Resumo O presente estudo reflete sobre o trajeto da histologia na transição do século XIX para o XX, em Portugal e em Espanha, para estabelecer um paralelo entre as contribuições de Santiago Ramón y Cajal e Marck Athias, ambos determinantes para o desenvolvimento da medicina experimental na Península Ibérica, reconhecidos como pilares de uma nova mentalidade científica europeia, na alvorada do século XX. Neste estudo de caso, refletimos sobre as vicissitudes da construção da ciência na “periferia” europeia, no contexto da categoria historiográfica centro-periferia desenvolvida pelo grupo Science and Technology in the European Periphery (Step), confrontando a realidade ibérica com o modelo de ciência alemã, no período em estudo.

Abstract The trajectory of histology at the cusp of the twentieth century in Portugal and Spain is investigated to draw a parallel between the contributions of Santiago Ramón y Cajal and Marck Athias, both of whom were instrumental in the development of experimental medicine in the Iberian Peninsula and recognized as pillars of a new European scientific mindset at the dawn of the twentieth century. In this case study we reflect on the vicissitudes of the construction of science in the “periphery” of Europe, in the context of the historiographical category of center-periphery developed by STEP (Science and Technology in the European Periphery), contrasting the reality in Iberia with the model of German science in the period under study.

RESUMO Crianças com deficiência múltipla sensorial podem não desenvolver a linguagem de forma efetiva, pois a combinação de deficiências tende a reduzir a participação em seu meio e prejudicar o desenvolvimento da linguagem. O objetivo desta pesquisa foi analisar os processos interacionais, ou seja, os comportamentos de atenção (atenção à pessoa, atenção ao objeto e atenção conjunta) e comunicativos, entre uma aluna com deficiência múltipla sensorial (4 anos e 6 meses de idade) e sua professora, especializada na área da surdocegueira e deficiência múltipla sensorial. Os dados foram coletados durante atividades em sala de aula, por meio de observação participante e de gravações audiovisuais da interação/díade, e analisados com auxilio do programa ATLAS.TI. Os resultados apontaram que a aluna apresentou atenção ao objeto, em atividades que envolveram música e ritmo. Como potencial forma de comunicação não verbal, observou-se olhar, movimentos corporais e vocalização. As formas de comunicação da professora foram verbal, toque, visual, auditiva (ritmo) e sinais de Língua Brasileira de Sinais. A aluna apresentou potenciais trocas de turnos apenas quando a ação foi iniciada pela professora. A qualidade das atividades, os materiais utilizados e a participação mostraram ter impacto sobre os níveis de atenção e comunicação. Mais pesquisas devem considerar esses resultados, como forma de definir quais as atividades que podem contribuir para apoiar o desenvolvimento e a qualidade de vida das crianças com deficiência múltipla sensorial. Assim, professor e fonoaudiólogo devem conhecer a forma como cada criança se comunica e manterem-se alertas para os comportamentos não verbais, a fim de estabelecerem uma comunicação efetiva.

ABSTRACT Children with multiple sensory disabilities may not develop the language effectively, given that the combination of disabilities tends to reduce their participation in the environment and harm language development. The objective of this research was to analyze the interaction processes, i.e., the attention (attention to the person, attention to the object and joint attention) and communicative behaviors between a student with multiple disabilities (age: 4 years and 6 months) and her teacher specialized in the field of sensory multiple disabilities. The data were collected during activities in the classroom, through participant observations and audiovisual recordings of teacher/child interactions and analyzed with the ATLAS.TI program. The results indicated that the student showed attention to the object in activities involving music and rhythm. As potential forms of nonverbal communication it was observed eye gaze body movement and vocalizations. The teacher forms of communication were verbal, touch, visual, auditory (rhythm) and Brazilian Sign Language. The student presented potential turn-taking only when the action was initiated by the teacher. The quality of the activities, the materials used and the participation showed to have impact on the levels of attention and communication. More researches should consider these results as a way to define which activities that can contribute to support the development and quality of life of children with sensory multiple disabilities. Thus, teacher and speech/language therapist should know the way each child communicates and to be alert to nonverbal behaviors as a way to establish effective communication.

Todas as crianças, independentemente das suas necessidades, deveriam ter acesso a uma educação de qualidade e a serem incluídas nas suas famílias e comunidades. Esta afirmação inclui as crianças mais vulneráveis, em particular as crianças com dificuldades intelectuais e multideficiência. Os resultados da investigação sobre a educação de crianças com dificuldades intelectuais e multideficiência ainda não produziram até ao momento informação suficiente que possa ser usada para desenvolver indicadores de qualidade para a avaliação das práticas e dos serviços. A investigação nesta área é limitada por constrangimentos éticos, dificuldades na determinação de amostras e desafios metodológicos, sendo reduzido o número de estudos capaz de produzir a informação necessária. Este artigo tem como objetivo discutir fatores que contribuam para a qualidade do envolvimento de crianças com dificuldades intelectuais e multideficiência em atividades educativas, com base na experiência das autoras e na informação disponível que tem sido publicada sobre este assunto. Com base nesta discussão é sugerido um conjunto de indicadores que poderão ajudar os profissionais a dirigir as suas observações para a qualidade da oferta educativa e para aspetos significativos dos desempenhos das crianças quando envolvidas em atividades curriculares.

Tous les enfants, indépendamment de leurs besoins, devraient avoir accès à une éducation appropriée et faire partie de leurs familles et communautés. Cela inclut le groupe des enfants les plus vulnérables, en particulier ceux ayant un polyhandicap sévère. Les données sur l'éducation des enfants avec polyhandicap sévère n’ont pas encore fourni d’informations de qualité suffisante pouvant être utilisées pour développer des indicateurs de qualité efficaces d'évaluation des services et des pratiques. La recherche dans ce domaine est limitée en raison de contraintes éthiques, difficultés d’échantillonnage et défis méthodologiques, réduisant le nombre d'études qui pourraient correctement fournir des informations. Pourtant, le besoin de présenter des évidences basées sur des pratiques qui contribuent efficacement au développement et à l'évaluation de l'offre d'apprentissage pour les enfants polyhandicapés nécessite une discussion plus approfondie à la fois des objectifs de l'éducation pour ces enfants et du contenu et des instruments d'évaluation qui aiderait à identifier la qualité de l'enseignement dispensé. Cet article vise à discuter des facteurs qui contribuent à la qualité de la participation des enfants atteints de plolyhandicap sévère à des activités éducatives, à la suite de l'expérience des auteurs et des informations disponibles publiées sur le sujet. A partir de cette discussion, un ensemble d’indicateurs de qualité est suggéré, celui-ci peut aider les professionnels à diriger leurs observations sur la qualité de l'offre éducative et les aspects significatifs de la performance de l'enfant participant à des activités pédagogiques.

All children, independently of their needs, should have access to appropriate education and be part of their families and communities. This includes the group of most vulnerable children, particularly those with Profound Intellectual and Multiple Disabilities (PIMD). Data on the education of children with PIMD has not, as yet, provided enough quality information which can be used to develop effective quality indicators for assessment of services and practices. Research in this area is limited due to ethical constraints, sampling difficulties and methodological challenges, reducing the number of studies which could properly provide information. Still, the need to provide evidence based practices which effectively contribute to the assessment of development and learning offerings for children with PIMD requires more in-depth discussion of both the goals of education for these children and the contents of assessment instruments that help to identify the quality of the education provided. This article aims to discuss factors which contribute to the quality of involvement of children with PIMD’s in educational activities, as a result of the authors’ experience and the available information published around the topic. Based on this discussion, a set of quality indicators is suggested, which may help professionals to direct their observation into the quality of the educational offerings and meaningful aspects of the child’s performance while involved in curriculum activities.

The insect fat body is a multifunctional organ analogous to the vertebrate liver. The fat body is involved in the metabolism of juvenile hormone, regulation of environmental stress, production of immunity regulator-like proteins in cells and protein storage. However, very little is known about the molecular mechanisms involved in fat body physiology in stingless bees. In this study, we analyzed the transcriptome of the fat body from the stingless bee Melipona scutellaris. In silico analysis of a set of cDNA library sequences yielded 1728 expressed sequence tags (ESTs) and 997 high-quality sequences that were assembled into 29 contigs and 117 singlets. The BLAST X tool showed that 86% of the ESTs shared similarity with Apis mellifera (honeybee) genes. The M. scutellaris fat body ESTs encoded proteins with roles in numerous physiological processes, including anti-oxidation, phosphorylation, metabolism, detoxification, transmembrane transport, intracellular transport, cell proliferation, protein hydrolysis and protein synthesis. This is the first report to describe a transcriptomic analysis of specific organs of M. scutellaris. Our findings provide new insights into the physiological role of the fat body in stingless bees.

A etiologia da doença do sono era desconhecida até o início do século XX. Essa doença tipicamente africana em breve se tornaria o principal obstáculo à colonização europeia. O envio de missões científicas às colônias para seu estudo in loco tornou-se inevitável. Portugal enviou a primeira missão de estudo, a Angola, em 1901, e a Royal Society of London apoiou duas missões britânicas de estudo da doença, em Entebe. O resultado dessas investigações estabeleceu uma controvérsia, na qual Portugal esteve envolvido de 1898 a 1904, no circuito nacional e internacional, objeto de análise deste artigo.

The etiology of sleeping sickness was unknown until the early twentieth century. This African disease soon became the main obstacle to European colonization. Sending scientific missions to the colonies to monitor its progression in loco thus became inevitable. Portugal sent the first research mission to Angola in 1901, and the Royal Society of London sponsored two British missions to study the disease in Entebbe (1902 and 1903). Their results led to a controversy in which Portugal was involved from 1898 to 1904, on the national and international circuits, analysed in this article.

The School of Tropical Medicine was founded in 1902 along with the Colonial Hospital of Lisbon. The Portuguese government recognized the importance of colonising the tropics and therefore supported the creation of a specific locus of medical training that would prove to be crucial to the clinical and experimental study of tropical diseases. This paper examines the importance of such institutions for the emergence of a new scientific area of research while also functioning as a consolidation factor for the Third Portuguese Colonial Empire. The creation of a new concept of medical practice with respect to tropical diseases characterizes a specific aspect of colonization: it underlies and drives the discourse of colonization itself. Consultation of data collected by the Portuguese Tropical School and the Colonial Hospital during the period between 1902 and 1935, the starting point of the present study, seeks to shed light on the ongoing debate concerning the history of tropical medicine within European colonial discourse.