Low-level laser therapy (LLLT) has been increasingly used to accelerate wound healing in third-degree burns. This study investigated the effects of lasers on the tissue repair process of third-degree burns. Burns were produced on the backs of male Wistar rats. The animals were divided into four groups (n = 12): control, injury, LLLT 3 J/cm(2), and LLLT 4 J/cm(2). Each group was further divided into two subgroups; the rats in one subgroup were killed on day 8 and those in the other, on day 16 after injury. The animals in LLLT 3 J/cm(2) and LLLT 4 J/cm(2) were irradiated 1 h after injury, and irradiation was repeated every 48 h. Laser (660 nm, 35 mW) treatment at fluences of 3 and 4 J/cm(2) were used. After killing the rats, tissue fragments from the burnt area were removed for histological analysis. The LLLT-treated groups showed a significant decrease (p <0.05) in the number of inflammatory cells and increased collagen deposition compared to the injury group. Laser irradiation (both 3 and 4 J/cm(2)) resulted in reduction in the inflammatory process and improved collagen deposition, thereby ameliorating the healing of third-degree burns.

The main physiological characteristics in a burn process are the increase of the capillary permeability and the occurrence of edema and exudation. Light-emitting diode (LED) has been proposed as treatment of burning. This study investigated the effects of LED on the repair process of rat skin submitted to a third-degree burning. The lesions were produced on the dorsal surface of male Wistar rats. Animals were divided into 4 groups (n = 6) as follows: L1 and L2 groups as LED-treated burned rats, and received LED therapy along 7 and 15 days with 48 hours intervals, respectively; C1 and C2 groups as control, non-treated burned rats. A red LED (640 nm, 30 mW) operating with a fluence of 4 J/cm(2) was used. The wound area was measured daily after irradiation. Animals were euthanized at the 8th and 16th days after burning, and the wound fragment was submitted to histology. The inflammatory cells as well as the damaged area at the 8th day after burns were significantly lower for the LED-treated group when compared to control. Furthermore, the LED phototherapy effect on cellular migration was even more pronounced at the 16th day. Our results indicated that the treatment with a LED system was clearly effective in reducing the number of inflammatory cells and improving the healing process in an experimental model of third-degree burnings.

Previous studies have discussed an inverse correlation between age and wound healing, because it relates to the association of aging with a gradual decrease in healing capacity. Treatment with photobiomodulation therapy (PBMT) improves wound healing by inducing increases in mitotic activity, numbers of fibroblasts, collagen synthesis, and neovascularization. Therefore, this study aimed to evaluate the effects of PBMT in cutaneous wound healing in aged rats. A punch biopsy of 8 mm in diameter was performed to produce a skin wound. The study included 45 male rats, of which 15 were young (30 days) and 30 were elderly (500 days). The 45 animals were distributed into 3 experimental groups, which were subjected to skin wounds and 1 aged group received PBMT, with a 30-mW laser beam (power density of 1.07 W/cm), beam area of 0.028 cm, and λ660 nm produced through active phosphide Gallium-Aluminum-Indio (InGaAIP). The PBMT application took the form of a single-point transcutaneous method, with a total energy of 2 joules per wound site, energy density of 72 J/cm, and time of 1 min and 7 s. Analysis was performed to verify the effect of PBMT on the quantity of collagen I and III, metalloproteinase 3 and 9 (MMP-3 and MMP-9), tissue inhibitor of metalloproteinase-2 (TIMP-2) and of vascular endothelial growth factor (VEGF) at the wound site by immunohistochemistry, cytokine-induced neutrophil chemoattractant (CINC)-1, by enzyme-linked immunosorbent assay (ELISA) and interleukin (IL)-6 real-time polymerase chain reaction (RT-PCR). That we conclude LLLT is effective in the modulation of inflammatory mediators IL-6, CINC-1, VEGF, MMP-3, MMP-9 and TIMP-2 as well as increased collagen production in aged animals during different phases of the tissue regeneration process. However, the effects of PBMT obtained in the aged animals (aged LLLT group) suggest that new dosimetries should be tested to achieve better results.

Introdução: A inclusão escolar, no ensino fundamental, médio ou superior, deve ser entendida como um processo de adaptação mútua entre as pessoas com deficiência e toda a estrutura escolar, para que essas tenham um desenvolvimento pleno. E, para que haja sucesso no processo de ensino-aprendizagem, os professores devem estar preparados pedagogicamente para a prática inclusiva. Objetivo: Esta pesquisa teve como objetivo conhecer a concepção didático pedagógica de docentes do curso de Graduação em Fisioterapia da Unochapecó, bem como suas práticas docentes e desafios acerca da inclusão. Metodologia: Participaram da pesquisa dez professores do curso de fisioterapia da Unochapecó, os quais responderam um questionário com perguntas abertas acerca da inclusão de alunos com deficiência no ensino superior. Resultados: Os professores relataram que, apesar de terem alunos com deficiência em suas disciplinas, não estão preparados e nem receberam capacitação para ensinar esses alunos. Mesmo sem terem essa capacitação, realizam algumas adaptações metodológicas/curriculares para atender as necessidades do aluno com deficiência, como aumentar a letra dos slides e em provas para os alunos com deficiência visual tentar falar mais pausadamente para que o aluno com deficiência auditiva pudesse fazer leitura labial, além do suporte do intérprete de libras, mas que essas adaptações foram todas no empirismo, surgindo conforme as demandas. No entanto, relatam a grande dificuldade que têm em realizar uma avaliação condizente para se avaliar o processo de ensino-aprendizagem destes alunos. Conclusão: Constata-se, através desta pesquisa, que os maiores desafios dos professores é em relação ao processo de ensino-aprendizagem, necessitando de mais capacitação, principalmente em relação às práticas pedagógicas e para isso é necessário o suporte por parte da instituição de ensino para garantir a qualidade nas práticas inclusivas. Palavras-chave Educação. Inclusão. Ensino superior. Concepção dos docentes acerca da inclusão de alunos com deficiência na Unochapecó