexto de la formación / Discourses of health courses on gender and biotechnologies in the context of training

RESUMO Objetivo: investigar os discursos sobre gênero e biotecnologias no âmbito da formação dos cursos da área da saúde. Metodologia: trata-se de uma pesquisa qualitativa exploratória descritiva que está alicerçada em um estudo maior - projeto de pesquisa - desenvolvido pelo Grupo de Estudos e Pesquisas em Saúde (GEPS), intitulado "Gênero e Biotecnologias: Interfaces entre discursos e instituições na formação de alunos dos cursos da área da saúde". A pesquisa ocorreu entre os meses de março e outubro de 2019, sendo realizada por meio de entrevistas semiestruturadas com estudantes brasileiros e espanhóis da área da saúde, gravadas em áudio e transcritas para Análise do Discurso. Resultados e Discussão: os achados indicam que Gênero e Biotecnologia são temáticas que não subsidiam as discussões da formação de futuros profissionais da saúde, mostrando um entendimento de gênero centrado numa norma binária, não havendo espaço para outras possibilidades identitárias, além de a heterossexualidade ser vista como padrão de comportamento a ser seguido. Percebe-se uma certa complexidade na formulação dos discursos dos estudantes no que se refere aos aspectos em que gênero e biotecnologias escapam da relação entre corpo biológico e utilização tecnológica para esses enquadramentos físicos e mentais. Considerações Finais: as discussões sobre gênero e biotecnologias nas universidades estudadas têm sido realizadas de forma isolada, sendo necessária uma reestruturação de seus currículos de modo que os temas apresentados passem a ser contemplados para que, efetivamente, componham a formação equitativa e integral de profissionais.

RESUMEN Objetivo: investigar los discursos sobre género y biotecnologías en el contexto de la formación de los cursos de salud. Metodología: se trata de una investigación exploratoria descriptiva cualitativa que se basa en un estudio más amplio -proyecto de investigación- desarrollado por el Grupo de Estudios e Investigación en Salud (GEPS), titulado: "Género y Biotecnologías: Interfaces entre discursos e instituciones en la formación de estudiantes de cursos de salud", que se produjo entre los meses de marzo y octubre de 2019 a través de entrevistas semiestructuradas, con estudiantes de salud brasileños y españoles, grabadas en audio y transcritas para el Análisis del Discurso. Resultados y discusión: los hallazgos indican que el Género y la Biotecnología son temas que no subsidian las discusiones de la formación de los futuros profesionales de la salud, mostrando una comprensión del género centrada en una norma binaria en la que no hay espacio para otras posibilidades de identidad y la heterosexualidad como norma de comportamiento a seguir. Se percibe cierta complejidad en la formulación de los discursos de los estudiantes, en cuanto a los aspectos en los que el género y las biotecnologías escapan de la relación entre el cuerpo biológico y el uso de la tecnología para estos marcos físicos y mentales. Consideraciones finales: las discusiones sobre género y biotecnologías en las universidades brasileñas y españolas se han llevado a cabo de forma aislada, y es necesario reestructurar estos planes de estudio para que los temas presentados puedan ser contemplados en los planes de estudio para que efectivamente compongan la formación equitativa e integral de los profesionales.

ABSTRACT Objective: to investigate the discourses on gender and biotechnologies within the training of health courses. Methodology: this is a qualitative, exploratory, and descriptive study that is based on a larger study - a research project - developed by the Studies and Research Group in Health (GEPS), entitled "Gender and Biotechnologies: Interfaces between discourses and institutions in the training of students from health courses." The research took place between March and October 2019 and was carried out through semi-structured interviews with Brazilian and Spanish health students, audio-recorded, and transcribed for Discourse Analysis. Results and Discussion: the findings indicate that Gender and Biotechnology are themes that do not subsidize the discussions of the training of future health professionals, showing an understanding of gender centered on a binary norm, with no space for other identity possibilities besides heterosexuality being seen as a standard of behavior to be followed. A certain complexity is perceived in the formulation of the students' speeches regarding the aspects in which gender and biotechnologies escape from the relationship between the biological body and the technological use for these physical and mental frameworks. Final Considerations: the discussions about gender and biotechnologies in the studied universities have been carried out in an isolated way, making it necessary to restructure their curricula so that the themes presented can be contemplated to effectively compose the equitable and integral formation of professionals.

Estrategias didácticas innovadoras y actitud emprendedora en estudiantes universitarios de biotecnología y química / Innovative teaching strategies and entrepreneurial attitude in Biotechnology and Chemistry university students

Introducción: El emprendimiento es la actitud y aptitud que toma un sujeto para iniciar un nuevo proyecto a través de ideas y oportunidades, su gestión eficiente dota al estudiante universitario de las herramientas necesarias para su implementación. Objetivo: Evaluar la percepción de los estudiantes sobre las estrategias didácticas aplicadas en la cátedra de Emprendimiento de Biotecnología y Química de la Escuela Superior Politécnica de Chimborazo (ESPOCH). Métodos: Se realizó una investigación exploratoria con la participación de 50 estudiantes de Biotecnología y Química de la universidad mencionada, aplicando durante la asignatura de Emprendimiento una estrategia didáctica innovadora, previamente evaluada como pertinente por un grupo de 13 expertos. La percepción del estudiantado fue evaluada a través de un cuestionario (7 preguntas), aplicado al finalizar la asignatura, analizando los datos con estadística descriptiva e inferencial. Resultados: Se calificó las preguntas incluidas en el cuestionario con el máximo valor de acuerdo; existiendo diferencias significativas en relación al sexo en la percepción sobre la disminución de los niveles de estrés durante la clase, cambios en la actitud emprendedora y utilidad de la asignatura para el futuro desarrollo emprendedor. La prueba Rho de Spearman determinó interesantes correlaciones entre las preguntas del cuestionario, especialmente las relacionadas con que la generación de un buen ambiente de aprendizaje, la disminución de los niveles de estrés en la clase y las relaciones profesor-estudiante. Conclusiones: La aplicación de estrategias didácticas-innovadoras mejora el impacto que la asignatura de Emprendimiento tiene sobre la formación de la actitud emprendedora del estudiantado(AU)

Introduction: Entrepreneurship is the attitude and aptitude that a subject takes to start a new project through ideas and opportunities, its efficient management allows equipping the university student with the necessary tools for its implementation. Objective: To evaluate the students' perception of the didactic strategies applied in the Chair of Entrepreneurship in Biotechnology and Chemistry careers of Escuela Superior Politécnica de Chimborazo (ESPOCH). Methods: An exploratory research was carried out with the participation of 50 Biotechnology and Chemistry students from the mentioned university, to whom an innovative didactic strategy was applied during the Entrepreneurship course, which was previously evaluated as relevant by a group of 13 experts. The perception of the students was evaluated through a questionnaire with 7 questions, which was applied at the end of the course and whose data were analyzed by applying descriptive and inferential statistics. Results: Most of the students rated the questions included in the questionnaire with the highest value of agreement. There are significant differences according to gender in the perception of the decrease in stress levels during class, changes in entrepreneurial attitude and the usefulness of the subject for future entrepreneurial development. Using the Spearman Rho test, interesting correlations were determined between the questions of the questionnaire, especially those related to the generation of a good learning environment, the reduction of stress levels in the class and teacher-student relationships. Conclusions: The application of didactic-innovative strategies improves the impact that the Entrepreneurship course has on the entrepreneurial attitude formation of the student body(AU)

Accommodating the difference in students' prior knowledge of cell growth kinetics

This paper describes the development and benefits of an adaptive digital module on cell growth to tackle the problem of educating a heterogeneous group of students at the beginning of an undergraduate course on process engineering. Aim of the digital module is to provide students with the minimal level of knowledge on cell growth kinetics they need to comprehend the content knowledge of the subsequent lectures and pass the exam. The module was organised to offer the subject matter in a differentiated manner, so that students could follow different learning paths. Two student groups were investigated, one consisting of students who had received their prior education abroad and one of students that had not. Exam scores, questionnaires, and logged user data of the two student groups were analysed to discover whether the digital module had the intended effect. The results indicate that students did indeed follow different learning paths. Also, the differences in exam scores between the two student groups that was present before the introduction of the digital module was found to have decreased afterwards. In general, students appreciated the use of the material regardless of their prior education. We therefore conclude that the use of adaptive digital learning material is a possible way to solve the problem of differences in prior education of students entering a course.

Educação em biossegurança e bioética: articulação necessária em biotecnologia / Education on biosafety and bioethics: necessary articulation in biotechnology

A educação científica tem sido debatida em alguns segmentos da sociedade e organizações internacionais têm estimulado as nações a investirem nessa área tão estratégica. Nesse contexto, a educação em biossegurança e bioética explora um conteúdo rico em prevenção, normas e princípios éticos, que servem para nortear os caminhos trilhados pela biotecnologia. A valorização da biossegurança e da bioética como parte de uma política educacional científica, efetiva e consistente, pode estimular a formação de indivíduos com uma consciência científica e cidadã, em condições de participar das questões de natureza ética e tecnológica produzidas pela biotecnologia.

Science education has been discussed in some segments of the society and, international organizations have encouraged nations to invest in this strategic area. In this context, education in bioethics and biosafety explores a rich content on prevention, standards and ethical principles which serve to guide the paths track by biotechnology. The recovery of bioethics and biosafety, as part of an educational policy scientific, effective and consistent, can stimulate the formation of individuals with a scientific and citizen awareness, in a position to participate on ethical and technological issues produced by biotechnology.

The relationship among knowledge of, attitudes toward and acceptance of genetically modified organisms (GMOs) among Slovenian teachers / La relación entre el conocimiento y actitudes en la aceptación sobre organismos genéticamente modificados (OGM) entre profesores eslovenos

The objective of this study was to investigate knowledge about, opinions on and attitudes toward and finally readiness to accept genetically modified organisms (GMO) among Slovenian teachers. On average, they have higher levels of knowledge in classical genetics, and poor levels of knowledge about modern issues in biotechnology, and their attitudes toward GMOs are not extreme. They make decisions based on the acceptability of a particular GMO and not on GMOs in general, following two patterns: genetic modifications (GM) microorganisms and plants are more acceptable than animals, and GMOs are more acceptable if they can not be used directly for consumption and produce something recognized as useful. The relationship among knowledge of, attitudes towards and readiness to accept GMO showed that there is no correlation between knowledge and attitudes, only a weak correlation between knowledge and acceptance, and a solid correlation between attitudes and readiness to accept GMO. The practical implication of our findings is that acceptance of GMOs will not be changed by providing new technical or scientific information to teachers but by changing attitudes. The appropriate strategies and actions for improving university courses in biotechnology and the implication for classroom science activities and future research are discussed.

Biosafety education relevant to genetically engineered crops for academic and non-academic stakeholders in East Africa

Development and deployment of genetically engineered crops requires effective environmental and food safety assessment capacity. In-country expertise is needed to make locally appropriate decisions. In April 2007, biosafety and biotechnology scientists, regulators, educators, and communicators from Kenya, Tanzania, and Uganda, met to examine the status and needs of biosafety training and educational programs in East Africa. Workshop participants emphasized the importance of developing biosafety capacity within their countries and regionally. Key recommendations included identification of key biosafety curricular components for university students; collaboration among institutions and countries; development of informational materials for non-academic stakeholders and media; and organization of study tours for decision makers. It was emphasized that biosafety knowledge is important for all aspects of environmental health, food safety, and human and animal hygiene. Thus, development of biosafety expertise, policies and procedures can be a stepping stone to facilitate improved biosafety for all aspects of society and the environment.

Food biotechnology and education

It is clear that the future of our children will be marked by the development of two scientific disciplines: computing and biotechnology. Regarding the first, during recent years considerable progress have been done in many countries around the globe aimed at enhancing the teaching in these subjects and, at the same time, encouraging the use of computers in classrooms. On the contrary, training in biotechnology is absent in many secondary schools of the planet. This formative deficiency generates citizens whose opinion on the marketing of biotechnological products is easily manipulated by both defenders and opposers of biotechnology. This situation is of particular relevance when the item in question is food biotechnological applications that provoke an intense social debate and more specifically the so-called genetically modified foods (GM foods). In this article we report a survey carried out with 500 young Spanish consumers in order to discover their attitudes to GM foods. The work has been focused on the study of the perception of GM foods and their labelling. The results indicate that they are moderately receptive to GM foods but like to be informed through labelling. However, the most important conclusion of the survey is the lack of sufficient knowledge about food biotechnology and genetic engineering on the part of young Spaniards. It is therefore very important that an unbiased presentation of the scientific basis of biotechnology should be introduced in secondary education. In this sense, the project BIOEDUCAR is an important tool to introduce unbiased information about food biotechnology in the Latin America and Spanish secondary schools.

A practical approach to the understanding and teaching of RNA silencing in plants

Gene silencing, also called RNA interference (RNAi) is a specific mechanism of RNA degradation involved in gene regulation, development and defense in eukaryotic organisms. It became an important subject in the teaching programs of molecular biology, genetics and biotechnology courses in the last years. The aim of this work is to provide simple and inexpensive assays to understand and teach gene silencing using plants as model systems. The use of transient and permanent transgenic plants for expressing reporter genes, like those derived from jellyfish green fluorescent protein (gfp) encoding gene, provides a nice, colorful and conclusive image of gene silencing. Three experimental approaches to evidence RNA silencing are depicted. In the first approach gene silencing is demonstrated after transient expression of reporter genes in non-transgenic plants. In the second, silencing is triggered against a reporter gene stably integrated into a transgenic plant. The third approach involves the triggering of RNA silencing against endogenous genes using viral vectors. In addition we illustrate systemic gene silencing showing how the silencing signal is spread over a plant and finally it is also demonstrated the suppression of gene silencing. The first group of experiments is recommended to be tough on undergraduate courses, the following two sections are recommended for graduate courses. Hopefully, it will help students to understand this important phenomenon and to unravel the importance of gene silencing as a key gene regulation mechanism and as a molecular and biotechnological tool.

Bioética: reflexões sobre os avanços biológicos no contexto da vida com ênfase em educação ambiental / Bioethics - Reflections on Biological Advances in the Context of Life with Emphasis on Environmental Education

Este artigo de opinião representa um reflexão com paradigmas bioéticos e ambientais sobre os avanços biológicos no contexto da vida, evidenciando os problemas relacionados ao ensino da educação ambiental e sua interseção com o ensino da bioética.

A nationwide biotechnology outreach and awareness program for Malaysian high schools

Biotechnology education in developing nations remains one of the rate limiting factors in achieving optimal human resource capacity to drive and tap the bio-resources of these nations. Many developing countries are situated within rich bio-diversity enclaves. Biotechnology offers the promise of tapping these bio resources towards due process of developing these nations. While there may be a steady stream of biology and biotechnology based graduates, from Malaysian as well as foreign universities contributing to the human resource base for these countries, the numbers and knowledge diversity produced, still lack the capacity to optimally power research and development as well as supply the industrial biotechnology sectors of these countries. Realizing the need to address these issues at the grassroots level of higher education, Malaysia has taken an active step of bringing biotechnology into the classrooms of high schools throughout the country. These future generations of Malaysians, are hoped to progress towards manning and driving Malaysia's BioValley initiatives (a biotech based R&D and industry cluster), towards the national dream of developed nation status by the year 2020, using biotechnology as an economic growth vehicle. Here, we share our experiences in developing and proliferating a biotechnology awareness program for Malaysian high schools. It is hoped that similar programs will strive towards similar objectives in other developing countries.

Human molecular genetics research at the International Centre for Genetic Engineering and Biotechnology.

The ICGEB started its activity in 1987 as a special project of UNIDO (United Nations Industrial Development Organization) and operates now as a fully autonomous International Organization, of which 40 countries are members at present. The mandate of ICGEB is to become a Centre of excellence for research and training in modern biology addressed to the needs of the developing world. The ICGEB consists of two main laboratories, one in Trieste (where the direction of the Centre is also located) and one in New Delhi, plus a network of 30 Affiliated Centres. The Centre operates through: 1) specific research programs of hish scientific content at the Trieste and New Delhi laboratories; 2) long term training through post-doctoral and pre-doctoral fellowships; 3) short term training; 4) collaborative research program, through which the Centre finances research projects of major impact to the need of the Member States; 5) scientific services, namely consultation for scientific programs, distribution of reagents and a bioinformatics network particularly geared to the human genome research. The research on human molecular genetics in particularly active in the Trieste Component and concerns the study at the molecular level of several genes important for human health: control of DNA replication, response to infectious diseases, cardiocirculatory diseases, cystic fibrosis and cancer. The methodologies for developing new diagnostic methods and for developing gene therapy protocols are actively pursued. Through these programs, the member countries have access to state-of-the-art technologies anf know-how essential for the development of the molecular approaches to medicine brought forward by the study of the human genome.