Orthobiologics never cease to cause popularity within the medical science field, distinctly in regenerative medicine. Recently, adipose tissue has been an object of interest for many researchers and medical experts due to the fact that it represents a novel and potential cell source for tissue engineering and regenerative medicine purposes. Stromal vascular fraction (SVF), for instance, which is an adipose tissue-derivative, has generated optimistic results in many scenarios. Its biological potential can be harnessed and administered into injured tissues, particularly areas in which standard healing is disrupted. This is a typical feature of osteoarthritis (OA), a common degenerative joint disease which is outlined by persistent inflammation and destruction of surrounding tissues. SVF is known to carry a large amount of stem and progenitor cells, which are able to perform self-renewal, differentiation, and proliferation. Furthermore, they also secrete several cytokines and several growth factors, effectively sustaining immune modulatory effects and halting the escalated pro-inflammatory status of OA. Although SVF has shown interesting results throughout the medical community, additional research is still highly desirable in order to further elucidate its potential regarding musculoskeletal disorders, especially OA.Usually, health care providers may prescribe a course of multiple combined drugs for different OA stages, with the objective of controlling inflammatory nociceptive pain. Non-steroidal antiinflammatory drugs (NSAIDs), other analgesics and corticosteroids, for example, may be commonly prescribed to aid in pain management. However, chronic NSAID use is of great concern as reported. Although NSAIDs effectively mitigate pain, they are also responsible for the increased risk of several adverse events, such as peptic ulcer disease, acute renal failure, and myocardial infarction [9] . Non-pharmacological strategies are usually limited to physical therapy, low impact exercise, weight loss, physical aids, and nerve ablation. In severe cases, however, such as grade IV OA, surgical intervention with joint replacement procedures may be unavoidable and therefore extremely detrimental to the patient [6,7] .These obstacles have led researchers to explore non-surgical alternatives, such as prescribing orthobiologics in particular. Orthobiologics are biologic products derived from substances that are naturally found in the human body which can mitigate the healing process of orthopedic injuries. Popular examples include platelet-rich plasma (PRP), hyaluronic acid (HA) and bone marrow aspirate/concentrate (BMA/BMAC), as well as adipose tissuederived stem cells (ADSCs) [10,11] . According to the literature, these biological materials contain cytokines, mesenchymal, and

This study investigates the role of Sygen® in diabetic peripheral neuropathy, a severe disease that affects the peripheral nervous system in diabetic individuals. This disorder often impacts the lower limbs, causing significant discomfort and, if left untreated, progresses into more serious conditions involving chronic ulcers and even amputation in many cases. Although there are management strategies available, peripheral neuropathies are difficult to treat as they often present multiple causes, especially due to metabolic dysfunction in diabetic individuals. Gangliosides, however, have long been studied and appreciated for their role in neurological diseases. The monosialotetrahexosylganglioside (GM1) ganglioside, popularly known as Sygen, provides beneficial effects such as enhanced neuritic sprouting, neurotrophism, neuroprotection, anti-apoptosis, and anti-excitotoxic activity, being particularly useful in the treatment of neurological complications that arise from diabetes. This product mimics the roles displayed by neurotrophins, improving neuronal function and immunomodulation by attenuating exacerbated inflammation in neurons. Furthermore, Sygen assists in axonal stabilization and keeps nodal and paranodal regions of myelin fibers organized. This maintains an adequate propagation of action potentials and restores standard peripheral nerve function. Given the multifactorial nature of this complicated disorder, medical practitioners must carefully screen the patient to avoid confusion and misdiagnosis. There are several studies analyzing the role of Sygen in neurological disorders. However, the medical literature still needs more robust investigations such as randomized clinical trials regarding the administration of this compound for diabetic peripheral neuropathies, specifically.

RESUMO:Este trabalho pretende analisar a reprodução como possibilidade educativa na escola, como referência para a criação artística e, no contexto do museu, como elemento de comunicação do acervo. Assim: Quais as possibilidades de trocas educacionais entre ambas as instituições? Na busca por respostas refletimos sobre o termo 'Educação' e a relação escola e museu, sem esquecer suas pedagogias. Considerando a reprodução como imagem de um objeto artístico museal, foi inevitável não abordar a Educação Patrimonial. Assim sendo: Qual uso faz a escola no trabalho com a reprodução? Qual o papel da reprodução no contexto museal? Inicialmente se pesquisou sobre o papel da reprodução durante o Renascimento e em seguida sobre seu aspecto comunicativo no contexto do museu. O Madonnaro se desenha como atividade de natureza procedimental para o diálogo entre a escola e o museu. Relatamos ainda os resultados de uma experiência de campo a partir do projeto Madonnaro na escola: mediando saberes, desenvolvido com alunos do Ensino Fundamental, anos finais, no Colégio Wanderley Menezes, em Itaguaí (RJ). A partir disso foi possível perceber o Madonnaro como possibilidade pedagógica tanto para a educação não-formal quanto para a educação formal. Palavras chave: Arte Educação. Educação Patrimonial. Madonnaro. Museu. ABSTRACT:This paper aims to analyze the reproduction as an educative possibility at school, as a reference to the artistic reproduction and, in to the museum context, as a communication element about the museum's works. What are the knowledge exchanges between both institutions? By looking for answers us reflection the term "Education" e the relation be tween school and museum, without forgetting about its pedagogies. Considering that the reproduction as an image of a museum artistic object was unavoidable not to talk about the Heritage Education. In which ways can the reproduction be used at school? What's the importance of the reproduction in the museum context? Firstly it was researched about the paper of the reproduction during the Renaissance and then about its communicative aspect in the museum context. The "Madonnaro" can be defined as a procedural activity to the dialogue be tween school and museum. Finally it was written about a field experience of the Madonnaro's Project at school: mediating knowledge, developed with the students from the School Wanderley Menezes, in Itaguaí (RJ). It was possible o realize that Madonnaro is a pedagogic possibility even for an education outside school or a schooling.

Este trabalho tem por objetivo apresentar uma proposta de reflexão onde a Educação Patrimonial en-contre seu espaço na escola através da Arte de forma que possa contribuir na apropriação do patri-mônio enquanto prática de construção social. O texto tomou formaa partir de uma metodologia que primou pela leitura de autores-referências na área e também com a observação participante em sala de aula. Estabeleceram-se como referenciais teóricos a orientar a pesquisa os seguintes autores: M. L. P. Horta et al.(1999)com seu pioneirismo e reflexões quanto à Educação patrimonial; T. S. Franz (2001) que pensa o contato com a Arte por meio da familiarização com as reproduções; M. C. L. Fonseca (2005) e seu conceito do patrimônio como um processo de referências culturais;A. M. Barbosa (1995) com visão de ensino artístico mediante uma abordagem triangular (conhecer, refletir e fazer). E ainda a Carta de Petrópolis(IPHAN, 1987) é o documento a sustentar o patrimônio como construção social. As reproduções de obras de arte podem funcionar como referências para discussões sobre a forma como lidar com o patrimônio e até mesmo suas possíveis recriações. Ocorrendo o que Fonseca (2005) denomina como ‘ressemantização’ do patrimônio. Ainda a aproximação entre o ensino de Arte e a Educação Patrimonial pode abrir espaço para os conteúdos transversais e o diálogo entre as disciplinas. Sem contar a própria ressignificação das práticas de ensino artístico e da História da Arte dentro da escola. É esperado com este texto que o espaço do patrimônio em sala de aula seja conquistado pela Educação Patrimonial e o espaço da sala de aula no patrimônio possa ser dimensionado pelo ensino artístico. E assim, com aEducação Patrimonial na escola, a reprodução de obras de arte se constitua como referência para a construção social do patrimônio.