Objective: The present research performed a clinical and histopathological analysis of female genital schistosomiasis (FGS) cases. This was a descriptive and retrospective study, with a quantitative approach based on secondary databases belonging to Memorial Nestor Piva from Universidade Tiradentes. Methodology: Medical records and biopsies from patients affected with genital schistosomiasis (1984-1994) 75 pathology reports were found, biopsies of feminine genitals, with the respective paraffin blocks and slides. In these three search blocks, to contain sufficient quantity of biological material underwent histological new. For pathological analysis, hematoxylin-eosin, picrosirius Red and Masson's trichrome staining were used. A distribution of cases per year was performed to obtain an average and a percentage distribution among the most affected organs. In addition, the chi-square test was used to establish an association between schistosomiasis and its anatomical location and with other pathologies. Results: An average of four cases per year was obtained and the infection was found in all genital system organs, with its highest concentration in the ovaries followed by the uterus. In addition, there was an association between the parasitosis and cervical metaplasia, uterine tumors and salpingitis. In the histopathological analysis, several granulomas containing Schistosoma mansoni eggs, in productive and curing phases, were observed. Conclusion: It was concluded that ovaries were the most affected anatomical sites and that the presence of genital schistosomiasis may favor the occurrence of associated pathologies, thus causing a high morbidity rate to women's health.

Introduction: Inclusive Education is a consequence of changes in social attitudes that have been established throughout history. Objective: This study analyzed the conceptions and practices of teachers who taught blind students and the benefits of using a didactic model (3D cell) adapted for these students. Methodology: 10 teachers were selected from the departments of Biology, Chemistry and Morphology at Universidade Federal de Sergipe. As for the 3D cell analysis, three visually impaired students from Biology, Physical Education and Physiotherapy courses were invited. Results: The research demonstrated the main weaknesses in the teacher training process and the little support they receive, thus leading to difficulties in the learning process and the relevance that didactic models can have in this context. Conclusion: Considering that theoretical and methodological foundations of Inclusive Education are based on a conception of quality education for the whole society, a more qualified teachers’ participation is essential to meet the educational needs of all students, with or without disabilities.

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