ABSTRACT
A Libras é reconhecida como língua da Comunidade Surda brasileira desde abril do ano de 2002, esse reconhecimento se deu graças a uma intensa mobilização da Comunidade Surda. Embora algumas pessoas afirmem que ela é a segunda língua oficial do Brasil, na verdade é uma língua reconhecida como "língua das comunidades surdas brasileiras (Brasil, 2002)" e esse reconhecimento se deu a partir da Lei 10436/02. Após o reconhecimento da língua o Decreto 5626/05 trouxe a obrigatoriedade do seu ensino para os cursos de licenciaturas. Podemos dizer que esse primeiro contato dos licenciandos com a realidade da trajetória dos surdos por educação e da complexidade da Libras é extremamente importante para que os processos de desenvolvimento da Comunidade sejam garantidos e principalmente para que a Língua de Sinais não seja banalizada, simplificada ou fique subordinada à Língua Portuguesa. Neste trabalho, trazemos um pouco da experiência como professores da disciplina em universidades federais, um surdo e uma ouvinte. Além disso, trazemos alguns dados produzidos em um projeto de formação com professores surdos de uma instituição escolar bilíngue para surdos. A partir dos discursos trazidos por esses atores, analisamos os dados com base nos princípios da PCCol - Pesquisa Crítica de Colaboração, Magalhães (2006), que destaca como uma perspectiva teórico-metodológica que favorece a co(construção) dos participantes da pesquisa, assim como a uma construção coletiva de escola e Universidade. Trata-se de um quadro que revela nosso compromisso como professor/a-pesquisador/a, que perseguem a ideia de que ensinar e aprender compõem um caminho de mão dupla. (AU)
Brazilian Sign Language Libras has been recognize as the language of the Brazilian Deaf Community since April 2002, and this recognition occurred as the result of intense activism from the Deaf Community. Although some people may state that Libras is the second official language in Brazil, it is, in actual fact, recognized as the language of Brazilian deaf communities, and this recognition took place as of the publication of Act 10436/02. Following this recognition, the Decree number 5626/05 made it compulsory for Libras to be taught in teaching undergraduate programs. We can say that this first contact for undergraduate students taking their teaching degrees with the paths tread by the deaf in pursue of education, as well as a first understanding of the complexity of Libras is extremely important for the developmental processes of the Community to the guaranteed. It is even more important as a means to prevent the Sign Language from being taken for granted, simplified or considered as a inferior to the Portuguese Language. In this paper, we - a deaf and a hearing professors - discuss some elements of the experience of teaching the language in Federal Universities. We also discuss some data that were produced in a bilingual school, working in teacher education with deaf teachers. By looking at the discourses that the participants present, we analyze the data as per the canons of the Critical Collaborative Research (PCCol), Magalhães, 2006, that was the theoretical-methodological bases for the investigation/teacher education project, and that is a perspective that favors co-construction within the context and school-university collective construction as well. This framework is what allows us to focus on and reveal our commitment as teachers researchers within the belief that teaching and learning compose the same two-way path. (AU)
Libras es reconocida como la lengua de la Comunidad Sorda Brasileña desde abril de 2002, este reconocimiento se debió a una intensa movilización de la Comunidad Sorda. Aunque algunas personas afirman que es el segundo idioma oficial de Brasil, en realidad es un idioma reconocido como "el idioma de las comunidades sordas brasileñas (Brasil, 2002)" y este reconocimiento provino de la Ley 10436/02. Luego del reconocimiento de la lengua, el Decreto 5626/05 hizo obligatoria su enseñanza para los cursos de formación docente. Podemos decir que este primer contacto de los estudiantes de estos cursos con la realidad de la trayectoria de los sordos a través de la educación y la complejidad de Libras es sumamente importante para que se garanticen los procesos de desarrollo comunitario y sobre todo para que la Lengua de Señas no sea banalizada, simplificada o subordinada. a la lengua portuguesa. En este trabajo aportamos un poco de la experiencia como profesores de la disciplina en universidades federales, una persona sorda y una oyente. Además, traemos algunos datos producidos en un proyecto de formación con profesores sordos de una institución escolar bilingüe para sordos. A partir de los discursos traídos por estos actores, analizamos los datos con base en los principios de PCCol - Critical Collaboration Research, Magalhães (2006), que destaca como una perspectiva teórico-metodológica que favorece la co(construcción) de los participantes de la investigación, así como como una construcción colectiva de escuela y universidad. Es un marco que revela nuestro compromiso como docente/investigador, que perseguimos la idea de que la enseñanza y el aprendizaje forman un camino de dos vías. (AU)
Subject(s)
Humans , Sign Language , Teaching , Curriculum , Students, Health Occupations , Education, Primary and Secondary , Deafness , Faculty/education , Speech, Language and Hearing Sciences/education , School TeachersABSTRACT
BACKGROUND: Obesity is a serious health problem that dysregulate Renin-Angiotensin System (RAS) and intestinal microbiota. OBJECTIVE: The present study aimed to evaluate the Angiotensin-(1-7) [ANG-(1-7)] oral formulation effects on obese mice intestinal microbiota. METHODS: Mice were divided into four groups: obese and non-obese treated with ANG-(1-7) and obese and non-obese without ANG-(1-7) during four weeks. RESULTS: We observed a significant decrease in the fasting plasma glucose, total cholesterol, triglycerides, and Low-density lipoprotein levels and increased High-density lipoprotein in animals treated with ANG-(1-7). The histological analysis showed intestinal villi height reduction in mice treated with ANG-(1-7). Additionally, increased Bacteroidetes and decreased Firmicutes (increased Bacteroidetes/ Firmicutes ratio) and Enterobacter cloacae populations were observed in the High-Fat Diet + ANG-(1-7) group. Receptor toll-like 4 (TLR4) intestinal mRNA expression was reduced in the HFD+ANG-(1-7) group. Finally, the intestinal expression of the neutral amino acid transporter (B0AT1) was increased in animals treated with ANG-(1-7), indicating a possible mechanism associated with tryptophan uptake. CONCLUSION: The results of the present study suggest for the first time an interaction between oral ANG-(1-7) and intestinal microbiota modulation.
Subject(s)
Angiotensin I/pharmacology , Gastrointestinal Microbiome/drug effects , Metabolome/drug effects , Obesity/drug therapy , Peptide Fragments/pharmacology , Angiotensin-Converting Enzyme 2/metabolism , Animals , Blood Glucose/metabolism , Cholesterol/metabolism , Computational Biology , Diet, High-Fat , Humans , Intestines/drug effects , Lipoproteins, LDL/metabolism , Male , Mice , Mice, Obese , Toll-Like Receptor 4/metabolism , Triglycerides/metabolismABSTRACT
BACKGROUND AND AIM: Broiler meat is susceptible to lipid oxidation due to its high content of unsaturated fatty acids, especially when stored for a long time. Concerning with that problem, we can add natural compounds to the animal feed, as the plant essential oils, which have antioxidant, antimicrobial, and antifungal activities. The objective of this study was to evaluate the antioxidant activity, fatty acid profile, and chemical composition of the meat of broilers fed with diets containing different essential oil, including lemongrass (Cymbopogon flexuosus) and pedestrian tea (Lippia aff. rotundifolia). MATERIALS AND METHODS: The experimental design used was a 4×4 factorial scheme (storage time×diets), and each treatment was repeated thrice. The treatments were applied as negative control (without antimicrobial); positive control (ration supplemented with 10 ppm of enramycin and 42 ppm of salinomycin), lemongrass (ration with 120 mg of essential oil of lemongrass for each kilogram of live weight of the animals), and pedestrian tea (ration with 120 mg of essential oil of pedestrian tea for each kilogram of live weight of the animals). Storage was performed after slaughter and evaluated monthly for 4 months. RESULTS: The inclusion of lemongrass oil and pedestrian tea in the broiler diet did not change the ether extract content of the meat sample obtained from thigh and drumstick. The storage time promotes an increase in the moisture loss of the meat from the 2nd month in all treatments. There was an interaction between the additive and storage time for moisture loss. In the 2nd month of storage, the meat from broilers fed the antibiotic-containing feed had a lower moisture loss than those from broilers in the other treatment groups. The fatty acid profile did not differ statistically between the different treatment groups. The inclusion of additives in the food dropped the lipid oxidation at the 2nd month of storage. From the 3rd month, however, only the essential oils showed antioxidant effect. CONCLUSION: Antioxidant activity was positive for treatments that included essential oils. The lemongrass oil and pedestrian tea can be used as antioxidant additives in broiler diets to improve the oxidative stability of thigh-drumstick meat during storage. The results of the study suggest a good prospective for further research with profitability of usage essentials oils examined, for their economical application as feed components in broiler nutrition.
