Interleukin-6 Signaling in Triple Negative Breast Cancer Cells Elicits the Annexin A1/Formyl Peptide Receptor 1 Axis and Affects the Tumor Microenvironment.

Annexin A1 (AnxA1) is a pleiotropic protein that exerts essential roles in breast cancer (BC) growth and aggressiveness. In our previous work, we described the autocrine signaling of AnxA1 through formyl peptide receptor 1 (FPR1) in the triple-negative (TN) BC cell line, MDA-MB-231. Here, we aimed to describe the interaction between the AnxA1/FPR1 and the Interleukin-6 (IL-6) signaling pathways and their role in the tumor microenvironment (TME). First, we demonstrated that AnxA1 and IL-6 expression levels are correlated in BC tissue samples. In three TNBC cell lines, overexpression of both AnxA1 and IL-6 was also identified. Next, we inhibited FPR1, the IL-6 receptor and STAT3 in both MDA-MB-231 and MDA-MB-157 cells. The FPR1 inhibition led to increased levels of IL-6 and secreted AnxA1 in both cell lines. On the other side, inhibition of the IL-6 receptor or STAT3 led to the impairment of AnxA1 secretion, suggesting the essential role of the IL-6 signaling cascade in the activation of the AnxA1/FPR1 autocrine axis. Finally, we described the interaction between IL-6 and the AnxA1/FPR1 pathways and their role on the TME by analyzing the effect of supernatants derived from MDA-MB-231 and MDA-MB-157 cells under the inhibition of FPR1 or IL-6 signaling on fibroblast cell motility.

Contribuições do ensino híbrido e da neurociência para o processo de ensino-aprendizagem / Contributions of hybrid teaching and Neuroscience to the teaching learning process

Este artigo propõe uma reflexão acerca do que é possível observar nos estudantes de hoje, revelando a importância das adaptações curriculares para o sucesso das aprendizagens, e que cada estudante é único e precisa ser visto dentro de suas particularidades, e, dessa forma, propor uma educação com condições de construir conhecimento de forma consciente e significativa, uma educação para todos. Para compreender melhor o processo de ensino-aprendizagem, a Neurociência aplicada à educação, junto com outras vertentes, ajuda a despertar a curiosidade e o interesse de como esse estudante aprende e como tudo isso fica guardado na memória e nas conexões cerebrais. É importante ressignificar os conhecimentos e abrir espaço para a contribuição da Neurociência e a adequação para o ensino híbrido, utilizando esses novos recursos, acompanhamentos e adaptações curriculares para a aprendizagem e desenvolvimento dos estudantes com dificuldades de aprendizagem.

This article proposes a reflection on what is possible to observe in today's students, revealing the importance of curricular adaptations for the success of learning, and that each student is unique and needs to be seen within its particularities, and thus proposing an education with conditions to build knowledge in a conscious and meaningful way, an education for all. In order to better understand the teaching process, learning Neuroscience applied to education, along with other aspects, help to arouse curiosity and interest in how this student learns and how all this is kept in memory and brain connections. It is important to reframe knowledge and open space for the contribution of Neuroscience and the adequacy for hybrid teaching, using these new resources, accompaniments and curricular adaptations for the learning and development of students with learning difficulties.