Deficiency of vitamin D3, a lipophilic micronutrient, plays a role in the development of some chronic diseases. Vitamin D3 deficiency affects 25-50% of the human population and has been associated with increased risk for development of hypertension. DNA damage induced by reactive oxygen species (ROS) occurs more often in hypertensive than in normotensive individuals, and vitamin D3 status can influence this relationship. The aim of this study was to evaluate whether a diet supplemented with (10,000 IU/kg) or deficient in (0 IU/kg) vitamin D3, compared to a vitamin D3 control diet (1000 IU/kg), would modulate DNA damage and ROS production in spontaneously hypertensive rats (SHR) and normotensive control Wistar-Kyoto (WKY) rats after 12 weeks of treatment. ROS production was assessed by measuring the oxidative burst of neutrophils. DNA damage was evaluated using the comet assay in peripheral blood and the micronucleus test in bone marrow and peripheral blood. Vitamin D3 supplementation did not induce DNA damage and did not change neutrophil ROS production in SHR and WKY rats. Vitamin D3 deficiency induced neutrophil ROS production and a high frequency of micronucleus formation in the bone marrow and peripheral blood of SHR rats only, and induced DNA damage (comet) in peripheral blood of both SHR and WKY rats. In conclusion, vitamin D3 deficiency showed a more pronounced effect on hypertensive animals. Population studies are needed to test whether this relationship also exists in humans.

A prática docente demanda o conhecimento de como o indivíduo aprende, como se origina e se desenvolve o aprendizado e como se transforma em experiência significativa de aprendizagem. O objetivo deste artigo é apresentar as concepções teóricas sobre o processo de aprendizagem dos indivíduos e sua relação com as abordagens pedagógicas adotadas nos modelos de cursos de graduação. Nesse sentido, os modelos pedagógicos foram agrupados de forma sintetizada, em modelos que se distinguem por estarem centrados no professor; no estudante; no saber; no meio de comunicação ou na técnica; no contexto social e na interação. Foram apresentadas algumas das principais vertentes discutidas na área da Psicologia do Desenvolvimento Humano, que influenciaram as tendências pedagógicas, como a Inatista, a Ambientalista/Behaviorista, e as Interacionistas. Discute a necessidade das práticas educativas serem conceitualmente fundamentadas.

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