Hypercholesterolemia is a metabolic disorder characterized by high levels of low-density lipoprotein and blood cholesterol, causing inflammatory lesion. Purinergic signaling modulates the inflammatory and immune responses through adenine nucleotides and nucleoside. Guaraná has hypocholesterolemic and antiinflammatory properties. Considering that there are few studies demonstrating the effects of guaraná powder on the metabolism of adenine nucleotides, we investigated its effects on the activity of ecto-nucleoside triphosphate diphosphohydrolase (E-NTPDase) and ecto-adenosine deaminase activity in lymphocytes of rats with diet-induced hypercholesterolemia. The rats were divided into hypercholesterolemic and normal diet groups. Each group was subdivided by treatment: saline, guaraná powder 12.5, 25, or 50 mg/kg/day and caffeine concentration equivalent to highest dose of guaraná, fed orally for 30 days. An increase in adenosine triphosphate hydrolysis was observed in the lymphocytes of rats with hypercholesterolemia and treated with 25 or 50 mg/kg/day when compared with the other groups. The hypercholesterolemic group treated with the highest concentration of guaraná powder showed decreased ecto-adenosine deaminase activity compared with the normal diet groups. Guaraná was able to reduce the total cholesterol and low-density lipoprotein cholesterol to basal levels in hypercholesterolemic rats. High concentrations of guaraná associated with a hypercholesterolemic diet are likely to have contributed to the reduction of the inflammatory process.
RESUMO: O tema da aprendizagem ocupa na obra de Deleuze um lugar especial. A aprendizagem não é um processo de solução de problemas nem a aquisição de um saber, mas um processo de produção de subjetividade. Entendido a partir desta perspectiva, o problema da formação do professor surge ressignificado, envolvendo uma política cognitiva sintonizada com o entendimento da cognição como invenção de si e do mundo. Nessa medida, o conceito de devir-mestre indica um caminho para fazer face ao modelo de transmissão de informação baseado numa política de recognição.Palavras-chave: Aprendizagem. Subjetividade. Devir-mestre. Formação de professores. COGNITIVE POLICIES IN TEACHER FORMATION AND THE PROBLEM OF THE BECOMING-TEACHERABSTRACT: The theme of learning has a special in the work of Deleuze. For him, learning is neither a process for solving problems nor a process of knowledge acquisition, but rather a process of production of subjectivity. From this perspective, the issue of teacher training takes on new meanings, implying a cognitive policy that should be in harmony with a cognition conceived as an invention of the self and of the world. Bearing this in mind, the concept of becoming-teacher suggests a way, based a policy of recognition, to face the transmission of information model.
<p>http://dx.doi.org/10.5007/2175-795X.2014v33n1p457</p><p>Este artigo se propõe investigar as possibilidades que a cultura visual oferece na constituição das identidades, na contemporaneidade. Estuda o fenômeno imagético quanto a seu potencial dialógico familiar aos jovens, sobretudo como uma nova e adequada forma de acesso ao conhecimento e, por consequência, à educação formal e não formal em que se entende a cultura da imagem como campo que abre novas possibilidades pedagógico-educativas. Este estudo objetiva, ainda, contribuir para que os educandos possam assumir papel ativo no contexto do complexo mundo da imagem que diuturnamente envolve os sujeitos em suas práticas sociais. Seguimos a perspectiva teorética da cultura visual de conformidade com alguns dos mais destacados autores da área. Conclui-se que uma educação contemporânea em todos os níveis e formas requer formação para a compreensão/leitura adequada das imagens sob as suas mais variadas formas pelas quais são produzidas e veiculadas, tal é sua força simbólica que contribui na formação dos sujeitos.</p><p><strong><br /></strong></p><p><strong>Senses Traders: a look at students’ visual training</strong></p><p class="Default"><strong> </strong><strong>Abstract</strong></p><p class="Default">This article proposes to investigate the possibilities offered by visual culture in the constitution of identities in contemporary times. It studies the images universe in its familiar dialogical potential for young people, mainly as a new and adequate form of access to knowledge and, consequently, to formal and no formal education in which image culture is understood as a space that provides new pedagogical-educational possibilities. This study also aims to contribute in order that students become able to play an active role in the context of a complex world of images which involves them, as subjects, for a long term in their social practices. Theoretically and methodologically we followed the perspective of visual culture in accordance with some of the main authors of this object. The study led us to conclude that a contemporary education of any level and form demands formation for an adequate understanding/reading of images under a wide variety of forms by which they are produced and widespread because of their symbolic force that contributes in the formation of subjects.</p><p class="Default"><strong>Keywords:</strong> Education. Visual culture. Formation by images.</p><p> </p><p><strong>Commerçants des sens: un regard sur la formation visuelle des apprenants</strong></p><p><strong> </strong><strong>Résumé</strong></p><p> Cet article examine les possibilités qui la culture visuelle offre à la constitution des identités dans l’époque contemporaine. Il étudie le phénomène imagétique dans ce qui concerne le potentiel dialogique propre aux jeunes, sourtout comme une nouvelle et appropriée forme d’accès à la connaissance et, par consequence, à l’éducation formelle et non formelle, dans laquelle se comprend la culture de l’image comme un domaine qui offre de nouvelles possibilités pédagogiques et éducatives. Enfin, l’objective de cette étude est de permettre aux apprenants à jouer un rôle actif dans le complexe contexte du monde de l’image dans lequel les sujets sont toujours impliqués par leurs pratiques sociales. Nous avons suivi une perspective theorique et méthodologique de la culture visuelle selon quelques des plus importants auteurs dans ce domaine de connaisance. On a conclu qu’une éducation contemporaine, dans tous les niveaux et formes, exige formation pour la compréhension/lecture appropriée des images sous les formes les plus variées par lesquelles elles sont produites et diffusées, telle est sa force symbolique qui contribue à la formation des sujets.</p><p><strong>Mots-clés:</strong> Éducation. Culture visuelle. Formation par des images.</p>
Este artigo intenta aproximar-se do pensamento deweyano, com base nos pressupostos da teoria lógica apresentada pelo autor, especialmente no que tange à noção de conhecimento enquanto experiência. A pragmática deweyana assume, assim, especial interesse, quando situa as formas de pensar e conhecer como um traço distintivo do homem, em que o conhecimento só pode se tornar significativo quando suscita experiências para o indivíduo. Interessa, ainda, a ideia de movimento como eixo central de um processo formativo de caráter contínuo e inconcluso, capaz de gerar aprendizagens contextualizadas para compor uma escola ativa. Ao oferecer a possibilidade de uma aprendizagem significativa, quer seja para pensar o indivíduo, a sociedade ou a educação, a concepção educacional apresentada propõe a quebra de paradigmas e a transformação da escola e o faz justamente por compreender a educação como componente cultural significativo para a produção de liberdade.
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