A prática educativa na estratégia saúde da família: estratégia para repensar e reconstruir ações dialógicas / Health education on family health strategy: a method for rethinking and rebuilding dialogical practices

Este trabalho objetivou relatar as concepções e práticas de Educação em Saúde e sua relação com a promoção à saúde pelas equipes integrantes de uma unidade de saúde da família e conduzir à ação-reflexão sobre a abordagem dialógica e emancipatória educativas, por meio de discussões grupais. Tratou-se de uma pesquisa-ação com base teórico-metodológica dos Círculos de Cultura de Paulo Freire. As percepções dos participantes, quanto às práticas educativas, não são atuais e evidencia a mudança de paradigma que estamos vivendo, do método tradicional para o dialógico. Por meio da reflexão sobre o modelo dialógico e o modelo bancário foi possível pensar sobre as práticas dos profissionais da área da saúde e a possibilidade de mudá-las.

This study aimed at reporting the conceptions and practices in Health Education and its relation to health promotion by members of a family health unit, as well as leading to the action-reflection on the dialogical approach and emancipatory education through group discussions. This was an action research with theoretical and methodological basis on Paulo Freire's Culture Circles. The perceptions of the participants, regarding the educational practices, are not current and show the paradigm shift that we are living, from the traditional method to the dialogical practice. Through reflection on the dialogical model and the banking model, it was possible to think about the practices of health professionals and the possibility of changing them.

Sildenafil provides sustained neuroprotection in the absence of learning recovery following the 4-vessel occlusion/internal carotid artery model of chronic cerebral hypoperfusion in middle-aged rats.

In this study, we tested whether the phosphodiesterase-5 inhibitor sildenafil protects against neurodegeneration and facilitates recovery from learning deficits examined long after chronic cerebral hypoperfusion (CCH) induced by the 4-vessel occlusion/internal carotid artery (4-VO/ICA) model in middle-aged rats. Male Wistar rats (12-15 months of age) were subjected to permanent 3-stage 4-VO/ICA with an interstage interval of 4 days. Sildenafil (3 mg/kg, p.o.) was administered at one dose per day for 10 days, beginning soon after the first occlusion stage. Three months later, learning in a non-food-rewarded, eight-arm radial maze task was tested. Learning performance is expressed as the latency to find a goal box and the number of reference or working memory errors. Histological examination was performed 1-3 days after behavioral testing. In the vehicle-treated group, permanent 4-VO/ICA markedly disrupted learning performance and caused moderate-to-severe neurodegeneration in the CA1-CA4 subfields of the hippocampus (56.2%), dentate gyrus (DG; 19.2%), retrosplenial cortex (RS cortex; 47.4%), and parietal association cortex (PtA cortex; 38.2%). Sildenafil treatment did not prevent 4-VO/ICA-induced learning deficits, whereas neurodegeneration was significantly reduced in the CA1-CA4 subfields (30.5%), DG (7.2%), RS cortex (11.8%), and PtA cortex (6.5%). Advancing previous findings from our laboratory, this study suggests that while sildenafil can provide important neuroprotection in different brain regions of middle-aged rats subjected to CCH, such histological effect does not translate into cognitive recovery.