The Chikungunya (CHIK) virus is epidemic in Brazil, with 170,000 cases in the first half of 2016. More than 60% of patients present relapsing and remitting chronic arthralgia with debilitating pain lasting years. There are no specific therapeutic agents to treat and rehabilitee infected persons with CHIK. Persistent pain can lead to incapacitation, requiring long-term pharmacological treatment. Advances in non-pharmacological treatments are necessary to promote pain relief without side effects and to restore functionality. Clinical trials indicate transcranial direct current stimulation (tDCS) can treat a broad range of chronic pain disorders, including diffuse neuromuscular pain and arthralgia. Here, we demonstrate that the tDCS across the primary motor cortex significantly reduces pain in the chronic phase of CHIK. High-resolution computational model was created to analyze the cortical electric field generated during tDCS and a diffuse and clustered brain current flow including M1 ipsilateral and contralateral, left DLPFC, nucleus accumbens, and cingulate was found. Our findings suggest tDCS could be an effective, inexpensive and deployable therapy to areas lacking resources with a significant number of patients with chronic CHIK persistent pain.

COVID-19 outbreak has been dogged the whole world and besides economic damage; this new virus has been collapsing health units worldwide. Many people have been infected and died every day and so far, there are no vaccines or drugs approved to fight off COVID-19. In this sense, many countries have adopted strategies to avoid virus spread during the quarantine. Social isolation has caused psychological impacts and changes in people's routine, thus physical exercise emerges as an alternative to decrease cognitive problems developed by people during the quarantine. The use of technology to guide people during physical education classes has become a great strategy for people who cannot leave their homes. Besides, technology can insert people in an immersive environment increasing their interaction, merriment, improving their immune and cardiovascular systems. Physical education teacher must be considered an essential health professional during this pandemic period because they can guide and stimulate individuals to practice physical exercise routinely, in order to keep and improve their health.

SUMMARY Currently, many people have been infected by the Coronavirus disease (COVID-19) and presented cardiorespiratory symptoms caused mainly by the host immune system response and respiratory tract inflammation. So far, there is no effective treatment to fight off COVID-19 and, despite many daily speculations about new treatments and vaccines, in this article, we discuss the effectiveness of a cheap and scientific proven technique to treat and prevent several diseases. Many studies have shown the benefits of physical exercise in individuals who have practiced it routinely. This approach is a great strategy to improve people's cardiorespiratory capacity, inflammation system, and immune response. Due to the quarantine period, the practice of physical exercise at home can also be used to fight off COVID-19 and must be inserted into people's routines.

The novel coronavirus disease has infected millions of people worldwide and generated many sequels in the survivors, such as muscular pain and fatigue. These symptoms have been treated through pharmacological approaches; however, infected people keep presenting physical limitations. Besides, the COVID-19 damage to the central nervous system has also been related to the presence of some physical impairment, so strategies that focus on diverse brain areas should be encouraged. Transcranial Direct Current Stimulation (tDCS) is a non-pharmacological tool that could be associated with pharmacological treatments to improve the central nervous system function and decrease the exacerbation of the immune system response. tDCS targeting pain and fatigue-related areas could provide an increase in neuroplasticity and enhancements in physical functions. Moreover, it can be used in infirmaries and clinical centers to treat COVID-19 patients.

Resumo A relação família-escola tem sido marcada por tensões e conflitos que repercutem no aprendizado de estudantes e na dinâmica institucional. Com o objetivo de ampliar a compreensão acerca desse tema, foi realizado um levantamento da literatura sobre as intervenções na área da psicologia escolar direcionadas à relação família-escola em bases de dados científicas. Os resultados do levantamento revelaram escassez de estudos que abordam intervenções de psicólogos escolares na relação família-escola. Tal fato permite sugerir a necessidade de desenvolver propostas de intervenção voltadas a essa questão, envolvendo os diferentes segmentos da escola.

ResumoEsse artigo aborda a experiência de estágio supervisionado em Psicologia Escolar desenvolvido em uma escola pública na cidade de João Pessoa (PB). A referida experiência foi norteada pela Psicologia Histórico-cultural de Vygotsky, que concebe as interações sociais enquanto pilares dos processos de aprendizado e formação da consciência dos sujeitos e a escola como espaço de mediação dos conhecimentos socio-historicamente organizados pela cultura. Os procedimentos adotados no estágio se concentraram na construção de relações com os atores institucionais, na apreensão do cotidiano escolar, na imersão nas práticas instituídas, bem como na assessoria aos docentes, equipe técnica e escolares. A partir dessa experiência verificou-se a relevância do estágio supervisionado para a construção de uma identidade do psicólogo que atuará em meios escolares, bem como para demarcar sua efetividade mediante processos de desenvolvimento humano em contextos públicos de educação. Palavras-chave:

Background: Diabetes mellitus is a chronic disease that is rising in many parts of the world causing damage to functionality, quality of life and public health system. Objective: Verify the effects of physical exercise on beta cells of the pancreas in diabetic subjects. Methods: The database Cochrane Library via Wiley – CENTRAL, Pubmed, LILACS, SCIELO, Web of Science, Scopus, CINAHL were used to search the articles. The descriptors and synonyms of this topic were used in the search strategy. Controlled randomized clinical trials and quasi-randomized studies, which included in their samples diabetic humans undergone any type of physical exercise were included. The Cochrane collaboration bias risk tool was used to assess the risk of bias. Results: A total of 3.133 articles were initially identified and after reading the titles/abstracts and the full text 6 articles were selected for the qualitative evaluation. Most of the studies showed positive results of physical exercise on pancreatic beta cells, insulin secretion, insulin resistance and insulin sensitivity. The main limitations were the number of studies, few, and their methodological qualities. Conclusions: Physical exercises have beneficial effects on pancreatic beta cells, insulin resistance and insulin sensitivity; however better studies designs, with fewer biases and larger samples are needed so that the results presented do not be overestimated. This review is recorded in the Prospective Register of Systematic Reviews with registration number 42017054213

Resumo Este artigo aborda as concepções de educadoras infantis sobre suas atuações com bebês em creches e sobre o desenvolvimento dos bebês nesses contextos. Parte-se da compreensão de que as concepções orientam as práticas profissionais, sendo fundamental compreendê-las para formular estratégias interventivas que potencializem as ações profissionais em creches. Participaram do estudo cinco professoras de educação infantil de creches públicas, as quais responderam a uma entrevista cujo áudio foi gravado e posteriormente transcrito. As respostas das entrevistas foram avaliadas por meio da análise de conteúdo de Bardin. Os resultados revelaram uma dissonância entre as verbalizações das educadoras e o que postulam teóricos do desenvolvimento e os documentos oficiais que norteiam a Educação Infantil brasileira. Diante do exposto, afirmamos a relevância das formações continuadas e sugerimos que elas englobem o desenvolvimento infantil e as interações educador-criança-ambiente, na direção de potencializar esses aspectos e favorecer os processos interativos.