ABSTRACT Objective To assess the effects of enfuvirtide on pregnancy in albino rats and their fetuses. Methods Forty pregnant EPM 1 Wistar rats were randomly allocated into four groups: control (E) (distilled water twice/day), G1 (4mg/kg/day enfuvirtide), G2 (12mg/kg/day enfuvirtide), and G3 (36mg/kg/day enfuvirtide) groups. On the 20th day of gestation, the rats were anesthetized and subjected to cesarean section. Their blood was collected for laboratory analysis, and they were sacrificed. The offspring’s fragments of their kidneys, liver, and placentas and the maternal rats’ fragments of their lungs, kidneys, and liver were separated in the immediate postpartum period for light microscopy analysis. Results No maternal deaths occurred. In the second week at the end of pregnancy, the mean weight of the G3 Group was significantly lower than that of the G2 Group (p=0.029 and p=0.028, respectively). Analyzing blood laboratory parameters, the G1 Group had the lowest mean amylase level, and the G2 Group had the lowest mean hemoglobin level and the highest mean platelet count. In the morphological analysis, there were no changes in organs, such as the kidneys and liver, in both the maternal rats and offspring. Three maternal rats in the G3 Group had pulmonary inflammation in the lungs. Conclusion Enfuvirtide has no significant adverse effects on pregnancy, conceptual products, or functional alterations in maternal rats.

O artigo propõe uma reflexão psicolingüística sobre as construções conceituais de crianças surdas no que diz respeito à escrita. O trabalho revela, a partir de um diálogo com as idéias de Emília Ferreiro e Ana Teberosky, que a psicogênese da escrita vivenciada por crianças surdas, que têm a língua de sinais como primeira língua e língua de instrução, se desenrola de forma diferente ao que é vivido por crianças ouvintes em processo inicial de construção da escrita. As principais especificidades dessa aquisição relacionam-se: a não-fonetização da escrita, a uma intensa exploração dos aspectos viso-espaciais da escrita e ao uso dos parâmetros fonológicos da língua de sinais como elemento regulador e organizador da escrita. Tais peculiaridades exigem, portanto, que a escola e o professor alfabetizador revejam suas concepções sobre o processo de escrita no surdo, pensando em (novas) práticas pedagógicas que considerem a realidade bilíngüe e sua relação não-sonora com a escrita.

This paper proposes a psycholinguistic reflection on the conceptual constructions of deaf children in what regards writing. Based on a dialogue with the ideas of Emília Ferreiro and Ana Teberosky, this work reveals that the psychogenesis of writing experienced by deaf children who have sign language as their first and instruction language, occurs in a different way than that of hearing children in the initial process of constructing writing. The main specificities of this acquisition are related to the non-phonetization of writing, to an intense exploration of the visual-spatial aspects of writing and to the usage of the phonologic parameters of sign language as a regulating and organizing element of writing. Such peculiarities thus demand that school and alphabetizing teachers revise their conceptions on the process of writing of the deaf, thinking of (new) pedagogical practices that take into account the bilingual reality and its soundless relationship to writing.