Abstract The problem of knowledge is one of the fundamental themes of contemporary philosophical reflection, it has exposed the serious epistemological crisis of scientific research due to its ontological and anthropological gaps when it comes to understanding reality. The experiences of educational researchers reveal that the Cartesian and positivist thought categories of modern discourse undermine the processes of knowledge production that are generated in and through educational research. The purpose of the dissertation is to find in the substantive experiences of thinkers and educational researchers new reflection keys that promote a more experiential and significantly human type of discourse and scientific praxis. The method used is the systematization of experiences (Barrera, 2010). From the collected experiences emerged two fundamental theoretical keys for the reflection of the problem of knowledge in the context of university education, which are: (a) renewed scientific thought; (b) from the methodology to the scientific methodology. The phenomenon of knowledge emerges from experiences as a questioning idea that introduces us in a new way into the epistemological reflection of scientific praxis, from new perspectives that project the path towards a scientific research with a consciential character, say, that it takes into account the fundamental dimensions of the human condition, that within objective research they would not have reason for scientific validation.

Resumen El problema del conocimiento es uno de los temas fundamentales de la reflexión filosófica contemporánea, ha dejado al descubierto la grave crisis epistemológica de la investigación científica por sus vacíos ontológicos y antropológicos a la hora de comprender la realidad. Las experiencias de los investigadores educativos revelan que las categorías de pensamiento cartesianas y positivistas del discurso moderno mantienen minados los procesos de producción del conocimiento que se generan en y a través de la investigación educativa. El propósito de la disertación es encontrar en las experiencias sustantivas de pensadores e investigadores educativos nuevas claves de reflexión que promuevan un tipo de discurso y una praxis científica más vivencial y significativamente humana. El método utilizado es la sistematización de experiencias (Barrera, 2010). De las experiencias recogidas emergieron dos claves teóricas fundamentales para la reflexión del problema del conocimiento en el contexto de la educación universitaria, las cuales son: (a) pensamiento científico renovado; (b) de la metodolatría a la metodología científica. El fenómeno del conocimiento emerge desde las experiencias como una idea cuestionadora que nos introduce de manera nueva en la trama de la reflexión epistemológica de la praxis científica, desde nuevas perspectivas que proyectan el camino hacia una investigación científica con carácter conciencial, es decir, que toma en cuenta las dimensiones fundamentales de la condición humana, que dentro de la investigación objetiva no tendrían razón para la validación científica.

BACKGROUND: Endometriosis, pro-inflammatory and invasive benign disease estrogen dependent, abnormally express in endometria the enzyme P450Arom, positively regulated by steroid factor-1 (SF-1). Our objective was to study the nuclear protein contents of upstream stimulating factor 2 (USF2a and USF2b), a positive regulator of SF-1, throughout the menstrual cycle in eutopic endometria from women with and without (control) endometriosis and the involvement of nuclear estrogen receptors (ER) and G-coupled protein estrogen receptor (GPER)-1 RESULTS: Upstream stimulating factor 2 protein contents were higher in mid (USF2b) and late (USF2a and USF2b) secretory phase in eutopic endometria from endometriosis than control (p < 0.05). In isolated control epithelial cells incubated with E2 and PGE2, to resemble the endometriosis condition, the data showed: (a) significant increase of USF2a and USF2b nuclear protein contents when treated with E2, PPT (specific agonist for ERa) or G1 (specific agonist for GPER1); (b) no increase in USF2 binding to SF-1 E-Box/DNA consensus sequence in E2-treated cells; (c) USF2 variants protein contents were not modified by PGE2; (d) SF-1 nuclear protein content was significantly higher than basal when treated with PGE2, E2 or G1, stimulation unaffected by ICI (nuclear ER antagonist); and (e) increased (p < 0.05) cytosolic protein contents of P450Arom when treated with PGE2, E2, PPT or G1 compared to basal, effect that was additive with E2 + PGE2 together. Nevertheless, in endometriosis cells, the high USF2, SF-1 and P450Arom protein contents in basal condition were unmodified CONCLUSION: These data strongly suggest that USF2 variants and P450Arom are regulated by E2 through ERa and GPER1, whereas SF-1 through GPER1, visualized by the response of the cells obtained from control endometria, being unaffected the endogenously stimulated cells from endometriosis origin. The lack of E2 stimulation on USF2/SF-1 E-Box/DNA-sequence binding and the absence of PGE2 effect on USF2 variants opposite to the strong induction that they exert on SF1 and P450 proteins suggest different mechanisms and indirect regulations. The sustained USF2 variants protein expression during the secretory phase in eutopic endometria from women with endometriosis may participate in the pathophysiology of this disease strongly associated with infertility and its characteristic endometrial invasion to ectopic sites in the pelvic cavity

Carbamazepine, phenobarbital and phenytoin were determined in dried blood spots (DBS) by high performance liquid chromatography, after extraction of 8 mm DBS using a mixture of acetonitrile and methanol. Analytes were separated by reversed-phase chromatography, with a run time of 17 minutes. Intra-assay and inter-assay precisions were in the 5.3 to 8.4% and 3.3 to 5.2% ranges, respectively. Accuracy was in the 98.8 to 104.3% range. The method had sensitivity to detect all analytes at levels below minimum therapeutic concentrations. The analytes were stable at 4 ºC and room temperature for up to 12 days and at 45 ºC for 9 days. The method was applied to 14 paired clinical samples of blood serum and DBS.