Doxorubicin (DOX) is an efficient chemotherapeutic agent, but its clinical application is limited by its cardiotoxicity associated with increased oxidative stress. Thus, the combination of DOX and antioxidants has been encouraged. In this study, we evaluated (I) the chemical composition and antioxidant capacity of aqueous extracts from Guazuma ulmifolia stem bark (GUEsb) and leaves (GUEl) in 2,2-diphenyl-1-picrylhydrazyl (DPPH) free radical scavenging, 2,2′-azobis(2-amidinopropane) dihydrochloride- (AAPH-) or DOX-induced lipid peroxidation inhibition in human blood cells, and intracellular reactive oxygen species (ROS) quantification using the fluorescent probe dichloro-dihydro-fluorescein diacetate (DCFH-DA) in K562 erythroleukemia cells incubated with GUEsb and stimulated with hydrogen peroxide; (II) the viability of K562 cells and human leukocytes treated with GUEsb in the absence or presence of DOX using the 3-(4,5-dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide (MTT) assay; (III) the acute toxicity of GUEsb; and (IV) the cardioprotective effect of GUEsb in C57Bl/6 mice treated with DOX. The chemical composition indicated the presence of flavan-3-ol derivatives and condensed tannins in GUEsb and glycosylated flavonoids in GUEl. GUEsb and GUEl showed free-radical scavenging antioxidant activity, antihemolytic activity, and AAPH- as well as DOX-induced malondialdehyde content reduction in human erythrocytes. Based on its higher antioxidant potential, GUEsb was selected and subsequently showed intracellular ROS reduction without impairing the chemotherapeutic activity of DOX in K562 cells or inducing leukocyte cell death, but protected them against DOX-induced cell death. Yet, GUEsb did not show in vivo acute toxicity, and it prevented MDA generation in the cardiac tissue of DOX-treated mice, thus demonstrating its cardioprotective effect. Taken together, the results show that GUEsb and GUEl are natural alternatives to treat diseases associated with oxidative stress and that, in particular, GUEsb may play an adjuvant role in DOX chemotherapy.

Oxidative stress is a metabolic disorder linked with several chronic diseases, and this condition can be improved by natural antioxidants. The fruit pulp of the palm Acrocomia aculeata (Jacq.) Lodd. ex Mart. is widely used in the treatment of various illnesses, but as far as we know, there are no reports regarding the properties of its leaves. Thus, we aimed to evaluate the antioxidant activity of A. aculeata leaf extracts obtained with water (EA-Aa), ethanol (EE-Aa), and methanol (EM-Aa) solvents. The extracts were chemically characterized, and their antioxidant activity was assessed through the scavenging of the free radicals DPPH and ABTS. EE-Aa and EM-Aa showed the highest amounts of phenolic compounds and free radical scavenging activity. However, EA-Aa was more efficient to protect human erythrocytes against AAPH-induced hemolysis and lipid peroxidation. Thus, we further show the antioxidant effect of EA-Aa in preventing AAPH-induced protein oxidation, H2O2-induced DNA fragmentation, and ROS generation in Cos-7 cells. Increased levels of Sirt1, catalase, and activation of ERK and Nrf2 were observed in Cos-7 treated with EA-Aa. We also verify increased survival in nematodes C. elegans, when induced to the oxidative condition by Juglone. Therefore, our results showed a typical chemical composition of plants for all extracts, but the diversity of compounds presented in EA-Aa is involved in the lower toxicity and antioxidant properties provided to the macromolecules tested, proteins, DNA, and lipids. This protective effect also proven in Cos-7 and in C. elegans was probably due to the activation of the Sirt1/Nrf2 pathway. Altogether, the low toxicity and the antioxidant properties of EA-Aa showed in all the experimental models support its further use in the treatment of oxidative stress-related diseases.

Diabetes has emerged as one of the largest global epidemics; it is estimated that by 2035, there will be 592 million diabetic people in the world. Brazilian biodiversity and the knowledge of traditional peoples have contributed to the treatment of several diseases, including diabetes. Apis mellifera bee tea is used by indigenous Brazilians to treat diabetes, and this traditional knowledge needs to be recorded and studied.The objective of this study was to record the use and to evaluate the antioxidant, antihyperglycemic, and antidiabetic activity of Apis mellifera bee tea, which is used by the Guarani and Kaiowá indigenous people for the treatment of diabetes. Semi-structured interviews were performed with Guarani and Kaiowá ethnic indigenous people from the State of Mato Grosso do Sul, Brazil, seeking to identify the animal species used for medicinal purposes. For the experimental procedures, tea prepared with macerated Apis mellifera bees was used. In vitro assays were performed to evaluate antioxidant activity; direct free radical scavenging, protection against oxidative hemolysis, lipid peroxidation were evaluated in human erythrocytes and potential in inhibiting the formation of advanced glycation end products (AGEs). In vivo, normoglycemic Swiss male mice treated with Apis mellifera tea (AmT) were subjected to the oral glucose tolerance test and compared with control and metformin-treated groups. Diet-induced diabetic mice were treated for 21 days with AmT and evaluated for glycemia and malondialdehyde levels in the blood, liver, nervous system, and eyes. During interviews, the indigenous people described the use of Apis mellifera bee tea for the treatment of diabetes. In in vitro assays, AmT showed direct antioxidant activity and reduced oxidative hemolysis and malondialdehyde generation in human erythrocytes. The AmT inhibited the formation of AGEs by albumin-fructose pathways and methylglyoxal products. In vivo, after oral glucose overload, normoglycemic mice treated with AmT had reduced hyperglycemia at all times evaluated up to 180 min. AmT also reduced hyperglycemia and malondialdehyde levels in the blood, liver, nervous system, and eyes of diabetic mice to similar levels as those in metformin-treated mice and normoglycemic controls. In summary, Apis mellifera bee tea showed antioxidant, antihyperglycemic, and antidiabetic activity, which provides support for the therapeutic application of Guarani and Kaiowá indigenous knowledge.

Os professores indígenas enfrentam diariamente o desafio de transpor o conteúdo de Ciências e Matemática, dentro do contexto cultural de suas comunidades indígenas. Cabe ressaltar que, com o auxílio de algumas das tecnologias educacionais, os professores indígenas poderiam contextualizar o ensino de Ciências e Matemática ao modo de ser e viver de sua comunidade. Esta pesquisa teve como objetivo descrever e analisar as representações sociais dos acadêmicos indígenas sobre o uso das tecnologias educacionais para o ensino e aprendizagem de ciências e matemática na formação inicial de professores indígenas. Utilizou-se a aplicação de entrevistas onde, os dados foram analisados qualitativa e quantitativamente utilizando-se a metodologia do discurso do sujeito coletivo (DSC) e o software QualiquantiSoft. Concluímos com os resultados construídos pelos DSC que as tecnologias educacionais representam uma ferramenta importante tanto no processo de ensino e aprendizagem, quanto para crescimento profissional e pessoal dos professores indígenas em formação.   PALAVRAS-CHAVE: Interculturalidade. Transdiciplinaridade. Ensino de ciências e matemática.     ABSTRACT Indigenous teachers face daily the challenge of transposing the content of Science and Mathematics within the cultural context of their indigenous communities. It should be noted that, with the help of some of the educational technologies, indigenous teachers could contextualize the teaching of Science and Mathematics to the way of being and living in their community. This research aimed to describe and analyze the social representations of indigenous scholars about the use of educational technologies for the teaching and learning of science and mathematics in the initial formation of indigenous teachers. It was used the interviews where the data were analyzed qualitatively and quantitatively using the methodology of the discourse of the collective subject (DSC) and the software QualiquantiSoft. We conclude from the results built by DSC that educational technologies represent an important tool both in the teaching and learning process and in the professional and personal growth of the indigenous teachers in formation.   KEYWORDS: Interculturality. Transdisciplinarity. Teaching science and mathematics.     RESUMEN Los maestros indígenas enfrentan diariamente el desafío de transponer el contenido de la ciencia y las matemáticas dentro del contexto cultural de sus comunidades indígenas. Es de destacar que, con la ayuda de algunas de las tecnologías educativas, los maestros indígenas podrían contextualizar la enseñanza de las ciencias y las matemáticas a la forma de ser y vivir en su comunidad. Esta investigación tuvo como objetivo describir y analizar las representaciones sociales de académicos indígenas sobre el uso de tecnologías educativas para la enseñanza y el aprendizaje de las ciencias y las matemáticas en la formación inicial de maestros indígenas. Las entrevistas se aplicaron donde los datos se analizaron cualitativa y cuantitativamente utilizando la metodología del discurso del sujeto colectivo (DSC) y el software QualiquantiSoft. Concluimos con los resultados construidos por el DSC que las tecnologías educativas representan una herramienta importante tanto en el proceso de enseñanza y aprendizaje, como para el crecimiento profesional y personal de los docentes indígenas en formación.   PALABRAS CLAVE: Interculturalidad. Transdisciplinariedad. Educación en ciencias y matemáticas.

Este artigo descreve as representações sociais de estudantes de doutorado da Universidade Federal da Grande Dourados, com relação ao ensino de matemática e estatística em cursos de graduação de Ciências Biológicas e da área da Saúde. Para coletar os dados realizamos entrevistas semiestruturadas, com dez estudantes de doutorado, no período de fevereiro a maio de 2018, com aplicação de um roteiro com oito perguntas fechadas, considerando as teorias das Representações Sociais e Aprendizagem Inteligente como suporte teórico. A discussão do resultado foi organizado, com base no método do discurso do sujeito coletivo e ferramentas do QualiquantiSoft. Os participantes do estudo não conseguem relacionar os conteúdos matemáticos ensinados nas disciplinas de Matemática e Estatística em seus cursos de graduação, com suas práticas profissionais e relataram que tiveram dificuldades na aprendizagem. Além disso, os estudantes não percebem a aplicação dos conteúdo matemático à Ciência Biológica ou Ciência da Saúde e eles foram unânimes em afirmar que a matemática é um instrumento para resolução de cálculos que envolvem problemas biológicos. As representações sociais apresentadas no discurso do sujeito coletivo nos direcionam a refletir que no ensino superior, ainda prevalece o ensino da matemática instrumental e pouco desenvolvimento da compreensão e matemática relacional na sala de aula.

Este artigo é resultado de uma formação continuada com professores, coordenador da instituição e alunos bolsistas do Programa Institucional de Bolsa de Iniciação à Docência (PIBID). As ações foram desenvolvidas no projeto do Laboratório Interdisciplinar de Formação de Educadores (LIFE) da Universidade Federal da Grande Dourados, em Mato Grosso do Sul, Brasil. Nosso objetivo foi o de promover a reflexão desse grupo formativo utilizando-se de recursos como: textos que se sabe de cor relacionando-os a atividades do conteúdo matemático, qual seja, Geometria. Evidenciamos assim a importância do uso de textos para o ensino interdisciplinar. A formação envolveu as seguintes atividades: embasamento teórico, apresentação de parlendas, dinâmica da parlenda cantada — brincadeira de pular corda, reflexão sobre que atividades podem ser realizadas, solicitação de representação por desenho da parlenda. Diante dessa formação, percebemos a necessidade de realizar ações formativas interdisciplinares e colaborativas, incentivando uma formação lúdica e prazerosa para o ensino de Geometria.

RESUMO:Este artigo analisa a Etnomatemática no contexto da formação de professores indígenas na educação superior. A metodologia utilizada foi uma revisão de literatura sobre estudos em etnomatemática e que se relacionam com a formação de professores indígenas no campo da educação matemáti-ca. Os resultados evidenciam que as práticas educativas não devem se limitar às ações didático-pedagógicas em sala de aula, mas em processos reflexivos sobre a própria prática, revelando construção das desigualdades e diferenças presentes nas instituições escolares. Neste contexto, os professores indígenas de matemática têm consciência da necessidade de uma educação diferenciada, mas ainda se encontram em um universo de indecisão em relação a sua formação. Ao mesmo tempo em que estão no meio de um conflito pessoal, entre o conhecimento escolar, dito científico, eles também almejam a construção de um novo processo de escolarização. Assim destacamos a concepção holística de educação, bem como o programa etnomatemática com sua abordagem multicultural e visão qualitativa da realidade. Na formação inicial de professores de matemática, a Etnomatemática como alternativa pedagógica pode contribuir para manutenção e dinamização das culturas indígenas a partir do desenvolvimento de estratégias de ensino que promovam o respeito, a valorização, o fortalecimento da língua materna e das raízes culturais, baseado na educação transdisciplinar e transcultural. Palavras-chave: Educação Matemática; Formação de Professores Indígenas; Etnomatemática; Transdisciplinaridade. ABSTRACT:This article analyzes the ethnomathematics in the context of the indigenous teachers' formation in higher education. The methodology used was a review of the literature on studies in ethnomathematics and related to the formation of indigenous teachers in the field of mathematics education. The results evidence that educational practices should not be limited to didactic-pedagogical actions in the classroom, but in reflexive processes about the practice itself, revealing the construction of the inequalities and differences present at school institutions. In this context, indigenous mathematics teachers are aware of the need for a differentiated education but are still in a universe of indecision about their education. At the same time that they are in the midst of a personal conflict, between the school knowledge, called scientific, they also aim at building a new schooling process. Thus, we highlight the holistic conception of education, as well as the ethnomathematics program with its multicultural approach and qualitative view of reality. In the mathematics teachers' initial formation, Ethnomathematics as a pedagogical alternative can contribute to the maintenance and dynamization of indigenous cultures through the development of teaching strategies that promote respect, valorization,