Abstract This study aimed to evaluate the effect of Bifidobacterium animalis subsp. lactis (B. lactis) HN019 in drinking water on the development of apical periodontitis (AP) in rats. In total 60 animals were divided into a control group (sound teeth); Group I - regular water without AP; Group II - probiotic water without AP; Group III - regular water with AP; Group IV - probiotic water with AP. AP was induced after 3 days in the control groups and after 7, 21, and 42 days in groups III and IV. The animals were euthanized, and the mandibles were subjected to histotechnical processing. Samples were stained with hematoxylin & eosin (H&E) to identify root canal features, apical and periapical regions. Additionally, histoenzymology was performed to detect osteoclasts, immunohistochemistry was used to identify osteoclastogenesis markers, and the Brown & Brenn technique was applied for microbiological analysis. The data were analyzed using GraphPad Prism 8.0.1 with a significance level of 5%. Although no statistical differences were observed, the groups administered with probiotics showed better conditions in terms of histological aspects seen microscopically. Furthermore, there were no differences in the number of osteoclasts (p > 0.05). The RANKL marker was not found in the probiotic group at 42 days, unlike in group III.

Abstract: Geographical thinking development is one of the main current topics in geography education. Though, according to the scientific literature, this is key for educating geographically informed citizens, empirical studies on the subject in geography teacher training are limited. This paper reports the results from a case study that examined some categories that may help evidence the development of geographical thinking. For this study, a sample of 45 students from the Geography Teaching Program of the Federal University of Goías, Brazil, was selected. The research method consisted in analyzing the contents of learning activities developed by these students during their teaching practice. Our findings showed that the learning activities contain items that, according to Vigotsky, may favor concept understanding and high-level thinking development, with an emphasis on geographical thinking processes.

Resumen: El desarrollo del pensamiento geográfico constituye uno de los temas más relevantes de la educación geográfica actual. Según la literatura científica, esta temática es clave para la formación de ciudadanos geográficamente informados. Sin embargo, faltan estudios empíricos relacionados con el desarrollo del pensamiento geográfico durante la formación de los profesores de geografía. El objetivo del artículo, es presentar los resultados de una investigación realizada como un estudio de caso, cuya finalidad fue indagar sobre algunas categorías que permitan evidenciar los procesos de construcción del pensamiento geográfico. Se trabajó con una muestra de 45 estudiantes de profesorado en Geografía de la Universidad Federal de Goías, Brasil. Metodológicamente, se realizó un análisis de contenido de los trabajos didácticos realizados por los estudiantes durante su práctica profesional. Entre los principales resultados, se aprecia que los trabajos didácticos contienen actividades que, según los planteamientos de Vigotsky, permiten el desarrollo de conceptos y habilidades de pensamiento superior, con énfasis en procesos de razonamiento geográfico.

Este texto faz uma síntese da teoria vygotskyana sobre o desenvolvimento dos processos psicológicos superiores, destacando alguns conceitos dessa teoria, tais como internalização, mediação semiótica, Zona de Desenvolvimento Proximal, conceitos cotidianos e conceitos científicos, que são especialmente instrumentalizadores da análise dos processos educativos e de sua relação com o desenvolvimento dos processos psicológicos. A partir de uma síntese do pensamento de Vygotsky, o texto busca especificar possíveis contribuições dessa teoria para o ensino de geografia, particularmente para a formação de conceitos geográficos.

This paper synthesizes the theory on the development of the higher mental processes by Vygotsky. It highlights some of its concepts, as internalization, semiotic mediation, Zone of Proximal Development, daily and scientific concepts, which are quite instrumentally helpful to analyze the educational processes and their relationship to the development of the psychological processes. After this synthesis of Vygotsky's thought, it seeks to specify possible contributions of that theory to geography teaching, particularly to the formation of geographical concepts.