Neonatal infection leads to increased susceptibility to Aß oligomer-induced brain inflammation, synapse loss and cognitive impairment in mice.

Harmful environmental stimuli during critical stages of development can profoundly affect behavior and susceptibility to diseases. Alzheimer disease (AD) is the most frequent neurodegenerative disease, and evidence suggest that inflammatory conditions act cumulatively, contributing to disease onset. Here we investigated whether infection early in life can contribute to synapse damage and cognitive impairment induced by amyloid-ß oligomers (AßOs), neurotoxins found in AD brains. To this end, wild-type mice were subjected to neonatal (post-natal day 4) infection by Escherichia coli (1 × 104 CFU/g), the main cause of infection in low-birth-weight premature infants in the US. E. coli infection caused a transient inflammatory response in the mouse brain starting shortly after infection. Although infected mice performed normally in behavioral tasks in adulthood, they showed increased susceptibility to synapse damage and memory impairment induced by low doses of AßOs (1 pmol; intracerebroventricular) in the novel object recognition paradigm. Using in vitro and in vivo approaches, we show that microglial cells from E. coli-infected mice undergo exacerbated activation when exposed to low doses of AßOs. In addition, treatment of infected pups with minocycline, an antibiotic that inhibits microglial pro-inflammatory polarization, normalized microglial response to AßOs and restored normal susceptibility of mice to oligomer-induced cognitive impairment. Interestingly, mice infected with by E. coli (1 × 104 CFU/g) during adolescence (post-natal day 21) or adulthood (post-natal day 60) showed normal cognitive performance even in the presence of AßOs (1 pmol), suggesting that only infections at critical stages of development may lead to increased susceptibility to amyloid-ß-induced toxicity. Altogether, our findings suggest that neonatal infections can modulate microglial response to AßOs into adulthood, thus contributing to amyloid-ß-induced synapse damage and cognitive impairment.

Brain-Defective Insulin Signaling Is Associated to Late Cognitive Impairment in Post-Septic Mice.

Sepsis survivors frequently develop late cognitive impairment. Because little is known on the mechanisms of post-septic memory deficits, there are no current effective approaches to prevent or treat such symptoms. Here, we subjected mice to severe sepsis induced by cecal ligation and puncture (CLP) and evaluated the sepsis-surviving animals in the open field, novel object recognition (NOR), and step-down inhibitory avoidance (IA) task at different times after surgery. Post-septic mice (30 days post-surgery) failed in the NOR and IA tests but exhibited normal performance when re-evaluated 45 days after surgery. Cognitive impairment in post-septic mice was accompanied by reduced hippocampal levels of proteins involved in synaptic plasticity, including synaptophysin, cAMP response element-binding protein (CREB), CREB phosphorylated at serine residue 133 (CREBpSer133), and GluA1 phosphorylated at serine residue 845 (GluA1pSer845). Expression of tumor necrosis factor α (TNF-α) was increased and brain insulin signaling was disrupted, as indicated by increased hippocampal IRS-1 phosphorylation at serine 636 (IRS-1pSer636) and decreased phosphorylation of IRS-1 at tyrosine 465 (IRS-1pTyr465), in the hippocampus 30 days after CLP. Phosphorylation of Akt at serine 473 (AktpSer473) and of GSK3 at serine 9 (GSK3ßpSer9) were also decreased in hippocampi of post-septic animals, further indicating that brain insulin signaling is disrupted by sepsis. We then treated post-septic mice with liraglutide, a GLP-1 receptor agonist with insulinotropic activity, or TDZD-8, a GSK3ß inhibitor, which rescued NOR memory. In conclusion, these results establish that hippocampal inflammation and disrupted insulin signaling are induced by sepsis and are linked to late memory impairment in sepsis survivors.

Coordenador pedagógico, trabalho docente na SAP e as dificuldades no processo de escolarização / Pedagogical coordinator, teacher working in SAP and difficulties in the schooling process

Este artigo discute a concepção do coordenador pedagógico acerca das dificuldades no processo de escolarização. O texto traz algumas análises derivadas da pesquisa intitulada “Salas de Apoio Pedagógico e Coordenação Pedagógica: Implicações no Trabalho Docente”. A coleta de dados se deu por meio de entrevista semiestruturada com cinco coordenadores pedagógicos da rede municipal de uma cidade no norte catarinense que abrigavam sala de apoio pedagógico em suas escolas. Os dados foram analisados à luz da análise de conteúdo, de acordo com Franco (2008) e Bardin (2011). Como referenciais teóricos foram utilizados aqueles que tomam como objeto de estudo o Coordenador Pedagógico, questões referentes à formação e ao trabalho docente, e processo de escolarização, tais como Canário (2005), Ezpeleta e Rockwell (2007), Ropelato (2003), Gualtieri e Lugli (2012), Escabora (2006) entre outros. Contudo, duas referências são destacadas: Schulze (2012) e Rosskamp (2013), por auxiliarem a compreender a Sala de Apoio Pedagógico neste Município. Os resultados apontam que os coordenadores entrevistados devido à rotina permeada por urgências, bem como uma insuficiente formação que discuta criticamente as dificuldades no processo de escolarização, acabam pautando as suas concepções em questões biologizantes ou sociais, implicando na descaracterização do fazer pedagógico, o que acaba muitas vezes endossando o discurso culpabilizante do aluno. Desta forma, o coordenador perde a oportunidade de junto com a equipe escolar repensar as práticas pedagógicas e seus determinantes.

This article discusses the pedagogical coordinator’s conception about the difficulties in the schooling process. The text brings some analyzes derived from a survey entitled "Pedagogical Support Rooms and Pedagogical Coordination: Implications for Teaching Work". Data collection was through semi-structured interviews with five coordinators of municipal schools from a city in northern Santa Catarina that had a pedagogical support room in their schools. Data were analyzed based on content analysis, according to Franco (2008) and Bardin (2011). As theoretical references, we used those who take the Pedagogical Coordinator, issues relating to education and teaching work, and schooling process as objects of study, such as Canary (2005), Ezpeleta and Rockwell (2007), Ropelato (2003), Gualtieri and Lugli (2012), Escabora (2006), among others. However, two references are highlighted: Schulze (2012) and Rosskamp (2013), because they assist in understanding the Pedagogical Support Room in this town. The results indicate that the respondent coordinators, due to a routine permeated by emergencies and insufficient training to critically discuss the difficulties in the schooling process, end up basing their conceptions on biological or social issues, resulting in the adulteration of pedagogical actions, which often ends up endorsing the student guilt-induced speech. Thus, the coordinator loses the opportunity of, together with school team, rethink teaching practices and their determinants.

Coordenador pedagógico, trabalho docente na SAP e as dificuldades no processo de escolarização / Pedagogical coordinator, teacher working in SAP and difficulties in the schooling process

Este artigo discute a concepção do coordenador pedagógico acerca das dificuldades no processo de escolarização. O texto traz algumas análises derivadas da pesquisa intitulada “Salas de Apoio Pedagógico e Coordenação Pedagógica: Implicações no Trabalho Docente”. A coleta de dados se deu por meio de entrevista semiestruturada com cinco coordenadores pedagógicos da rede municipal de uma cidade no norte catarinense que abrigavam sala de apoio pedagógico em suas escolas. Os dados foram analisados à luz da análise de conteúdo, de acordo com Franco (2008) e Bardin (2011). Como referenciais teóricos foram utilizados aqueles que tomam como objeto de estudo o Coordenador Pedagógico, questões referentes à formação e ao trabalho docente, e processo de escolarização, tais como Canário (2005), Ezpeleta e Rockwell (2007), Ropelato (2003), Gualtieri e Lugli (2012), Escabora (2006) entre outros. Contudo, duas referências são destacadas: Schulze (2012) e Rosskamp (2013), por auxiliarem a compreender a Sala de Apoio Pedagógico neste Município. Os resultados apontam que os coordenadores entrevistados devido à rotina permeada por urgências, bem como uma insuficiente formação que discuta criticamente as dificuldades no processo de escolarização, acabam pautando as suas concepções em questões biologizantes ou sociais, implicando na descaracterização do fazer pedagógico, o que acaba muitas vezes endossando o discurso culpabilizante do aluno. Desta forma, o coordenador perde a oportunidade de junto com a equipe escolar repensar as práticas pedagógicas e seus determinantes.(AU)

This article discusses the pedagogical coordinator’s conception about the difficulties in the schooling process. The text brings some analyzes derived from a survey entitled "Pedagogical Support Rooms and Pedagogical Coordination: Implications for Teaching Work". Data collection was through semi-structured interviews with five coordinators of municipal schools from a city in northern Santa Catarina that had a pedagogical support room in their schools. Data were analyzed based on content analysis, according to Franco (2008) and Bardin (2011). As theoretical references, we used those who take the Pedagogical Coordinator, issues relating to education and teaching work, and schooling process as objects of study, such as Canary (2005), Ezpeleta and Rockwell (2007), Ropelato (2003), Gualtieri and Lugli (2012), Escabora (2006), among others. However, two references are highlighted: Schulze (2012) and Rosskamp (2013), because they assist in understanding the Pedagogical Support Room in this town. The results indicate that the respondent coordinators, due to a routine permeated by emergencies and insufficient training to critically discuss the difficulties in the schooling process, end up basing their conceptions on biological or social issues, resulting in the adulteration of pedagogical actions, which often ends up endorsing the student guilt-induced speech. Thus, the coordinator loses the opportunity of, together with school team, rethink teaching practices and their determinants.(AU)

Metazoan parasites of Mandi-amarelo Pimelodus maculatus and of Jundiá Rhamdia quelen (Osteichthyes: Siluriformes) of Paraíba do Sul River, Volta Redonda, Rio de Janeiro.

Forty-one specimens of mandi-amarelo Pimelodus maculatus Lacépède, 1803 (Siluriformes: Pimelodidae) and 54 specimens of jundiá Rhamdia quelen (Quoy & Gaimard, 1824) (Siluriformes: Heptapteridae) were collected from the Paraíba do Sul River, Volta Redonda, State of Rio de Janeiro, Brazil between November 2007 and October 2008. These fish underwent necropsy so their infracommunities of metazoan parasites could be studied. The same three species of parasites were collected in the two fish species studied. These were one monogenean, one nematode, and one hirudinean. Cucullanus pinnai (Travassos, Artiga, and Pereira, 1928) (Nematoda: Cucullanidae) and Aphanoblastella sp. (Monogenea: Dactylogyridae) were the dominant species with the highest prevalence in P. maculatus and R. quelen. The parasite species of P. maculatus and R. quelen showed an atypical over-dispersed pattern of distribution. No parasite species showed significant correlation between the body total length of the siluriform hosts and their prevalence and abundance. The parasite species richness showed a mean value of 0.87 ± 0.67 (0-2) and 0.57 ± 0.56 (0-2) in P. maculatus and R. quelen, respectively, and no correlation with the body total length.

Metazoan parasites of Mandi-amarelo Pimelodus maculatus and of Jundiá Rhamdia quelen (Osteichthyes: Siluriformes) of Paraíba do Sul River, Volta Redonda, Rio de Janeiro / Metazoários parasitos do Mandi-amarelo Pimelodus maculatus e do Jundiá Rhamdia quelen(Osteichthyes: Siluriformes) do Rio Paraíba do Sul, Volta Redonda, Rio de Janeiro

Forty-one specimens of mandi-amarelo Pimelodus maculatus Lacépède, 1803 (Siluriformes: Pimelodidae) and 54 specimens of jundiá Rhamdia quelen (Quoy & Gaimard, 1824) (Siluriformes: Heptapteridae) were collected from the Paraíba do Sul River, Volta Redonda, State of Rio de Janeiro, Brazil between November 2007 and October 2008. These fish underwent necropsy so their infracommunities of metazoan parasites could be studied. The same three species of parasites were collected in the two fish species studied. These were one monogenean, one nematode, and one hirudinean. Cucullanus pinnai (Travassos, Artiga, and Pereira, 1928) (Nematoda: Cucullanidae) and Aphanoblastella sp. (Monogenea: Dactylogyridae) were the dominant species with the highest prevalence in P. maculatus and R. quelen. The parasite species of P. maculatus and R. quelen showed an atypical over-dispersed pattern of distribution. No parasite species showed significant correlation between the body total length of the siluriform hosts and their prevalence and abundance. The parasite species richness showed a mean value of 0.87 ± 0.67 (0 -2) and 0.57 ± 0.56 (0 -2) in P. maculatus and R. quelen, respectively, and no correlation with the body total length.

Quarenta e um espécimes do mandi-amarelo Pimelodus maculatus Lacépède, 1803 (Siluriformes: Pimelodidae) e 54 espécimes do jundiá Rhamdia quelen (Quoy & Gaimard, 1824)(Siluriformes: Heptapteridae) foram coletados no Rio Paraíba do Sul, Volta Redonda, Estado do Rio de Janeiro, entre novembro de 2007 e outubro de 2008. Os peixes foram necropsiados para o estudo das suas infracomunidade de metazoários parasitos. Foram coletadas as mesmas três espécies de metazoários parasitos nas duas espécies de peixes estudadas. Estes foram um monogenético, um nematóide e um hirudíneo. Cucullanus pinnai (Travassos, Artiga e Pereira, 1928) (Nematoda: Cucullanidae) e Aphanoblastella sp. (Monogenea: Dactylogyridae) foram as espécies dominantes com os maiores valores de prevalência em P. maculatus e R. quelen, respectivamente. As espécies de parasitos de P. maculatus e R. quelen apresentaram típico padrão de distribuição superdispersa. Nenhum parasito apresentou correlação significativa entre o comprimento total dos siluriformes estudados e a prevalência e abundância parasitária. A riqueza parasitária apresentou média de 0,87 ± 0,67 (0 - 2) e 0,57 ± 0,56 (0 - 2) em P. maculatus e R. quelen, respectivamente, e sem correlação com o comprimento total dos hospedeiros.