Ser capaz de ler a mente do consumidor e saber o que ele deseja tornou-se um aspecto essencial para desenhar estratégias de marketing de sucesso, por isso se utiliza o conhecimento fornecido pelas neurociências. Assim, pretendeu-se incorporar ao exercício dialógico elementos relacionados ao neuroconsumidor e ao neuroconsumo, com ênfase na perspectiva mente-corpo-emoção; e seus níveis de processamento para identificar o que está acontecendo na mente do comprador. O objetivo da revisão sistemática (RS) foi descrever os elementos que relacionam o neuroconsumo ao neuroconsumidor a partir de uma perspectiva apoiada na literatura existente, portanto foi realizada uma RS da literatura para revelar e caracterizar os elementos vinculativos ao objeto de estudo . O processo foi apoiado pelo método PRISMA, foram selecionadas as bases de dados: WoS, Scopus e SciELO e inicialmente foram escolhidos 150 documentos aos quais foram aplicados critérios de seleção; Foram obtidos 20 artigos. Concluiu-se que a experiência emocional tornou-se uma proposta de valor para os usuários e o design de produto é uma das ferramentas que facilita a criação de produtos para fornecer soluções às necessidades emocionais.

Conseguir leer la mente del consumidor y saber qué desea se ha convertido en un aspecto esencial para diseñar estrategias de marketing exitosas, motivo por el cual se emplean conocimientos brindados por las neurociencias. Así, se pretendió incorporar al ejercicio dialógico los elementos relacionados con el neuroconsumidor y neuroconsumo, con énfasis en la perspectiva mente-cuerpo-emoción; y sus niveles de procesamiento para identificar lo que sucede en la mente del comprador. El objetivo de la revisión sistemática (RS) fue describir los elementos que relacionan al neuroconsumo con el neuroconsumidor desde una mirada sustentada en la literatura existente, por lo que se realizó una RS de la literatura para develar y caracterizar los elementos vinculantes al objeto de estudio. El proceso se apoyó en el método PRISMA, fueron seleccionadas las bases de datos: WoS, Scopus y SciELO y fueron escogidos inicialmente 150 documentos a los que se aplicó criterios de selección; se obtuvieron 20 artículos. Se concluyó que la experiencia emocional se ha convertido en una propuesta de valor respecto a los usuarios y el diseño del producto se conforma como una de las herramientas que facilita crear productos para dar solución a las necesidades emocionales.

Being able to read the consumer's mind and know what they want has become an essential aspect for designing successful marketing strategies, which is why the knowledge provided by neurosciences is being used. Thus, it was intended to incorporate elements related to the neuroconsumer and neuroconsumption into the dialogic exercise, with emphasis on the mind-body-emotion perspective; and their processing levels to identify what is happening in the buyer's mind. The objective of the review was to describe the elements that relate neuro consumption to the neuroconsumer from a perspective supported by existing literature, so a systematic review of the literature was carried out to reveal and characterize the elements linked to the object of study. The process was supported by the PRISMA method, the databases were selected: WoS, Scopus and SciELO and initially 150 documents were chosen to which selection criteria were applied, obtaining 20 articles. It was concluded that the emotional experience has become a value proposition with respect to users and product design becomes one of the tools that facilitates creating products to provide solutions to emotional needs.

Abstract Emotional and affective discourses are gaining prominence in an educational agenda that seeks to address contemporary challenges. But what do we do with emotions in the classroom? The injunction to talk about them, to work on them, to value them is commonplace in education. Within this field, diverse disciplinary discourses converge, explaining and stating particular maxims about what place emotions should have in the educational space. Based on the recurrence of certain signifiers, three narratives are reconstructed: that of emotional education, positive psychology, and affective neurosciences; that of valuing affectivity and care in a framework of rights; that of humanization, love, and tenderness. All three are analyzed, exploring the recommendations and mandates they make to teachers as well as their risks and implications for students’ education.

Resumen Los discursos sobre lo emocional y afectivo cobran protagonismo en una agenda educativa que busca dar respuestas a los desafíos contemporáneos. ¿Pero qué hacemos con las emociones en el aula? El mandato de hablar sobre ellas, trabajarlas, valorarlas, es moneda corriente en la educación. En este campo confluyen discursos disciplinares dispares, que explican y esgrimen máximas particulares sobre qué lugar deben tener las emociones en el espacio educativo. A partir de la recurrencia de ciertos significantes, se reconstruyen tres narrativas: la de la educación emocional, la psicología positiva y las neurociencias afectivas; la de valorar la afectividad y el cuidado en un marco de derechos; la de la humanización, el amor y la ternura. Las tres son analizadas, explorando las recomendaciones y mandatos que hacen a la labor docente, así como sus riesgos e implicancias para la formación de sus estudiantes.

RESUMEN La investigación tuvo como propósito determinar la influencia de la aplicación de la estrategia de motivación intrínseca(EMI) en la inteligencia emocional de estudiantes que inician sus estudios universitarios. Para medir el nivel de inteligencia emocional se empleó el Inventario de Inteligencia Emocional (BarOn-I-CE). La estrategia EMI se fundamenta en la psicología humanista, psicoanálisis, inteligencia emocional, neurociencias, programación neurolingüística y la psicología positiva; sus fases de ejecución fueron: situación real, propósito, motivación inicial, automotivación y evaluación y retroalimentación. Se utilizó un diseño preexperimental de preprueba-posprueba con un solo grupo. Para determinar el nivel de significancia se empleó la prueba estadística T-Student, llegando a la conclusión que la estrategia de motivación intrínseca mejora la inteligencia emocional en los estudiantes universitarios.

ABSTRACT The purpose of the research was to determine the influence of the application of the intrinsic motivation strategy (IMS) on the emotional intelligence of students beginning their university studies. To measure the level of emotional intelligence, the Emotional Intelligence Inventory (BarOn-I-CE) was used. The IMS strategy is based on humanistic psychology, psychoanalysis, emotional intelligence, neurosciences, neurolinguistic programming, and positive psychology; Its execution phases were: real situation, purpose, initial motivation, self-motivation and evaluation and feedback. A pre-experimental pretest-posttest design with a single group was used. To determine the level of significance, the T-Student statistical test was used. It was concluded that the intrinsic motivation strategy improves emotional intelligence in university students.

RESUMEN La educación no puede quedar al margen del funcionamiento del cerebro de los discentes, como tampoco de los docentes. Ha emergido con fuerza el paradigma de la neuroeducación como pedagogía del futuro. Aglutina, principalmente, a la pedagogía, la psicología del aprendizaje y las neurociencias cognitivas. Reivindica ajustar la enseñanza al funcionamiento cerebral del aprendiente, reaccionando ante las escasas evidencias neurocientíficas del corpus teórico de la pedagogía y la didáctica. En parte, porque muchas han sido descubiertas recientemente gracias a la investigación neurológica y a los avances en el conocimiento del cerebro. A ello se suma que el cerebro no es algo inmutable, sino que su anatomía y funcionamiento varían según su empleo, de unos contextos a otros y, sobre todo, con la evolución de los tiempos, de generación en generación. De hecho, han venido proliferando en la sociedad los denominados neuromitos: malentendidos, imprecisiones, sesgos, distorsiones, bulos y errores sobre el cerebro y su funcionamiento. También se han identificado en el colectivo docente, con las consecuentes implicaciones negativas en la didáctica. Así pues, se requiere su superación, por el impacto positivo que tendrá en la educación. Se registran en este estudio los principales neuromitos docentes y los diversos contextos e instrumentos de indagación.

ABSTRACT Education cannot be ignored in the functioning of the brain of the students, nor of the teachers. The Neuroeducation paradigm has emerged with force. It mainly brings together pedagogy, learning psychology and cognitive neurosciences. It claims to adjust teaching to the brain functioning of the learner, reacting to the scarce neuroscientific evidence in the theoretical corpus of pedagogy and didactics. This is partly because much of it has only recently been discovered thanks to neurological research and advances in our knowledge of the brain. In addition, the brain is not something immutable, but its anatomy and functioning vary according to its use, from one context to another and, above all, with the evolution of time, from generation to generation. In fact, so-called neuromyths have been proliferating in society: misunderstandings, inaccuracies, biases, distortions, hoaxes and errors about the brain and how it works. They have also been identified in the teaching profession, with consequent negative implications for didactics. Overcoming them is therefore required because of the positive impact it will have on education. The main teaching neuromyths and the various contexts and instruments of enquiry are recorded in this study.

ABSTRACT The purpose of this review is to highlight the most important aspects of the anatomical and functional uniqueness of the human brain. For this, a comparison is made between our brains and those of our closest ancestors (chimpanzees and bonobos) and human ancestors. During human evolution, several changes occurred in the brain, such as an absolute increase in brain size and number of cortical neurons, in addition to a greater degree of functional lateralization and anatomical asymmetry. Also, the cortical cytoarchitecture became more diversified and there was an increase in the number of intracortical networks and networks extending from the cerebral cortex to subcortical structures, with more neural networks being invested in multisensory and sensory-motor-affective-cognitive integration. These changes permitted more complex, flexible and versatile cognitive abilities and social behavior, such as shared intentionality and symbolic articulated language, which, in turn, made possible the formation of larger social groups and cumulative cultural evolution that are characteristic of our species. chimpanzees bonobos neurons asymmetry Also structures sensorymotoraffectivecognitive sensory motor affective integration complex behavior language which turn species

RESUMO Esta revisão se propõe a relatar os aspectos mais importantes da singularidade anatômica e funcional do cérebro humano. Para isso, faz-se uma comparação entre o nosso cérebro e os de nossos parentes evolutivos mais próximos (chimpanzés e bonobos) e os ancestrais humanos. Durante a evolução humana ocorreu aumento absoluto do tamanho do cérebro e do número de neurônios corticais cerebrais, maior grau de lateralização funcional e assimetria anatômica cerebral, citoarquitetura cortical mais diversificada e aumento das redes neurais intracorticais e do córtex cerebral para as estruturas subcorticais acompanhada de mudança em direção ao investimento de redes neurais na integração multissensorial e sensório-motora-afetiva-cognitiva. Essas mudanças possibilitaram capacidades cognitivas e comportamentos sociais complexos, flexíveis e versáteis, destacando-se a intencionalidade compartilhada e a linguagem articulada simbólica, que permitiram a formação de grupos sociais maiores e a evolução cultural cumulativa característica de nossa espécie. humano isso fazse faz chimpanzés bonobos humanos cerebrais sensóriomotoraafetivacognitiva. sensóriomotoraafetivacognitiva sensório motora afetiva cognitiva. cognitiva sensório-motora-afetiva-cognitiva complexos versáteis destacandose destacando simbólica espécie

Resumé Les conditions psychopathologiques résultant d’événements traumatiques ont progressivement reçu des interprétations neuroscientifiques, en réduisant la complexité des expériences humaines dévastatrices au fonctionnement perturbé des systèmes neurophysiologiques attribué aux réponses au stress. Cette revue narrative explore quelques conditions épistémologiques essentielles pour élaborer une théorie neuroscientifique du stress traumatique, démontrant la solidarité qu’elle entretient avec la théorie évolutionniste et avec les recherches sur le conditionnement classique. On espère que ce travail pourra mettre en évidence certaines des répercussions éthiques associées à la négligence des facteurs sociaux et culturels dans l’interprétation des phénomènes traumatiques secondaires. dévénements d événements neuroscientifiques traumatique quelle qu elle classique linterprétation l interprétation secondaires

Resumen Las condiciones psicopatológicas resultantes de eventos traumáticos han recibido progresivamente interpretaciones neurocientíficas. Como resultado, las devastadoras experiencias humanas vieron reducidas su complejidad al funcionamiento perturbado de los sistemas neurofisiológicos atribuidos a las respuestas al estrés. A partir de una revisión narrativa, este artículo buscará explorar algunas de las condiciones epistemológicas esenciales para el surgimiento de una teoría neurocientífica del estrés traumático, demostrando la solidaridad que mantiene con la teoría evolutiva y con la investigación sobre el condicionamiento clásico en animales. Se espera que este trabajo pueda resaltar algunas de las repercusiones éticas de descuidar los factores sociales y culturales en la interpretación de los fenómenos secundarios de trauma. neurocientíficas resultado narrativa traumático animales trauma

Abstract Psychopathological conditions resulting from traumatic events have increasingly received neuroscientific interpretations, reducing the complexity of devastating human experiences to the disturbed functioning of neurophysiological systems attributed to stress responses. This narrative review explores some epistemological conditions essential to fashioning a neuroscientific theory of traumatic stress, showing the solidarity it maintains with evolutionary theory and with research on classical conditioning in animals. We hope this work can highlight some of the ethical repercussions in neglecting social and cultural factors when interpreting secondary trauma phenomena. interpretations responses animals phenomena

Resumo As condições psicopatológicas decorrentes de acontecimentos traumáticos vêm progressivamente recebendo interpretações de natureza neurocientífica. Com isso, experiências humanas devastadoras são reduzidas ao funcionamento perturbado de sistemas neurofisiológicos atribuídos às respostas de estresse. Através de revisão narrativa, este artigo procura explorar algumas das condições epistemológicas elementares ao surgimento de uma teoria neurocientífica do estresse traumático, demonstrando a solidariedade que ela conserva com a teoria evolucionária e com a pesquisa do condicionamento clássico em animais. Espera-se que este trabalho possa salientar algumas das repercussões éticas da negligência dos fatores sociais e culturais nas interpretações dos fenômenos secundários ao traumatismo. isso narrativa traumático animais Esperase Espera se traumatismo

Abstract Since its origin in the surgical medicine of the 17th century, trauma research has had multiple interpretations and has been associated either with visible injuries to organs and tissues, or with the influence of pathogenic psychic agents on memory, consciousness and personality. With the intensification of the role of classification systems since DSM-III, the phenomenon of trauma came to be incorporated into the psychiatric realm through Post-Traumatic Stress Disorder and destined finally to the constraints of neuroscientific research. Based on a narrative review, this article will address one of the fundamental epistemological premises for this transition, which informs how psychological trauma gained autonomy over anatomical descriptions to be reclassified, around a century later, as an essentially bodily phenomenon and incorporated into the jargon of neurosciences. th tissues memory personality DSMIII, DSMIII DSM III, III DSM-III PostTraumatic Post Traumatic review transition reclassified later neurosciences

Resumo Desde o seu nascimento na medicina cirúrgica do século XVII, a pesquisa do trauma admitiu interpretações múltiplas e associadas ora às lesões visíveis de órgãos e tecidos, ora à influência de agentes psíquicos patogênicos sobre a memória, a consciência e a personalidade. Com o aprofundamento do papel dos sistemas classificatórios desde DSM-III, o fenômeno do trauma será incorporado ao prisma psiquiátrico através do Transtorno de Estresse Pós-Traumático e destinado, finalmente, à circunscrição da pesquisa neurocientífica. A partir de revisão narrativa, este artigo abordará uma das premissas epistemológicas fundamentais para essa transição, que informa como o trauma psicológico ganhou autonomia sobre as descrições anatômicas para ser, cerca de um século depois, por ela reanexado enquanto fenômeno essencialmente corporal e aderido à gramática das neurociências. XVII tecidos memória personalidade DSMIII, DSMIII DSM III, III DSM-III PósTraumático Pós Traumático destinado finalmente neurocientífica narrativa transição ser depois neurociências

Abstract Since its origin in the surgical medicine of the 17th century, trauma research has had multiple interpretations and has been associated either with visible injuries to organs and tissues, or with the influence of pathogenic psychic agents on memory, consciousness and personality. With the intensification of the role of classification systems since DSM-III, the phenomenon of trauma came to be incorporated into the psychiatric realm through Post-Traumatic Stress Disorder and destined finally to the constraints of neuroscientific research. Based on a narrative review, this article will address one of the fundamental epistemological premises for this transition, which informs how psychological trauma gained autonomy over anatomical descriptions to be reclassified, around a century later, as an essentially bodily phenomenon and incorporated into the jargon of neurosciences.

Resumo Desde o seu nascimento na medicina cirúrgica do século XVII, a pesquisa do trauma admitiu interpretações múltiplas e associadas ora às lesões visíveis de órgãos e tecidos, ora à influência de agentes psíquicos patogênicos sobre a memória, a consciência e a personalidade. Com o aprofundamento do papel dos sistemas classificatórios desde DSM-III, o fenômeno do trauma será incorporado ao prisma psiquiátrico através do Transtorno de Estresse Pós-Traumático e destinado, finalmente, à circunscrição da pesquisa neurocientífica. A partir de revisão narrativa, este artigo abordará uma das premissas epistemológicas fundamentais para essa transição, que informa como o trauma psicológico ganhou autonomia sobre as descrições anatômicas para ser, cerca de um século depois, por ela reanexado enquanto fenômeno essencialmente corporal e aderido à gramática das neurociências.

Abstract: The aim of this article is to describe innovation in psychopedagogy as a consequence of the knowledge provided by cognitive psychology, which have fostered new strategies and psychopedagogical goals. The analysis of this cognitive evolution results from 80 years of research in developmental, clinical and educational psychology, along with research on school learning and learning difficulties. Contributions from cognitive psychology, neuropsychology and neuroimaging have affected this evolution. The key element of this innovation is to promote the development of children's metacognition in order to improve their academic performance and overcome their learning difficulties.

Resumen: En este artículo se describe la innovación de la psicopedagogía como consecuencia de los conocimientos que le ha aportado la psicología cognitiva, que han originado nuevas estrategias y objetivos psicopedagógicos. El análisis de esta evolución cognitiva es resultado de 80 años de investigaciones en psicología infantil, clínica y educacional, acompañado de investigaciones sobre el aprendizaje escolar y las dificultades que presentan algunos niños para aprender. Los aportes de la psicología cognitiva, la neuropsicología y las neuroimágenes han tenido efecto en esta evolución. El elemento clave de esta innovación en la psicopedagogía es estimular en los niños el desarrollo de la metacognición para mejorar su rendimiento y superar sus dificultades para aprender.

Resumo: Este estudo qualitativo investigou, por meio de entrevistas autobiográficas, os significados afetivos dos projetos de vida de cinco educadores brasileiros reconhecidos publicamente por seu compromisso com a educação. Partindo de uma perspectiva teórico-metodológica dos Modelos Organizadores do Pensamento e da Neurociência dos Afetos, objetivou-se avançar na compreensão do papel das emoções na construção de projetos de vida éticos. Destaca-se, como fenômeno comum, a integração das metas pessoais com metas para além de si, reguladas pelo sentimento de bem-estar vivido na profissão docente e no cuidado do outro e pelos sentimentos de dor e indignação diante da violência, ressignificados como motores para a transformação da realidade. Resumo investigou autobiográficas educação teóricometodológica teórico metodológica Afetos objetivouse objetivou se éticos Destacase, Destacase Destaca se, Destaca-se comum si bemestar bem estar violência realidade

Abstract: This qualitative study investigated, by autobiographical interviews, the affective meanings in the life plans of five Brazilian educators who are publicly recognized for their deep commitment to education. Starting from the theoretical-methodological perspective of the Organizing Models of Thinking and Affective Neuroscience, this study aimed to advance the understanding of the role of feelings in the construction of ethical life plans. This research highlights, as a common phenomenon, the integration of personal objectives with goals beyond the self, which are regulated by the well-being experienced in the teaching profession, in caring for others, and by feelings of pain and indignation in the face of violence that are resignified as drivers to transform reality. Abstract investigated interviews education theoreticalmethodological theoretical methodological Neuroscience highlights phenomenon self wellbeing well being profession others reality

Resumen: Este estudio cualitativo buscó en entrevistas autobiográficas los significados afectivos de los proyectos de vida de cinco educadores brasileños reconocidos públicamente por su compromiso con la educación. Desde una perspectiva teórico-metodológica de los modelos organizadores del pensamiento y de la neurociencia de los afectos, se pretendió avanzar en la comprensión del rol de las emociones en la construcción de los proyectos de vida éticos. Se destaca como fenómeno común la integración de metas personales con metas colectivas, reguladas por el sentimiento de bienestar experimentado en la profesión docente y en el cuidado del otro, y por sentimientos de dolor e indignación ante la violencia resignificados como impulsores de la transformación de la realidad. Resumen educación teóricometodológica teórico metodológica afectos éticos colectivas otro realidad

Résumé : Cette étude qualitative a investigué, à travers des entretiens avec une approche autobiographique, les significations affectives des projets de vie de cinq éducateurs brésiliens publiquement reconnus pour leur engagement envers l’éducation. Basé sur une approche théorico-méthodologique des Modèles Organisateurs de la Pensée et des Neurosciences des Affects, il visait à avancer dans la compréhension du rôle des sentiments dans la construction de projets de vie éthiques. Comme un phénomène courant, il souligne l’intégration d’objectifs personnels avec des objectifs collectifs, régulés par le sentiment de bien-être ressenti dans le métier d’enseignant et dans le soin des autres et par des sentiments de douleur et d’indignation face à la violence, resignifiés comme moteurs de transformation de la réalité. investigué autobiographique léducation. léducation l éducation. éducation l’éducation théoricométhodologique théorico méthodologique Affects éthiques courant lintégration intégration dobjectifs d collectifs bienêtre bien être denseignant enseignant dindignation indignation violence réalité

Every human society as well as almost all human life is infused with ethics. There is common acknowledgement that morality and ethics are indispensable in addressing the serious global challenges humanity is faced with today. However, we seemed to have lost our grip on what morality is. How do we best understand human morality and ethics? This research argues that responsible ethics rests on a credible understanding of what it means to be human. The following exploration of the emergence of religion within the science and religion discourse formed part of a series of three seminars that have as their main objective to address a giant void regarding ethical and moral reflection within our society. This research was part of the discourse of the first seminar with the following main research question: What do we learn from the empirical study of morality (in the evolutionary sciences, the neurosciences, cultural anthropology, sociology, and moral psychology) about the sources, functions and characteristics of morality, and its relation to religion? This study offers an exploration of our capacity for religious awareness and belief against the background of niche construction theory. The capacity for imagination seems to have contributed to human evolutionary success and consequently our religious disposition. This transdisciplinary study combines perspectives of some of the most prominent interlocutors in the contemporary discourse on the emergence of religious awareness. By integrating the numerous perspectives evident in this study, this research explores how evolutionary thought can be constructively appropriated to interdisciplinary theology and ethics. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: This article explores the origin of religious awareness and belief as part of a larger discourse on morality in history. The interdisciplinary conversation covers the fields of evolutionary anthropology and theology within the contemporary science-theology discourses.

ABSTRACT BACKGROUND AND OBJECTIVES: Fibromyalgia syndrome (FMS) is characterized by different factors, such as chronic diffuse muscle pain (CDMP), fatigue and psycho-emotional changes. Among the animal models that mimic FMS, the acid saline model is consolidated in the development and maintenance of CDMP. Resistance training (RT) has been an effective method for reducing pain in FMS. Thus, the aim of the present study was to evaluate the effects of resistance training on nociceptive and motor responses in an animal model of chronic diffuse muscular pain. METHODS: Twenty-four male Wistar rats were allocated into four groups: resistance training, RT control, amitriptyline (AMITRIP) and AMITRIP control; all treatment protocols lasted 4 weeks. CDMP was induced in all mice. Then, the animals were treated with low-intensity RT (40% 1 maximum repetition) and AMITRIP (10 mg/kg/day). The mechanical paw withdrawal threshold, locomotor activity and muscle strength were evaluated. RESULTS: Animals treated with both RT and AMITRIP showed an increase in the mechanical paw withdrawal threshold (p<0.05) compared to their controls, suggesting a reduction in mechanical hyperalgesia. There was no improvement in locomotor activity in all groups (p>0.05). Animals with CDMP that underwent RT showed an increase in hindlimb muscle strength (p<0.0001) compared to the RT control group. CONCLUSION: Low-intensity resistance training resulted in antihyperalgesic effects and improved muscle strength in animals submitted to the CDMP model. OBJECTIVES FMS (FMS factors CDMP, , (CDMP) psychoemotional psycho emotional changes (RT Thus METHODS Twentyfour Twenty (AMITRIP weeks mice Then lowintensity low intensity 40% 40 (40 repetition 10 (1 mg/kg/day. mgkgday mg/kg/day . mg kg day mg/kg/day) evaluated RESULTS p<0.05 p005 p 0 05 (p<0.05 controls hyperalgesia p>0.05. p>0.05 (p>0.05) p<0.0001 p00001 0001 (p<0.0001 group CONCLUSION Lowintensity Low (CDMP (4 ( p<0.0 p00 (p<0.0 p>0.0 (p>0.05 p<0.000 p0000 000 (p<0.000 p<0. p0 (p<0. p>0. (p>0.0 p<0.00 p000 00 (p<0.00 p<0 (p<0 p>0 (p>0. p< (p< p> (p>0 (p (p>

RESUMO JUSTIFICATIVA E OBJETIVOS: A síndrome da fibromialgia (SFM) é caracterizada por diferentes fatores, como dor crônica muscular difusa (DCMD), fadiga e alterações psicoemocionais. Dentre os modelos animais que mimetizam a SFM, o modelo de salina ácida é consolidado no desenvolvimento e na manutenção da DCMD. O treinamento resistido (TR) tem sido um método eficaz para redução da dor na SFM. Assim, o objetivo do presente estudo foi avaliar os efeitos do TR na resposta nociceptiva e motora em modelo animal de dor crônica muscular difusa. MÉTODOS: Vinte e quatro ratos machos Wistar foram alocados em quatro grupos: treinamento resistido (TR), controle do TR, amitriptilina (AMITRIP) e controle da AMITRIP, todos os protocolos de tratamento tiveram duração de 4 semanas. A DCMD foi induzida em todos os ratos. Em seguida, os animais foram tratados com TR de baixa intensidade (40% 1 repetição máxima) e AMITRIP (10 mg/kg/dia). Foram avaliados o limiar mecânico de retirada de pata, a atividade locomotora e a força muscular. RESULTADOS: Animais tratados tanto com TR quanto com AMITRIP apresentaram aumento do limiar mecânico de retirada de pata (p<0,05) em relação aos seus controles, sugerindo redução da hiperalgesia mecânica. Não foi observada melhora da atividade locomotora em todos os grupos (p>0,05). Animais com DCMD que realizaram TR obtiveram aumento da força muscular dos membros posteriores (p<0,0001) em comparação ao grupo controle do TR. CONCLUSÃO: Treinamento resistido de baixa intensidade resultou em efeitos anti-hiperalgésicos e melhora da força muscular em animais submetidos ao modelo de DCMD. OBJETIVOS SFM (SFM fatores DCMD, , (DCMD) psicoemocionais (TR Assim MÉTODOS (AMITRIP semanas seguida 40% 40 (40 máxima 10 (1 mg/kg/dia. mgkgdia mg/kg/dia . mg kg dia mg/kg/dia) RESULTADOS p<0,05 p005 p 0 05 (p<0,05 controles mecânica p>0,05. p>0,05 (p>0,05) p<0,0001 p00001 0001 (p<0,0001 CONCLUSÃO antihiperalgésicos anti hiperalgésicos (DCMD (4 ( p<0,0 p00 (p<0,0 p>0,0 (p>0,05 p<0,000 p0000 000 (p<0,000 p<0, p0 (p<0, p>0, (p>0,0 p<0,00 p000 00 (p<0,00 p<0 (p<0 p>0 (p>0, p< (p< p> (p>0 (p (p>

Resumen: El confinamiento y aislamiento social durante la pandemia por COVID-19 limitaron el contacto físico estrecho, en especial los de cercanía, del que destacan los abrazos. El impacto social del vacío y aislamiento afectivo aún perdura. El abrazo es una respuesta innata afectiva del ser humano que se expresa en diferentes circunstancias. Tiene su origen en diferentes regiones cerebrales, que van de las límbicas a las corticales, en las que se entrelaza una compleja interacción entre aferencias, sistemas de señalización y neurotransmisores que condicionan una respuesta neurohormonal con impacto multisistémico. El abrazo va más allá de este complejo sustrato, representa la sublimación de lo meramente anatómico y fisiológico, a la manifestación afectiva del espíritu humano. El objetivo de este breve ensayo es poner a su consideración las bases neurocientíficas del abrazo y su expresión en la complejidad de la vida y el arte.

Abstract: Confinement and social isolation during the COVID-19 pandemic limited close physical contact, especially close ones, of which hugs stand out. The social impact of emptiness and affective isolation still endures. The hug is an innate affective response of the human being that is expressed in different circumstances. It originates from different brain regions, ranging from limbic to cortical, in which a complex interaction between afferents, signaling systems, and neurotransmitters is intertwined, conditioning a neurohormonal response with multisystem impact. The hug goes beyond this complex substrate, it represents the sublimation of the merely anatomical and physiological, to the affective manifestation of the human spirit. The objective of this brief essay is to put to your consideration the neuroscientific bases of the hug and its expression in the complexity of life and art.