As a result of the installation of the COVID-19 (coronavirus disease 19) pandemic, online education has become an important teaching alternative, and new challenges about how to teach were found. Here we report our experience in offering an online course to review Human Physiology. We proposed synchronous and asynchronous activities using different online tools to address topics considered key to understanding the different systems of human physiology. The students considered important the use of this type of methodology, which uses different online tools to help understand the Human Physiology contents. The students highlighted the use of the Lt platform, Zoom, Mentimeter, and YouTube as the preferred online tools to use in physiology learning.

Alzheimer's disease (AD) is the leading cause of dementia in the world, accounting for 50-75% of cases. Currently, there is limited treatment for AD. The current pharmacological therapy minimizes symptom progression but does not reverse brain damage. Studies focused on nonpharmacological treatment for AD have been developed to act on brain plasticity and minimize the neurotoxicity caused by the amyloid-beta (Aβ) peptide. Using a neurotoxicity model induced by Aβ in rats, the present study shows that physical (PE) and cognitive exercise (CE) reverse recognition memory deficits (with a prominent effect of long-term object recognition memory), decrease hippocampal lipid peroxidation, restore the acetylcholinesterase activity altered by Aβ neurotoxicity, and seems to reverse, at least partially, hippocampal tissue disorganization.

O conhecimento básico sobre a neurociência é importante em diversos aspectos da vida, já que permite o entendimento de processos neurais presentes em nosso dia a dia, como a cognição e a aprendizagem. Para o professor, principal mediador da construção do conhecimento na sala de aula, o conhecimento desta temática é importante para facilitar sua prática pedagógica, já que a neurociência contribui para a compreensão dos processos cognitivos e das individualidades de cada aluno. O objetivo deste estudo é relatar a percepção e o conhecimento de professores da Educação Básica do município de Uruguaiana/RS acerca da neurociência e sua importância para a educação, antes e após a realização da oitava edição do curso de formação continuada intitulado “Curso de Neurociência Aplicada à Educação”. No total, vinte e oito (28) professores participaram do curso, que abordou diferentes temas: neurociência e educação, neuroanatomia, neurofisiologia, neurobiologia da aprendizagem e memória, fatores que interferem na aprendizagem e inovação pedagógica. De acordo com a percepção dos professores, o curso ministrado foi de fundamental importância para a aquisição de novos conhecimentos sobre a neurociência, e todos concordaram que os conceitos abordados podem ser aplicados para melhorar sua prática pedagógica e seu ambiente de ensino. Palavras-chave: Aprendizagem; Ensino; Cérebro; Professor   Continuing training in neuroscience: perceptions of basic education teachers   Abstract: Basic neuroscience knowledge is important in all aspects of life, as it allows the understanding of neural processes present in our daily lives, such as cognition and learning. For the teacher, the central mediator of knowledge in the classroom, it is essential to understand this theme since it can facilitate his pedagogical practice since neuroscience teaches to understand the student through their individualities. This study aims to report the perception and knowledge of primary education teachers in Uruguaiana, Rio Grande do Sul state, Brazil, about neuroscience, before and after the eighth edition of the continuing education course entitled "Course of Neuroscience Applied to Education." In total, twenty-eight (28) teachers participated in the course, divided into two modules that addressed different themes: neuroscience and education, neuroanatomy, neurophysiology, the neurobiology of learning and memory, factors that interfere in learning, and pedagogical innovation. According to the teachers' perception, the course taught was of fundamental importance for acquiring new knowledge about neuroscience, and everyone agreed on the possible applicability of the concepts covered to improve their pedagogical practice and their teaching environment. Keywords: Learning; Teaching; Brain; Teacher

Background: Alzheimer’s disease (AD) is characterized by the accumulation of the amyloid-β peptide in the brain, leading to early oxidative stress and neurotoxicity. It has been suggested that physical exercise could be beneficial in preventing AD, but studies with multicomponent training are scanty. Objective: Verify the effects of multicomponent exercise training to prevent deficits in recognition memory related to Aβ neurotoxicity. Methods: We subjected Wistar rats to multicomponent training (including aerobic and anaerobic physical exercise and cognitive exercise) and then infused amyloid-β peptide into their hippocampus. Results: We show that long-term multicomponent training prevents the amyloid-β-associated neurotoxicity in the hippocampus. It reduces hippocampal lipid peroxidation, restores antioxidant capacity, and increases glutathione levels, finally preventing recognition memory deficits. Conclusion: Multicomponent training avoids memory deficits related to amyloid-β neurotoxicity on an animal model.

Background The preventive role of muscular strength on diminishing neuroinflammation is yet unknown. In this study, the role of the prophylactic muscular strength exercise was investigated in order to verify whether it would diminish cognitive alterations and modify the antioxidant intracellular scenery in an animal neuroinflammatory model in of the CA1 region of the hippocampus. Methods The animals received muscular strength training (SE) three times a week for eight weeks. Subsequently, the stereotaxic surgery was performed with an intra-hippocampal infusion of either saline solution (SAL) or lipopolysaccharide (LPS). Next, we performed the behavioral tests: object recognition and social recognition. Then, the animals were euthanized, and their hippocampus and prefrontal cortex were collected. In another moment, we performed the dosage of the antioxidant activity and histological analysis. Results The results showed that the muscular strength exercises could show a beneficial prophylactic effect in the cognitive deficiencies caused by acute neuroinflammation. Regarding oxidative stress, there was an increase in catalase enzyme activity (CAT) in the group (SE + LPS) compared to the control groups (p < 0.05). As for the cognitive alterations, there were found in the (SE + LPS) group, diminishing the mnemonic hazard of the discriminative and social memories compared to the control groups (p < 0.05). Conclusion We concluded, therefore, that the exercise performed prophylactically presents a protective effect capable of minimizing such mnemonic deficits and increasing catalase enzyme activity in rats that suffered a local neuroinflammatory process in the hippocampus.