Gerlinde Agate Platais Brasil Teixeira

The project entitled Project-based learning was developed at Colégio Estadual Júlia Kubitscheck and was inspired by the period of the COVID-19 pandemic in a hybrid teaching format. The classes taught had a remote profile, sometimes they were carried out by video call communication service, sometimes by recorded classes, and made available on the SEEDUC/RJ platform. Faced with this reality, active methodologies enable the construction of collaborative classes based on more lively and meaningful learning experiences for students. The objective of the project was to highlight the themes of inclusive education - deafness, physical disability, autism spectrum disorder, intellectual disability, blindness, high abilities, and giftedness through an active methodology that awakens youth protagonism related to the programmatic contents of Portuguese Language, when possible and that the contents of the Portuguese Language curricular component were discussed in the projects. As a theoretical basis for the development of the project, it was based on Bacich (2017) who designs models of active methodologies for innovative practices in the classroom. The work methodology used was TBL Team-based learning – learning in teams that offer a participatory teaching model, as students can do it together, share ideas, and collaborate (AMARAL, 2017). The results indicate that it is possible in a public education system to offer innovative educational models to students, according to the national curriculum base, and that integrate them into the new literacies resulting from a contemporary society that consumes new technologies. The students resignified their knowledge, and their learning, they felt part of the teaching process. DOI:https://doi.org/10.56238/devopinterscie-200

Approximately 3% of children in Western countries are diagnosed with peanut allergy, a likely lifelong disease. The preferred treatment for food allergy is allergen avoidance. However, oral immunotherapy is an FDA-approved treatment to re-induce tolerance, still, not all patients respond as expected. Thus, the aim of this work is to evaluate whether the association of an antigen-specific tolerogenic (oral tolerance) bystander effect can ameliorate the recovery of inflamed intestinal mucosa. Adult male C57BL/6 mice were divided into five groups, four of which were submitted to an intestinal inflammation induction protocol to peanuts. After sensitization, experimental groups were orally challenged with either peanuts or a hybrid diet (peanuts + mouse chow). In a second stage, groups were sensitized, challenged with peanuts, and then received either peanuts, hybrid diet, or ovalbumin chow during the recovery period of the inflamed mucosa. Results showed no changes in diet intake and body weight. Polyisotypic anti-peanut IgG and IgG1 were significantly increased in the serum from animals in allergic groups. The group that received the hybrid diet showed an increase in CD4 ⁺ CD25 ⁺ Foxp3 ⁺ regulatory T cells, as well as in B220 ⁺ CD3 ^- CD27 ⁺ memory B cells. Histology of the duodenum showed a decrease in intraepithelial leukocytes in animals who received hybrid diet. Together, our results show that when the tolerogen is added to a diet containing the allergen, it can ameliorate the induction of local inflammation. Simultaneously offering the allergen with a tolerated food increased the mucosal recovery due to the expansion of previously induced memory cells.

The aim of this work is to present a literature review concerning the accessibility of block-based programming languages and environments for people with visual impairments. The results show that the most popular block-based languages are built on graphical features that are not accessible for visually impaired people. However, some languages have been developed with the visually impaired learner in mind. We conclude that, in addition to the development of specific languages, other kinds of efforts have been made for the creation of accessible block-based programming environments.

Anais do Congresso Amazônico de Educação à Distância: Aprendizagens Significativas no Ensino EAD (978-85-5722-484-1) - Uma Proposta De Experiência Didática Sobre Misturas, Mediada Por Realidade Aumentada, A Partir Da Perspectiva Tpack

Em um contexto de pandemia de Covid-19, no qual, por determinações sanitárias, as aulas presenciais em todo o país foram suspensas por tempo indeterminado, escolas e universidades buscaram por meio de ambientes virtuais cumprir a carga horária obrigatória. Tendo em vista esse cenário, este trabalho apresenta uma proposta empírica e interdisciplinar de implementação de uma metodologia de ensino online, que teve por objetivo ampliar o conhecimento sobre o consumo de produtos advindos da agropecuária e seus impactos. A abordagem metodológica é a da problematização, através do método do Arco de Charles Maguerez. Buscamos, nos conceitos da interdisciplinaridade e ensino online, a possibilidade de superar a fragmentação do ensino que acontece comumente mesmo diante de contextos normais. E, promover o diálogo entre as disciplinas do currículo e a realidade da comunidade escolar, e, nesse caso, uma realidade mundial ainda que remotamente, com o auxílio de recursos digitais e a interação em ambientes virtuais, ao invés de “cair no conteudismo”.

Who are the workers called “inclusion-support-agents” in Brazil? Based on a literature review we applied a questionnaire to learn about the personal and professional profiles of these workers. The questionnaire was applied to pre- and in-service school inclusion-support-agents from a state and a federal school in Rio de Janeiro. The results pointed the need of investment in training, given the challenges faced by special education in the inclusive perspective, combining innovative technologies and diversity of learning. In conclusion, the adequate training in active learning methodologies of these professionals will help provide real learning and socialization scenarios of students with Special Educational Needs and allow schools and universities to fully achieve their educational objectives. Keyword: continuing education, agent support for school inclusion, active learning.

Taro (Colocasia esculenta) corm is traditionally consumed as a medicinal plant to stimulate immune responses and restore a health status. Tarin, a taro lectin, is considered responsible for the immunomodulatory effects of taro. In the present study, in order to investigate the effects of tarin on bone marrow hematopoietic population, murine cells were stimulated with tarin combined with a highly enriched conditioned medium containing either IL-3 or GM-CSF. Cells challenged with tarin proliferated in a dose-dependent manner, evidenced by the increase in cell density and number of clusters and colonies. Tarin exhibited a cytokine-mimetic effect similar to IL-3 and GM-CSF, increasing granulocytic cell lineage percentages, demonstrated by an increase in the relative percentage of Gr-1+ cells. Tarin does not increase lymphocytic lineages, but phenotyping revealed that the relative percentage of CD3+ cells was increased with a concomitant decrease in CD19+ and IL-7Rα+ cells. Most bone marrow cells were stained with tarin-FITC, indicating non-selective tarin binding, a phenomenon that must still be elucidated. In conclusion, taro corms contain an immunomodulatory lectin able to boost the immune system by promoting myeloid and lymphoid hematopoietic progenitor cell proliferation and differentiation.

Food allergy is an IgE and or IgG immune-mediated reaction to food antigens. Knowledge of the allergenicity properties of proteins, how they react in the body and in diagnostic tests is necessary to adequately assess the allergenic potential of both natural foods and those produced through biotechnological processes. Thus, our aim was analyze the factors those influence the protein extraction of foods in terms of yield, allergenicity and sensitivity in immunoassays. Peanut proteins were extracted using 4 distinct extraction buffers (physiological saline, tris buffer, borate buffer with and without β-mercaptoethanol). The protein concentration of the obtained extracts was determined by the Lowry method. Polyacrylamide electrophoresis (SDS-PAGE) was used to compare the protein profile of each extract. Immunogenicity of each extract was verified by sensitizing two mouse strains (Balb/c and C57/BL6) with 100μg of the proteins, and the immunoreactivity was determined by ELISA. Our results show that extraction with the distinct buffers resulted in protein solutions with different yields and profiles. The antigenicity of the different extracts in a murine model of systemic immunization also demonstrated distinct patterns that varied depending on the extraction methods and mouse strain. The immunoreactivity varied in accordance to the protein extract used to coat the microtitration plates. In conclusion, t he protein yield and profile in the extracts is critically influenced by the salt composition and pH of the extraction buffers. This in turn influences both in vivo immunogenicity and in vitro immunoreactivity.