The aim of the present study was to evaluate the use of collagen, elastin, or chitosan biomaterial for bone reconstruction in rats submitted or not to experimental alcoholism. Wistar male rats were divided into eight groups, submitted to chronic alcohol ingestion (G5 to G8) or not (G1 to G4). Nasal bone defects were filled with clot in animals of G1 and G5 and with collagen, elastin, and chitosan grafts in G2/G6, G3/G7, and G4/G8, respectively. Six weeks after, all specimens underwent radiographic, tomographic, and microscopic evaluations. Bone mineral density was lower in the defect area in alcoholic animals compared to the abstainer animals. Bone neoformation was greater in the abstainer groups receiving the elastin membrane and in abstainer and alcoholic rats receiving the chitosan membrane (15.78 ± 1.19, 27.81 ± 0.91, 47.29 ± 0.97, 42.69 ± 1.52, 13.81 ± 1.60, 18.59 ± 1.37, 16.54 ± 0.89, and 37.06 ± 1.17 in G1 to G8, respectively). In conclusion, osteogenesis and bone density were more expressive after the application of the elastin matrix in abstainer animals and of the chitosan matrix in both abstainer and alcoholic animals. Chronic alcohol ingestion resulted in lower bone formation and greater formation of fibrous connective tissue.
<p><strong>Objective: </strong>To<strong> </strong>explore the barriers encountered by primary school teachers, to implementing oral health education in their settings. <strong>Material and methods:</strong> A semi-structured questionnaire was answered by a sample of 89 primary schoolteachers aged 18 to 65 years working in primary public schools in Indaiatuba, SP, Brazil. The data were quantitatively analyzed by means of the Discourse of the Collective Subject (DCS), which is based on a theoretical framework of Social Representations Theory. <strong>Results</strong><em>:</em> The majority of teachers said they were teaching their students some oral health content. However, they reported difficulties in teaching oral health content in school, such as: the lack of material and/or appropriate activities to teach the subject of oral health properly; children do not receive oral health education at home and/or it is not encouraged by their families; students do not place any value on oral health and/or do not follow guidance provided. Teachers also expressed the need for partnerships with dental schools to help them implement oral health projects in primary schools. <strong>Conclusions: </strong>The results emphasize the need for health and educational sectors support primary school teachers in the implementation and maintenance of oral health education programs in schools.</p>
apoio e confiança em meu trabalho.As professoras do ciclo I, das escolas municipais de Indaiatuba pela grande contribuição, oferecendo os dados para realização deste estudo.
Aos professores doutores Marcelo de Castro Meneghim (FOP-UNICAMP) e Dagmar de Paula Queluz (FOP-UNICAMP), por participarem como membros da Banca de Pré-Qualificação, por contribuírem com sugestões valiosas no início deste trabalho, ainda considerado projeto.
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