In multicellular organisms, cells are organized in a 3-dimensional framework and this is essential for organogenesis and tissue morphogenesis. Systems to recapitulate 3D cell growth are therefore vital for understanding development and cancer biology. Cells organized in 3D environments can evolve certain phenotypic traits valuable to physiologically relevant models that cannot be accessed in 2D culture. Cellular spheroids constitute an important aspect of in vitro tumor biology and they are usually prepared using the hanging drop method. Here a 3D printed approach is demonstrated to fabricate bespoke hanging drop devices for the culture of tumor cells. The design attributes of the hanging drop device take into account the need for high-throughput, high efficacy in spheroid formation, and automation. Specifically, in this study, custom-fit, modularized hanging drop devices comprising of inserts (Q-serts) were designed and fabricated using fused filament deposition (FFD). The utility of the Q-serts in the engineering of unicellular and multicellular spheroids-synthetic tumor microenvironment mimics (STEMs)—was established using human (cancer) cells. The culture of spheroids was automated using a pipetting robot and bioprinted using a custom bioink based on carboxylated agarose to simulate a tumor microenvironment (TME). The spheroids were characterized using light microscopy and histology. They showed good morphological and structural integrity and had high viability throughout the entire workflow. The systems and workflow presented here represent a user-focused 3D printing-driven spheroid culture platform which can be reliably reproduced in any research environment and scaled to- and on-demand. The standardization of spheroid preparation, handling, and culture should eliminate user-dependent variables, and have a positive impact on translational research to enable direct comparison of scientific findings.

Resumo Como se escolhem os saberes que circulam nas escolas indígenas? Essa pergunta serve a iluminar as formas de poder local e extralocal que definem os sentidos coletivos da educação em comunidades locais. A pesquisa apresentada neste artigo enfrenta esse problema. Fizemos observação direta de duas escolas em aldeias guarani de São Paulo e realizamos entrevistas e conversas informais com seus profissionais e lideranças. Os resultados são descrições da influência de condutas governamentais, concepções docentes e preferências comunitárias sobre a conformação do trabalho escolar, em que se destaca a atuação dos professores indígenas: estes pontualmente configuram práticas de autonomia que, na perspectiva de pequena escala da lógica de inovação educacional, superam um molde colonialista.

What social processes determine the choice of the knowledge that circulates in indigenous schools? This question may shed light on the modalities of power that contribute to forging collective meanings of education in local communities. The article presents research aimed to answer this question. We made direct observation of two schools in Guarani territories in SP and conducted interviews and informal conversations with their teachers and leaders. The results describe the influence of governmental conduct, teaching conceptions, and community preferences on the conformation of school work. The performance of indigenous teachers stands out, who produce circumscribed practices of autonomy that, in the small-scale perspective of the logic of educational innovation, overcome the colonialist norm which historically shaped schools for indigenous people.

RESUMO Abordamos a reivindicação indígena por educação superior no Brasil, um direito ambicionado mas de reconhecimento ausente na lei e na opinião pública. Interpretando essa demanda à luz do direito humano à educação ao longo da vida e na perspectiva da descolonização orientada pelo protagonismo intelectual indígena contemporâneo, traçamos um panorama exploratório das oportunidades de educação superior em São Gabriel da Cachoeira (noroeste amazônico), detendo-nos sobre duas licenciaturas que ensaiam modelos alternativos. Apontamos como o acesso de indígenas gradualmente tensiona a universidade hegemônica, ainda que a oferta, confirmando nossa hipótese, não esteja à altura da significância demográfica e política da demanda dos povos originários.

Tungsten is an important material for high‐temperature applications due to its high chemical and thermal stability. Its carbide, that is, tungsten carbide, is used in tool manufacturing because of its outstanding hardness and as a catalyst scaffold due to its morphology and large surface area. However, microstructuring, especially high‐resolution 3D microstructuring of both materials, is a complex and challenging process which suffers from slow speeds and requires expensive specialized equipment. Traditional subtractive machining methods, for example, milling, are often not feasible because of the hardness and brittleness of the materials. Commonly, tungsten and tungsten carbide are manufactured by powder metallurgy. However, these methods are very limited in the complexity and resolution of the produced components. Herein, tungsten ion‐containing organic–inorganic photoresins, which are patterned by two‐photon lithography (TPL) at micrometer resolution, are introduced. The printed structures are converted to tungsten or tungsten carbide by thermal debinding and reduction of the precursor or carbothermal reduction reaction, respectively. Using TPL, complex 3D tungsten and tungsten carbide structures are prepared with a resolution down to 2 and 7 μm, respectively. This new pathway of structuring tungsten and its carbide facilitates a broad range of applications from micromachining to metamaterials and catalysis.

Quem escolhe os saberes que as escolas indígenas ensinam? Responder a esta pergunta ajuda a compreender formas de exercício de poder que atravessam os processos sociais em que se negociam os sentidos compartilhados que a educação escolar pode adquirir. No caso indígena, esses sentidos podem ser afeitos à autodeterminação dos povos originários ou à manutenção da sua subordinação: assim, as conotações conferidas à escola podem visar ao enfrentamento e à superação da condição de dominação sob a qual indígenas têm participado na sociedade nacional, ou inversamente dar continuidade a relações colonialistas. Nessas premissas, o artigo descreve e analisa atores e condições que incidem sobre a seleção de saberes a ensinar em duas escolas de predomínio das etnias Guarani e Kaiowá, em que se detectaram práticas sociais regidas por uma lógica de inovação educacional. As informações coletadas levaram a concluir que os processos esboçam um multifacetado exercício de autonomia das comunidades, no qual se salienta a atuação dos corpos docentes indígenas.