Obesity negatively impacts maternal and fetal metabolism, leading to the programming of metabolic disturbances in the offspring. We have previously reported numerous maternal, fetal and offspring alterations in a rat model of obesity. In this study, we administered butyrate-a short-chain fatty acid derived from gut microbiota metabolism-to obese mother rats during pregnancy and lactation in an attempt to improve maternal health and prevent the fetal features associated with the programming of fatty liver disease. The initial experimental study design comprised female Albino-Wistar rats assigned to either a control diet (C group) or a high-fat diet (FD group) to induce obesity, before being paired with control males. Pregnant rats received either butyrate (CB or FDB) or water as a vehicle (C or FD) during gestation and were euthanized at day 21 of pregnancy. The second experimental design comprised C, FD, and FDB rats that gave birth and breastfed their pups, with mothers being euthanized at the conclusion of the lactation period. At term gestation, rats with obesity exhibited increased adiposity, hepatic lipid accumulation, triglyceridemia, and circulating IL-1β. Their fetuses displayed increased body weight, liver lipid over-accumulation, and altered mRNA levels of genes involved in liver damage. Notably, butyrate administration decreased maternal circulating levels of triglycerides and IL-1β, and prevented fetal overweight status and hepatic lipid accumulation at term gestation. Importantly, butyrate exerted no effect on control rats or their fetuses. Moreover, butyrate administration ameliorated features of fatty liver disease in overweight rats at the end of lactation, further demonstrating its beneficial effects on both mothers and fetuses in this rat model of obesity.
Los relatos de Rodríguez Gómez exponen, sin moralismos ni concesiones, una realidad visceral donde el cuerpo se convierte en campo de inscripción de la violencia física, sexual y emocional. La narrativa evidencia la pérdida de inocencia de una juventud atrapada entre ideales fallidos e instituciones corruptas, configurando una “generación perdida”.
School dropout in Youth and Adult Education is approached here as a structural, multicausal phenomenon of the modern school dispositif — not as an anomaly confined to a single institution. The paper systematizes a Supervised Professional Practicum in educational psychology, conducted in 2018 in the night shift of a secondary school in Paraná, Argentina, under the province's Youth and Adult Education Modality (Resolución N.º 2158, C.G.E.). Drawing on institutional psychoanalysis, critical pedagogy and instrumental-mediational theory, and following the methodology of Systematization of Educational Experiences articulated with Participatory Action Research, the study reconstructs a five-dimensional practitioner toolkit — professional, institutional, situational-operative, specific-operative and technical-instrumental. Vocational guidance is analyzed as a specific-operative device for working on students' relationship to desire, knowledge and future projection, rather than as a theme unrelated to dropout. Two reflective workshops, held with graduating students and with staff, illustrate the toolkit's operative capacity. The paper argues that a clinical-institutional, community-based orientation offers a viable, situated response to institutional malaise in contexts where the psychologist's post remains formally untypified.
Frente a quienes afirman que el principal obstáculo para alcanzar una comprensión social adecuada sobre la ciencia es la existencia y circulación de una imagen idealizada de ella, se sostiene la necesidad de indagar y considerar más cuidadosamente la intervención de otros factores disruptivos de esa comprensión. Con fundamento en los datos empíricos registrados durante más de una década en el dictado de la asignatura Epistemología en una universidad pública argentina, el artículo reflexiona sobre la manera en que los componentes culturales, ideológicos y religiosos de la subjetividad se revelan constitutivos de las nuevas maneras en que los sujetos gestionan y dan sentido a sus vidas, y desde las cuales estructuran su entendimiento, apreciación y actitud frente a la ciencia. Ante un escenario social en el que la autoridad de la ciencia es crecientemente desafiada, lxs autorxs advierten sobre los múltiples orígenes de esa rebelión. Obstacles to an adequate understanding of science in higher education. New scenarios Abstract In the face of those who argue that the main obstacle to achieving an adequate understanding of the nature of science is the existence and social circulation of an idealized image of it, the need to investigate and consider more carefully the intervention of other factors that disrupt that understanding is maintained. Based on empirical data recorded and analyzed during more than a decade in the teaching of the Epistemology at a public university in Argentina, the article reflects on the way in which the cultural, ideological and religious components of subjectivity are revealed to be constitutive of the new ways in which subjects manage and give meaning to their lives and from which they structure their understanding, appreciation and attitude towards science. In a social scenario in which the authority of science is increasingly challenged, the authors warn about the multiple origins of this rebellion.
El presente artículo deriva de una tesis de posgrado centrada en un asunto constitutivo del campo pedagógico: los procesos de formación docente inicial. Desde la perspectiva de egresados/as, se analizan relatos de trayectorias formativas acontecidas durante el itinerario de la formación como profesores/as de Psicología en la Facultad de Humanidades, Artes y Ciencias Sociales de la Universidad Autónoma de Entre Ríos (UADER). Reconociendo a las subjetividades como construcciones siempre en proceso, se abordan los modos en que se construyó y se construye la profesión docente a partir de condiciones objetivas y subjetivas que los/as profesores/as identifican y narran como parte de sus historias de formación. El interés se focaliza en aquellas prácticas, relaciones y experiencias que han adquirido valor formativo y son recuperadas como hitos o huellas que se distinguen por sobre lo canónico. Inscriptas en los enfoques (auto)biográficos y narrativos, se pretende poner de relieve interpretaciones y relatos que los propios sujetos realizan sobre sus experiencias vitales y pedagógicas desde la perspectiva del presente. En tal sentido, la investigación evoca y yuxtapone sentidos de distintas temporalidades: configuraciones discursivas que cada profesor/a construye en el presente a partir de rememorar y resignificar lo acontecido desde sus lugares de estudiantes universitarios.
