53 research outputs found
The PH-PxxP domain of RalGPS2 promotes PC12 cells differentiation acting as a dominant negative for RalA GTPase activation
No full textRalGPS2 is a guanine nucleotide exchange factor for RalA GTPase characterized by a C-terminal Pleckstrin Homology (PH) domain; this GEF is endogenously expressed in PC12 cells and in rat brain but its role in PC12 cells and in cell differentiation is actually unknown. Here we have shown that transient expression of RalGPS2-PH-PxxP domain in PC12 and PC12-TrkA cells induces high level of neurite outgrowth; this differentiation is comparable with that of PC12 cells treated with RalGPS2 siRNA. Stable PC12 cell lines expressing the PH-PxxP domain of RalGPS2 have been generated; in these cell lines the PH-PxxP domain acts as a dominant negative for RalA activation, promotes cells differentiation and re-directs NGF signals towards MAPKs. Furthermore it has been also demonstrated that the PH-PxxP domain of RalGPS2 induces microspikes formation a typical feature of cells in which the Cdc42 GTPase is constitutively activated
Reseña de "Educação Indígena X Educação Escolar Indígena- uma Relação Etnocida em uma Pesquisa Etnomatemática" de Pedro Paulo Scandiuzzi
No full textThis review presents an investigation made by the researcher Pedro Paulo Scandiuzzi with the kuikuro people in the village Lahatua Otomo in the Xingu National Park (PQXin) wants to question that interference/conflicts can appear in the geometry teaching of the formal content in the culture of the national society with the kuikuro indigenous society. The author reveals in this book his beliefs and conviction about what is educate and what is educate ethno, and mathematics, results that this disrespect all the production of these people can generate that author called the ethnocide of the indigenous peoples. At last, recognize that the program about ethno mathematics, in his vision transdisciplinar and transcultural, gave the possibility of amplify knowledge and points of view to contemplate the reality more global
Functional analysis of RalGPS2, a murine guanine nucleotide exchange factor for RalA GTPase
No full textRalGPS2 is a murine guanine nucleotide exchange factor of the RalGPS family; it contains a Cdc25-like GEF domain and does not exhibit a Ras-binding domain. The main characteristic of RalGPS2 is its pleckstrin homology (PH) domain, present at the C terminus, that preferentially binds phosphatidylinositol-4,5-biphosphate and in HEK 293 cells localized in membranes, causing ruffling and vesiculation. Moreover, RalGPS2 contains a PxxP motif in the central part of the molecule. This motif binds in vitro and in vivo SH3 domains of Grb2 and PLCγ. RalGPS2 and its GEF domain activate RalA in vivo while the PH-PxxP domains inhibited it behaving as a dominant negative for the RalA pathway; this activation was not inhibited by co-expression of a dominant negative Ras. RalGPS2 is physiologically expressed in testis and brain; when overexpressed, the whole RalGPS2 causes considerable morphological changes in HEK 293 cells, suggesting its possible role on cytoskeleton reorganization. This is further strengthened by data obtained in NIH3T3 cells where expression of PH-PxxP domain promotes actin depolymerization. Finally, RalGPS2 and its GEF domain induce Ras-independent transcriptional activation of the c-fos promoter in NIH3T3 cells
Resenha do Livro: “Educação Indígena X Educação Escolar Indígena- uma Relação Etnocida em uma Pesquisa Etnomatemática”- Pedro Paulo Scandiuzzi - Ed.UNESP, 2009
No full textThis review presents an investigation made by the researcher Pedro Paulo Scandiuzzi with the kuikuro people in the village Lahatua Otomo in the Xingu National Park (PQXin) wants to question that interference/conflicts can appear in the geometry teaching of the formal content in the culture of the national society with thekuikuro indigenous society. The author reveals in this book his beliefs and conviction about what is educate and what is educate ethno, and mathematics, results that this disrespect all the production of these people can generate that author called the ethnocide of the indigenous peoples. At last, recognize that the program about ethno mathematics, in his vision transdisciplinar and transcultural, gave the possibility of amplify knowledgeand points of view to contemplate the reality more global
Dos Kuikuro aos Terena e dos Terena aos Kuikuro: eles me Ensinaram a Numeração Indígena.
No full textThis article tells about the process through what the author, in a research of ethnographic character, when he studied the system of the Kuikuro indians� numerals
and the learning process understood with those people by that time. More than a decade after the master�s degree, after working with the Terena indians, the author comes across a situation of learning of the Terena�s numeral system and notices a small mistake of comprehension learned with the Terenas. This article presents two systems with two ways of teaching - learning process and the author as the learner of the numeral processes.Este artigo conta o processo pelo qual passou o autor em uma pesquisa de caráter etnográfico quando estudou o sistema de numeração do povo kuikuro e a aprendizagem compreendida naquele momento com este povo indígena. Mais de uma década após à pesquisa de mestrado, o autor ao trabalhar com o povo terena depara-se numa situação de aprendizagem do sistema de numeração terena e percebe um pequeno erro de compreensão verificado em seu mestrado e aponta o sistema de numeração aprendido com os terena. Este artigo apresenta os dois sistemas com suas caminhadas de ensino aprendizagem e o aprendiz dos processos de numeração passa a ser o autor
Educação escolar Tupinikim e Guarani : experiências de interculturalidade em aldeias de Aracruz, no Estado do Espírito Santo
No full textThe study analyzes the relationship among the interculturality, praxis and education at the Tupinikim and Guarani indigenous school which are located in the municipality of Aracruz, Espirito Santo state, Brazil . It investigates the practice of the intercultural education in the indigenous school education in order to revitalize the Tupinikim and Guarani cultures. It aims to analyze and question the indigenous teachers‘ initial and continuing training; discuss the intercultural indigenous praxis in the context of school education; and identify other educational sets of culture and indigenous school education. It examines theoretical and practical aspects of culture (WILLIAMS, 2008; BRANDÃO, 1989; FORQUIN, 1993; CANDAU, 2011; GEERTZ, 1989), interculturalidade (D‘AMBROSIO,1996; FLEURI, 2002; 2003; SCANDIUZZI, 2009;), identidade e alteridade (MELIÁ, 2000; FREIRE, 1981; 1987; LITAIFF, 2004) e práxis (FREIRE, 1989; VÁSQUEZ, 2011; SEMERARO, 2006) and Indigenous school education according to current legislation as well. It Performs interpretative research (Geertz 1989) in indigenous education with Guarani teachers at the Boa Esperança and Três Palmeiras Villages (2009-2010) and Tupinikim indigenous teachers at the Comboios Village (2011-2013) in the perspective of intercultural dialogue. Observations, semi-structured interviews, records in the field notebook, photographs, audio and video recordings and documentary analysis of indigenous education in Aracruz were carried out to assist the investigative processes of production, systematization and data analysis. (ANDRÉ, 2007; GIL, 1999; 2004). The results of this study raise questions about the two realities of school education in indigenous communities surveyed that are in aspects of survival and leads to different ways of interacting and reacting in order to preserve their identity and dignity. Thus, the school is a local where life experiences are exchanged and meetings occur, it is seen and felt by the leaders and the community as a real opportunity to develop a link between the traditional ways of life and contemporary forms as well . The challenge of ensuring a school in these terms means that an educational project for indigenous peoples has to be reached, and the project has to be consisted of specific how to work the land, recognition of their traditions, languages and collective memory. Far from presenting conclusive answers it proposes a school education, that is collective and participative, that criticizes and dialogues with all those who are involved in the education process.A pesquisa analisa as relações entre interculturalidade, práxis e educação escolar indígena Tupinikim e Guarani do município de Aracruz, Espírito Santo, Brasil. Investiga a práxis da educação intercultural no espaço da educação escolar indígena como meio de revitalização das culturas Tupinikim e Guarani. Objetiva problematizar a formação inicial e continuada dos professores indígenas; discutir a práxis da interculturalidade no contexto da educação escolar indígena; e, identificar outros espaços educativos da cultura e educação indígena. Analisa aspectos teóricos e práticos sobre cultura (WILLIAMS, 2008; BRANDÃO, 1989; FORQUIN, 1993; CANDAU, 2011; GEERTZ, 1989), interculturalidade (D‘AMBROSIO,1996; FLEURI, 2002; 2003; SCANDIUZZI, 2009;), identidade e alteridade (MELIÁ, 2000; FREIRE, 1981; 1987; LITAIFF, 2004) e práxis (FREIRE, 1989; VÁSQUEZ, 2011; SEMERARO, 2006) e educação (escolar) indígena de acordo com a legislação vigente. Realiza pesquisa interpretativa (GEERTZ, 1989) na educação escolar indígena junto aos professores indígenas Guarani das Aldeias de Boa Esperança e Três Palmeiras (2009-2010) e professores indígenas Tupinikim da Aldeia de Comboios (2011-2013) na perspectiva de um diálogo intercultural. Contribuem nos processos investigativos para produção, sistematização e análise de dados a realização de observações, entrevistas semiestruturadas, registros no caderno de campo, fotografias, gravações em áudio e em vídeo e análise documental sobre a educação escolar indígena de Aracruz. (ANDRÉ, 2007; GIL, 1999; 2004). Os resultados deste trabalho levantam questões relativas a duas realidades de educação escolar nas comunidades indígenas pesquisadas que se constituem em aspectos de sobrevivência e desencadeia formas para interagir e reagir em defesa de sua identidade e dignidade. Nesse sentido, a escola é um local de vivências e de encontro, vista e sentida pelas lideranças e pela comunidade como uma possibilidade real para desenvolver um elo entre as formas tradicionais de vida e as formas contemporâneas. O desafio de garantir uma escola nestes termos significa concretizar a proposta de um projeto de educação escolar para os povos indígenas, constituído por especificidades de como trabalhar a terra, pelo reconhecimento de suas tradições, das línguas e da memória coletiva. Distante de apresentar respostas conclusivas propõe uma educação escolar, coletiva e participativa, que critica e dialoga com todos os envolvidos no processo educativo
Intenciones en el aprendizaje de las matemáticas de estudiantes en posición de frontera: un estudio en una comuna de Soacha
No full textEl interés investigativo es documentar las intenciones de aprendizaje de las matemáticas de un grupo de 7 estudiantes de grado 11 en la Institución Educativa Cazucá. Se asumen los postulados de Skovsmose, Scandiuzzi, Valero y Alro (2011) quienes afirman que en contextos de pobreza, los jóvenes pueden experimentar oportunidades de vida muy diferentes y tienen un efecto en el aprendizaje de las matemáticas. Los jóvenes consideran que las matemáticas serán útiles en algún momento de sus vidas, pero no ven una aplicación y utilidad a esta en su vida cotidiana. La posibilidad de la educación, consideran los estudiantes, es también la de salir de la pobreza y la vulnerabilidad a la que cotidianamente viven expuestos. Por tal razón, la pertinencia de este estudio es la situación real de los estudiantes que permita repensar el aprendizaje de las matemáticas y su incidencia en el currículo de la escuela
Intenciones en el aprendizaje de las Matemáticas de estudiantes en posición de frontera : un estudio en una comuna de Soacha.
No full textEl interés investigativo es documentar las intenciones de aprendizaje de las matemáticas de un grupo de 7 estudiantes de grado 11 en la Institución Educativa Cazucá. Se asumen los postulados de Skovsmose, Scandiuzzi, Valero y Alro (2011) quienes afirman que en contextos de pobreza, los jóvenes pueden experimentar oportunidades de vida muy diferentes y tienen un efecto en el aprendizaje de las matemáticas. Los jóvenes consideran que las matemáticas serán útiles en algún momento de sus vidas, pero no ven una aplicación y utilidad a esta en su vida cotidiana. La posibilidad de la educación, consideran los estudiantes, es también la de salir de la pobreza y la vulnerabilidad a la que cotidianamente viven expuestos. Por tal razón, la pertinencia de este estudio la situación real de los estudiantes que permita repensar el aprendizaje de las matemáticas y su incidencia en el currículo de la escuelaMagister en Docencia de la MatemáticaMaestrí
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