RESUMO
Recursos audiovisuais são estratégias utilizadas para facilitar o processo ensino-aprendizagem. Entretanto, o uso de filmes comerciais como recurso pedagógico para o ensino das ciências da saúde, tal como a farmacologia, não é tão comum. O objetivo deste artigo é relatar nossa experiência com o uso de filmes, como: Linha Mortal, Mr. Jones, Tempo de despertar, entre outros, como ferramenta de ensino da disciplina Neurofarmacologia. Embora seja ministrada para o ensino de graduação do curso de Enfermagem da Universidade de Brasília, a metodologia pode ser adotada em outros cursos da área de Ciências da Saúde. A combinação de referencial teórico de Neurofarmacologia e a discussão dos filmes em sala de aula pode ser comparada a um estudo de caso, cuja narrativa permite aproximar os estudantes da realidade, tornando lúdico e fácil de relacionar as situações clínicas com o tratamento farmacológico, além de assimilarem novos conceitos.
Audiovisual resources are strategies used to facilitate the process of teaching. However, the use of commercial films as an educational resource for teaching health sciences, such as pharmacology, is not very common. The purpose of this article is to describe our experience with using films, as Flatliners, Mr. Jones, Awakenings, among others, as a teaching tool for the Neuropharmacology course. Although it is used to teach undergraduates at the Nursing course of Brasília University, the methodology can be adopted by other courses in the field of Health Sciences. The combination of the theoretical framework of Neuropharmacology and the classroom discussion of the films can be compared to a case study, whose narrative allows the students to be brought closer to reality, making it entertaining and easier for them to relate to clinical situations, with pharmacotherapy, and to assimilate new concepts.
Los recursos audiovisuales son estrategias para facilitar el proceso de enseñanza-aprendizaje. El uso de películas comerciales como recurso pedagógico para la enseñanza de las ciencias de la salud, tal como la farmacología, no es tan común. El objetivo de este artículo es relatar nuestra experiencia al usar películas, como, Línea Mortal, Mr. Jones, Tiempo de despertar, entre otras, como herramienta de enseñanza de la asignatura de Neurofarmacología. Aunque se utilice para la enseñanza del curso de graduación de Enfermería de la Universidad de Brasilia, la metodología se puede adoptar en otros cursos de las Ciencias de la Salud. La combinación del referencial teórico de Neurofarmacología y la discusión de las películas en clases se puede comparar a un estudio del caso, cuya narrativa permite aproximar los estudiantes a la realidad, volviendo lúdico y más fácil relacionar las situaciones clínicas con el tratamiento farmacológico y assimilar nuevos conceptos.
Assuntos
Filmes Cinematográficos , Neurofarmacologia/educação , Recursos AudiovisuaisRESUMO
Studies involving alcohol and its interactions with other neurotoxicants represent the focus of several works of research due to the fact that the use of alcohol can sometimes leads to serious health problems. Fetal exposure to alcohol and mercury has a high incidence in some regions of Brazil, where there are pregnant women who are alcoholics and live in mining areas. This work was conducted to examine the effects of combined exposure to ethanol (EtOH) and methylmercury (MeHg) in rats during the development of the central nervous system (CNS). Experimental behavioral animal models/tests were used in order to examine locomotion, anxiety, depression and memory. Pregnant rats received tap water or EtOH 22.5% w/v (6.5 g/kg per day), by gavage) during pregnancy and breast-feeding. On the 15th day of pregnancy, some groups received 8 mg/kg of MeHg (by gavage). The groups were as follows: control, EtOH, MeHg and EtOH+MeHg. The experimental results showed that the EtOH, MeHg and EtOH+MeHg groups reduced the percentage of frequency and time spent in the open arms entries of the elevated plus-maze (EPM) test, when compared to the control group. This result suggests an anxiogenic behavioral response. The MeHg group increased locomotor activity in the arena and the immobility time in the forced swimming test, suggestive of depression-like behavior. The EtOH+MeHg group showed greater reductions in the percentages of frequency and time spent in the open arms entries in the EPM test, suggesting a sedative-behavior since the frequency of enclosed arm entries was affected. In the inhibitory avoidance task, the EtOH+MeHg group reduced the latency of the step-down response onto the grid floor, suggesting a cognitive and behavior dysfunctions. Taken together, the results suggest that EtOH and/or MeHg intoxication during the developing CNS may be a risk for deficits related to locomotor impairment, anxiety, depression and neurocognitive functions. There is a possibility that EtOH may prevent some of the MeHg responses, but the precise mechanism of action involved in this process needs to be considered for future research.
