AimTo determine the dose of monosodium iodoacetate (MIA) required to induce oxidative stress, as well as pain and edema; to confirm the induction of knee osteoarthritis (OA) symptoms in rats by the presence of reactive oxygen species (ROS) and reduction of antioxidant agents; and to verify the presence of histopathological injury in these affected joints.MethodBiological markers of oxidative stress, pain, knee edema, and cartilage degeneration provided by different doses of MIA (0.5; 1.0 or 1.5 mg) in rat knee joints were analyzed. The animal evaluations were conducted during 15 days for mechanical and cold hypersensitivity, spontaneous pain and edema. After that, blood serum, intra‐articular lavage and structures of knee, spinal cord and brainstem were collected for biochemical analysis; moreover, the knees were removed for histological evaluation.ResultsThis study demonstrates that the highest dose of MIA (1.5 mg) increased the oxidative stress markers and reduced the antioxidant reactions, both in the focus of the lesion and in distant sites. MIA also induced the inflammatory process, characterized by pain, edema, increase in neutrophil count and articular damage.ConclusionThis model provides a basis for the exploration of underlying mechanisms in OA and the identification of mechanisms that may guide therapy and the discovery of OA signals and symptoms.

Currently, one of the most significant health problems is the increased incidence of obesity and type 2 Diabetes mellitus (DM2). The most recent epidemiological and clinical research studies have indicated that low physical activity, as well as many genetic and environmental factors are the main causes of these metabolic disorders. It is widely recognized that insulin resistance plays a key role in the development of DM2, disrupting not only the functioning of peripheral tissues, but also the brain. Insulin plays a critical role in the central nervous system participating in neuronal survival, neuroplasticity, memory and cognitive functions. In addition, peripheral insulin resistance results in loss of brain function, which indicates a strong relationship between metabolic disorders, cognitive impairment and the emergence of neurodegenerative diseases. There are links between these different pathologies, such as increased oxidative stress, neuroinflammation, changes in glucose metabolism as well as insulin resistance. Advances in the knowledge of these links may contribute to the development of treatments for the prevention of these pathological events. Based on the above, this study aimed to review the mechanisms associated with DM2 in the development of neurodegenerative diseases, such as Alzheimer’s and Parkinson’s diseases.

Increased dietary carbohydrate consumption can cause several biochemical imbalances. Bauhinia forficata (BF), known in folk medicine as “cow paw”, is widely used because of its antihyperglycemic action. The aim of this study was to evaluate the metabolic effects of BF leaves infusion in D. melanogaster fed with a high sucrose diet. For this, different sucrose concentrations were added to the standard culture medium and the BF tea was administered through filter paper. Weight variation was determined by comparing the weight of the flies at different sucrose concentrations with the control flies. After three days of treatment, flies were euthanized for biochemical analysis. Results showed that female flies fed 40% sucrose and male flies fed 30% showed significantly higher glucose levels compared to the same concentration group treated with BF tea. Triglyceride levels were significantly increased in females treated with 30% sucrose as compared to control. There was no significant increase in female weight as sucrose concentration increased. Superoxide dismutase activity was higher in females, although not significant. BF tea had no significant effects on insect body weight. In conclusion, the data suggest that a high carbohydrate diet may alter triglyceride and glucose levels in D. melanogaster and that BF tea may be helpful in lowering glucose.

The present work presents the results of an investigation of the perceptions about the Plant Diversity of 26 students of the sixth grade of Elementary School in a public school in the city of Uruguaiana/RS. The objectives of this work were to investigate the prior knowledge of students in the sixth year of elementary school regarding the concepts of living beings and plants and to propose a pedagogical action, which would collectively promote discussions about the Teaching of Botany and the reframing of concepts based on in mediation of content. The methodology used was the five steps of the Historical-Critical Pedagogy of Dermeval Saviani, and the productions of the investigated, drawings, interviews and activities were characterized as object of analysis, according to Bardin (2011). The results obtained evidenced that the human being represents the previous conception of being alive of the majority of the students, being the conception of vegetables turned only to the feeding. It was verified that although Vegetal Diversity is very close to students in daily life, they don’t know how to name their basic structures and functions. There was no increase in knowledge regarding the concept of vegetables, however there was an appropriation of the concept of living being much more comprehensive in the final social practice.

O presente estudo utilizou a Metodologia da Problematização com o Arco de Maguerez (MP/AM) para verificar a percepção de estudantes sobre o ciclo de vida dos insetos. Para isso, foi utilizada como modelo a Drosophila melanogaster, popularmente conhecida como mosca da fruta. Além de sua utilização como modelo experimental, esse inseto vem sendo empregado como modelo didático de apoio no processo de ensino e aprendizagem. Esta atividade foi desenvolvida com estudantes do oitavo ano de uma escola pública de ensino fundamental da cidade de Uruguaiana/RS. Os dados foram coletados por meio de anotações feitas pelos participantes durante as atividades e após foram analisados e categorizados. A atividade foi desenvolvida ao longo de três semanas, divididas em 2 horas/aula por semana, na componente curricular de Ciências. Os resultados indicaram que a MP/AM, em conjunto com o modelo didático proposto, serviu como facilitadora para o processo de ensino-aprendizagem. Ainda, a utilização da MP/AM, aliada ao modelo D. melanogaster, tornou o ensino do ciclo de vida dos insetos mais interessante e dinâmico, visto que possibilitou aos educandos desenvolverem habilidades como criticidade e autonomia. Dessa forma, inferimos que estratégias diversificadas para o Ensino de Ciências podem servir como propulsoras para a melhoria da aprendizagem e consequentemente para a formação de sujeitos mais aptos a problematizar e analisar de forma crítica o mundo ao seu redor.