The famous phrase by Theodosius Dobzhansky remains as relevant today as ever: "Nothing in Biology Makes Sense Except in the Light of Evolution." Understanding the evolutionary contexto behind the establishment of biochemical systems contributes to a deeper comprehension of their mechanisms and functions. AI-driven methods have significantly advanced bioinformatics. While these advances are remarkable, they are only the beginning of what AI promises to achieve in the study of evolution, particularly in areas such as orthology determination, which is crucial for identifying evolutionary relationships and functional conservation among genes. This presentation will outline the main strategies, algorithms, and computational tools employed in investigating biochemical system evolution, provide examples of studies in the field, and discuss future perspectives for the application of AI in this domain.
INTRODUCTION: The Leopoldo de Meis National Network for Education and Science (RNEC) began in 1985 at UFRJ and aims to seek innovative alternatives for education, making scientific teaching more engaging, as well as integrating students and teachers from basic education into the experience of universities and research institutions Currently, it involves 30 groups affiliated with 20 education and research institutions distributed across 11 states of the Federation. OBJECTIVES: To seek new pathways for efficient, dynamic, and engaging teaching. To achieve this, it develops methodologies that facilitate learning, demystifying and popularizing science. MATERIALS AND METHODS: Various activities are developed by the groups, but two actions constitute its backbone: short-term experimental courses and pre-scientific initiation internship for young talent. In these courses, students and teachers from public basic education collaborate to design experiments, typically under the guidance of graduate student mentors. Each course begins with a theme related to everyday life, and they are conducted in a playful manner that integrates knowledge with enjoyment. DISCUSSION AND RESULTS: Over the past 40 years, thousands of students and teachers in basic education have participated in short-term experimental courses, dozens have completed pre-scientific initiation internships and a variety of educational materials-including booklets, comics, books, videos, and plays—have been created. The results demonstrate that the creation of innovative alternatives for social demands regarding education, the convergence of art and science to make scientific teaching more enjoyable and attractive, and involving students and teachers from basic education in the experiences of universities and research institutions can significantly transform the landscape of scientific education in the country. CONCLUSION: Professor Leopoldo has left us an invaluable legacy as a researcher, educator, and friend. The continuation of his ideas, respect for others, and commitment to citizen education will endure.
INTRODUCTION: ln Brazil, the Arouca Law (2008) regulates the use of animais in research and encourages alternative methods, such as cell culture and invertebrates, following the 3R principie: reduction, replacement, and refinement. Drosophila melanogaster stands out for its efficiency, low cost, genetic tractability and genetic similarity to humans, but it is still underrepresented in research laboratories across the country. OBJECTIVES: This study aimed at developing strategies to promete the use of Drosophila as the key model organism for advancing biomedical research in Brazil. To achieve this, outreach vídeos were created in partnership with FAPESP and the Roberto Marinho Foundation. We also estimated the costs of culturing Drosophila lines versus cell culture lines. MATERIALS AND METHODS: Brazilian Drosophila scientists working in cancer and neurobiology were interviewed and images of the Drosophila life cycle, mutants, and organs were taken for making three vídeos, to be released by Canal Futura. Comparative cost analyses were conducted based on the average of three distinct budgets for the setup and maintenance of a Drosophi/a and a cell culture labs. DISCUSSION AND RESULTS: The videos engagingly reported the historical and contemporary importance of Drosophila studies and the molecular toais available for this organ ism in modem biomedical research. Results of the cost analyses showed that running a Drosophila lab (traditionally called a "flylab") is nine times cheaper than a cell culture lab, with highly significant cost differences observed for both equipment and consumables. CONCLUSION: lt has already been estimated that culturing Drosophila is 10 fold cheaper than culturing mouse. As part of the directives of the FlyPower group to advocate for Drosophila research in Brazil, our work shows for the first time the econom ic advantages of culturing Drosophila over cel Is i n culture. We hope this will encourage the biomedical scientific community to disseminate flylabs across the country and use this animal model in experimental research.
This lecture delves into the learning of resources associated with artificial intelligence (AI) from a perspective that positions its integration as an integral part of our daily lives. It also underscores the potential and hope brought by the emergence of generative AI, focusing on the educational context. Topics such as research activities, teaching, and especially the challenges related to the assessment process will be explored. Note: The speaker cannot be present in person. The link to her presentation is available on her YouTube channel: https://youtu.be/k04EGEO-nf8.
INTRODUCTION: The COVID-19 pandemic has accelerated the use of digital technologies in education, integrating smartphones and tablets into the school environment. Consequently, the development of educational technological tools has gained prominence with 11no-code11 platforms, which simplify app creation through visual and intuitive interfaces, dispensing the need for conventional programming [1]. OBJECTIVES: The objective of this study to develop an app as an innovative didactic proposal for teaching proteins in Biochemistry using the 11no-code11 platform (Ada lo•). MATERIALS AND METHODS: A survey of available "no-code" platforms was conducted for app development. Based on the syllabus of the Biochemistry course offered for the Agricultura! Sciences programs at UFRRJ, the content to be addressed in the app was determined, as well as the text and images to be used. Design and usability aspects were also considered for creating tabs and the navigation process through the toai. The validation of the app in the classroom is also planned and was approved by the Human Research Ethics Committee CAAE 78300924.7.0000.0311). DISCUSSION AND RESULTS: The Adalo • platform was chosen for its simplicity and visual development capabilities, allowing the use of predefined layouts. lnformative screens about proteins were developed, including concepts, structures, and applications, along with fixation exercises with recorded scores, enabling students to test their knowledge. Despite challenges in adapting the layout for smartphones and including 30 images, the app offers the advantage of multi-platform access (computer, mobile, and tablet) via a link. The colar blue was chosen for the development because it is associated with concentration, calmness, serenity, and confidence [2]. The first version of the app was finalized and is undergoing classroom validation, considering a set of specific heuristics for evaluating the usability of educational mobile apps [3]. CONCLUSION: The platform proved to be accessible, facilitating the development process in a practical and effective manner.
INTRODUCTION: The challenges faced in science education in Brazil can be evidenced by low performance in international assessments. Science education is essential for promoting scientific literacy and fostering critical thinking among citizens. Studies indicate disparities in the allocation of investments based on regional differences. The Rio de Janeiro is a state located in the Southeast region of Brazil. It is composed of 92 municipalities and subdivided into six mesoregions. OBJECTIVES: This study aims to investigate the distribution of high school science laboratories in each mesoregion of the state of Rio de Janeiro. MATERIALS AND METHODS: The data were obtained from the 2022 and 2023 School Census and include information on the total number of schools per mesoregion and the proportion of schools with science laboratories. DISCUSSION AND RESULTS: In 2022, the state of Rio de Janeiro had a total of 1164 public schools, of which only 586, a total of 50.3%, reported having a science laboratory. In 2023, this total number decreased to 1159, and the number of schools with laboratories dropped from 586 to 579, with a percentage of 49.6% of schools with laboratories in the last census. Analyzing the total number of schools, the Metropolitan region concentrates most of them, with 760 units in both years, and has the largest population. However, when considering the proportion of total schools with science laboratories by mesoregion, the South of Rio de Janeiro shows the highest concentration, reaching 64.8% in 2023, while the Metropolitan region ranks fourth, with 48.2%. The North of Rio de Janeiro presents a proportion of 56.8%. CONCLUSION: These findings show evidence of an unequal distribution of science laboratories in high schools, as many schools still lack this educational resource. We still need to investigate the practical activities in between mesoregions and utilization of these science laboratories.
The increased use and appropriation of digital technologies in general, and the Internet in particular, by large sectors of the population has brought about important social changes in recente years. In a world where information is abundant and easily accessible, technology can play a fundamental role in education. In the last decade, several digital technologies have emerged that have addressed the educational field, unlike in previous decades, in which technologies remained more or less stable, around the use of computers (educational software), audiovisual, Internet (blogs, webquests, etc.), multimedia and, more recently, Artificial Intelligence (AI). In the age of AI, education is facing an unprecedented transformation, placing teachers before new challenges and opportunities. In this symposium, we will address the challenges of integrating AI Technologies into the teaching environment. Topics such as adapting curricula to new technological demands, the need for ongoing teacher training for the effective use of these tools, and the impacts of AI on classroom dynamics and the relationship between teachers and students will be discussed. In addition, the ethical and social implications of adopting AI technologies in education will be discussed, including privacy issues and equity in access to technological resources. Finally, paths and strategies to overcome these challenges will be presented, highlighting the importance of collaboration between educators, researchers and students, ensuring more efficient and inclusive education for all.
Promoting Educational practices involving the critical use of technology implies mastering specificcontent knowledge (chemistry, history, maths, etc), pedagogical knowledge, and technologicalknowledge that together fosters a robust teacher and learning process. In the scope of DigitalInformation and Communication Technologies (DICT), Teacher Digital Competencies englobe notonly the use of a specific technology in daily life tasks but also how to incorporate it didactically ineducational practices in order to learn with the resource and about the resource. Notably, thecontemporary and disruptive nature of Generative Artificial Intelligence systems (GAI) raised a set of concerns and possibilities that need to be understood about its uses as an educationalframework. Thus, investigating the use of GAI systems with existing didactic approaches presentsa possible direction for the integration of this resource and promotes the development of digitalcompetencies. Therefore, in this presentation we share some actions that are being planned anddeveloped aiming at the integration of GAI systems in teacher training courses and, in the future,in primary and secondary education. Some of these works focus on investigative approaches,active learning methodologies and are also inserted in the development of STEAM and STEMeducation practices. It is important to highlight that we do not consider the insertion of GAIsystems in all educational contexts and practices as something imperative. The objective of thework is to promote a reflection in order to understand the possibilities and limitations of GAI andother technological resources as educational tools and, from this reflection, to promote thedevelopment of critical knowledge and the improvement of digital competencies for teachers and citizens.
INTRODUCTION: Nowadays, it is inevitable not to question the relationships and influences of digital technologies (Virtual Reality – VR) in education and teaching practices, as well as the positioning and conditions of educational institutions and teachers in this new socio-cultural context. This project emphasizes the importance of considering scientific collaboration through a new approach that addresses the necessity and potential of using virtual environments in the metaverse for scientific purposes, specifically in the visualization of proteins. OBJECTIVES: The objective was to develop a virtual environment featuring amino acids and proteins in Virtual Reality (VR) within the metaverse for use in the teaching-learning process in health-related courses. MATERIALS AND METHODS: Molecules were obtained via Protein Data Bank® and/or modeled using open-source software such as Blender® and Chimera®, converting "PDB" files into ".FBX" models. The system was developed using Unreal Engine from Epic Games® with programming in Blueprint® and virtual visualization through Meta Quest® 2 and 3. DISCUSSION AND RESULTS: Three environments were created, including 20 amino acids, 5 peptides (vasopressin, oxytocin, angiotensin II, glutathione, and bradykinin), and 3 proteins (5MDA, 2C0K, and 1E88), complemented by panels and ambient sounds in Portuguese, English, and Spanish. The system prototype was tested by Pharmacy and Biochemistry students at the Campus Centro-Oeste (CCO/UFSJ) and received high praise, particularly for 3D molecule observation and distinguishing amino acid side chains based on acidity, polarity, and other characteristics. CONCLUSION: In conclusion, this project highlights the important role of Virtual Reality (VR) in education by creating a virtual environment within the metaverse for health-related courses. The system demonstrated significant potential as an educational tool, effectively enhancing the visualization of molecular structures to understand its influence in their chemical properties.
INTRODUCTION: Many current scientific theories understand nature as made of complex networks of interaction and causality. Despite that, the everyday way people see the world presents many simplifier biases that can lead to a contradiction with the scientific perspective. As a result, scientific concepts can be challenging to learn, and misconceptions can be produced. Among the biases mentioned, many are related to distorted judgments about randomness and the probability of events, which makes it plausible to suppose that they can also be involved in the production of scientific misconceptions. OBJECTIVES: To increase knowledge about the relationship between difficulties in reasoning with randomness and difficulties in learning scientific concepts, this study aimed to answer the following questions: 1) do students consider randomness when thinking about molecular processes? 2) how do they explain processes related to randomness? MATERIALS AND METHODS: The study was conducted in undergraduate biochemistry courses and investigated the students’ reasoning for the participation of randomness in enzymatic catalysis and membrane transport. Problem tests were used to collect answers and produce epistemological matrices, which made it possible to group the answers by different ways of speaking. Semi-structured interviews were conducted to gain further information about the student's reasoning. DISCUSSION AND RESULTS: After more than 200 answers were analyzed, three ways of talking about enzymatic catalysis and three about membrane transport were identified. Enzymatic catalysis was sometimes regarded as a) obligatory once enzyme and substrate met each other, b) obligatory only when this interaction happened under ‘ideal conditions’, or c) non-obligatory after the interaction. The direction of membrane transport was seen as dictated by a) the cellular/organism needs, b) a law/principle, or c) because of free molecular movement. CONCLUSION: Not all students take randomness into account, instead their reasoning may rely on simple causal chains created by the presence of rules, entities, and goals, which can lead to inadequate understanding of molecular processes from a scientific perspective.
INTRODUCTION: Assessment of learning in undergraduate education has always been a topic of extensive discussion, a challenge further amplified by new pedagogical methodologies and evolving conceptions of the learning process. The study of Biochemistry involves numerous theoretical concepts and requires constant improvement in assessment methods, especially when the focus shifts from memorization to evaluating comprehension. OBJECTIVES: To assess the difference in student performance on memorization-based exam vs interpretation-based one. Additionally, to analyze students' perceptions of these two assessment formats and to investigate the influence of subject topics organization on student comprehension. MATERIALS AND METHODS: Fifty students attended five lectures on amino acids and proteins, then took two exams: one on memorization, the other on contextual interpretation (designed to cover the same topics). Scores were statistically compared, and participants shared their opinions. Another group of fifty received the same lectures with a reorganized sequence of classroom topics and took the same assessments for comparison. DISCUSSION AND RESULTS: In both groups, students performed better on the memorization-based exam than on the one evaluating conceptual retention. However, this difference was more pronounced in the group that followed the traditional content sequence. All differences were statistically significant. Among the 74 participants who provided feedback, 91% preferred the memorization-based exam, which they found easier, although 39% acknowledged that it was not the best method for assessing actual learning. CONCLUSION: The findings indicate that good performance in a traditional exam format does not necessarily reflect a solid understanding of the studied concepts. Furthermore, simple interventions in content structuring can contribute to enhancing comprehension. Additionally, the study highlights that learning assessment can serve as a tool to generate data and drive methodological improvements in teaching practices.
INTRODUCTION: Biochemistry is usually taught in the first year of undergraduate medical programs in Brazil. According to the theory of meaningful learning, it is important to have subsumed concepts (previous knowledge) so that new knowledge gains meaning. We hypothesized that recent undergraduates were not previously exposed to common terms of basic biochemistry (TBBs). OBJECTIVES: The objective of this study was to identify the degree of familiarity of undergraduate medical students with TBBs. MATERIALS AND METHODS: ln the beginning of the semester, we played "hot potato" using TBBs with first-year medical students (at UFSC), in which each student was assigned a TBB related to the topics of structure and metabolism of carbohydrates/proteins/lipids and enzymes. The game consisted of passing the "hot potato" to the next person by saying out loud the TBB associated with that person. Afterwards, the students (n=48) identified their levels of familiarity with each TBB and evaluated the activity on individual and anonymous forms. We applied the forms once again at the end of the semester (n=38) to identify how familiar the students felt with the TBBs upon completing the course. DISCUSSION AND RESULTS: Following the first application, the majority of the class indicated low familiarity with 11 of the 27 TBBs and high familiarity with eight. lt was also indicated that the activity aroused curiosity (50%), was fun and a good method of approaching biochemistry (75%). At the end of the semester, most of the class indicated high familiarity with 22 of the 27 TBBs. CONCLUSION: We identified different degrees of familiarity of the students with the TBBs upon starting and finishing the biochemistry course. The application of this diagnosis with biochemistry students from other undergraduate programs may help in the search for new strategies for biochemistry teaching.
INTRODUCTION: Active methodologies are essential to make learning more dynamic and effective. Real Lab Day, a strand of the #Adote Project, prometes this approach by offering practical activities in research laboratories, allowing undergraduate students to experience scientific work. Among the topics addressed, bacterial resistance stands out, a global problem aggravated by the indiscriminate use of antibiotics. Streptococcus aga/actiae (GBS), bacteria associated with infections in pregnant women and neonates, have shown increasing resistance to antibiotics, evidencing the need for therapeutic alternatives. Phage endolysins, proteins responsible for bacterial lysis, represent a promising approach, but still little explored in higher education. OBJECTIVES: This work proposes the development of an experimental project to demonstrate the action of a recombinant endolysin, produced by the group, as an alternative to the use of antibiotics against GBS. MATERIALS AND METHODS: to demonstrate the action of a recombinant endolysin, produced by the group, as an alternative to the use of antibiotics against GBS. DISCUSSION AND RESULTS: The protocol was designed to apply this experimental activity in the higher education course that enables the integration of concepts of bacterial resistance, virology and biochemistry, providing an interdisciplinary and applied experience. CONCLUSION: ln addition, it stimulates students1 criticai thinking, bringing scientific research closer to academic training.
INTRODUCTION: Health-related fields such as Pharmacy and Biochemistry share a common focus on studying biomolecules. Among them, proteins are extensively studied, yet their visualization remains largely limited to 2D images in books and online platforms. While some software allows for 3D model observation, full immersion is still restricted. Virtual Reality (VR) offers a more intuitive way to explore protein structures, enhancing understanding. OBJECTIVES: This project aims to convert atomic coordinates from the ʺ.PDBʺ (Protein Data Bank) format to ʺ.CSVʺ, allowing the interpretation and positioning of atoms in a virtual environment. The proposal includes developing software to process these files and integrating them into Unreal Engine, enabling interactive protein visualization. MATERIALS AND METHODS: Proteins were selected from the ʺRCSB - Protein Data Bankʺ website and downloaded in ʺ.TXTʺ format. A software application was developed in Visual C# to read and convert these files into ʺ.CSVʺ, removing irrelevant lines and calculating atomic distances to determine chemical bonds. The CSV file was then imported into Unreal Engine, where, using Blueprint, atoms were positioned and differentiated by colors. DISCUSSION AND RESULTS: So far, 24 PDB files have been processed, with 21 successfully converted and 3 presenting errors. Visualization has been tested in a virtual environment, and system implementation on Meta Quest 2 and 3 is ongoing. However, the large number of atoms in proteins affects system performance, requiring optimizations to improve interaction fluidity. CONCLUSION: The conversion of PDB files to CSV and their integration with Unreal Engine have proven feasible for protein visualization in VR. Further optimizations are necessary to enhance user experience, particularly for complex proteins.
Durante a pandemia de COVID-19, a divulgação científica ganhou destaque como meio de compartilhar pesquisas realizadas em universidades, com foco nas redes sociais como YouTube e Instagram. Essas plataformas facilitam a apresentação de conceitos relacionados a Bioquímica. Este estudo analisou o engajamento e o impacto das iniciativas do Programa de Pós-Graduação (PPG) em Bioquímica, incluindo lives no YouTube e publicações no Instagram, entre novembro de 2020 e maio de 2022. Os resultados destacaram o interesse significativo do público em temas como CRISPR, oportunidades de pós-graduação e pesquisa no Brasil. As postagens sobre laboratórios vinculados ao PPG no Instagram também obtiveram alto engajamento, evidenciando a importância da divulgação das atividades universitárias. Essas ações alcançaram um amplo público, cumprindo os objetivos do projeto e destacando a contribuição da Bioquímica para diversas áreas do conhecimento, especialmente durante a pandemia.
A Realidade Virtual (RV) é um ambiente gerado por computador que promove a imersão do usuário. Nosso objetivo neste artigo foi analisar o conteúdo da produção científica, de 1994 a 2022, sobre o uso da RV no ensino de Química. Para tanto, categorizamos qualitativamente 47 artigos extraídos do Web of Science Core Collection. Graduação e "Química Orgânica" foram identificados como o nível de ensino e o conteúdo em que mais se discute o uso da RV no ensino, respectivamente. Entre as principais habilidades desenvolvidas pelos estudantes destacadas nos artigos estão motivação, engajamento e satisfação. A análise de co-ocorrência das vantagens apontadas nos artigos evidenciou que “segurança” está fortemente relacionada à “semelhança com a realidade”, indicando que simulações mais realistas são positivas para o aprendizado seguro e preparatório para práticas em laboratório. O estudo propõe que novas pesquisas sobre o impacto da RV no ensino de bioquímica sejam desenvolvidas.
Nos últimos anos, as redes sociais têm emergido como uma poderosa ferramenta de aprimoramento do processo de ensino e aprendizagem, especialmente em áreas complexas como Bioquímica, Genética e Biologia Molecular, que demandam uma compreensão minuciosa de seus conceitos. O objetivo deste estudo é realizar uma revisão integrativa a respeito das potencialidades e dos desafios do uso de redes sociais para o ensino de Bioquímica, Genética e Biologia Molecular. A busca pelos artigos foi conduzida nas seguintes bases de dados: EMBASE, SCOPUS e Ovid/MEDLINE. Ao término da seleção, 22 artigos foram incluídos nesta revisão. Os principais resultados sugerem que as redes sociais podem aprimorar as interações, facilitar o acesso a recursos visuais e melhorar a acessibilidade do ensino nas disciplinas avaliadas. Entretanto, desafios como a dispersão da atenção e o distanciamento interpessoal continuam a ser obstáculos a serem superados.
Relações matemáticas auxiliadas por gráficos são comuns em livros-texto em Bioquímica, embora a literacia visual exigida na interpretação de gráficos possa constituir em barreira ao aprendizado de seu conteúdo. Em contrapartida, a visualização de gráficos que decorre de simulações com ferramentas digitais possui diversas limitações, como instalação ou credenciamento em nuvem, janelas diversas para acesso à criação de gráficos, arquivos vedados a uso de outros programas, bem como à personalização do código-fonte. Contornando essas limitações, foi desenvolvido um aplicativo tangente ao ensino reprodutível para acesso e compartilhamento abertos de códigos documentados, simples, personalizável, e ágil na produção de gráficos a diversos temas em Bioquímica. O aplicativo foi elaborado em JavaScript e Plotly.js, permite sobrepor gráficos interativos para comparação de parâmetros de equação, preservando sua interatividade sob armazenamento, para estudo e compartilhamento. O aplicativo teve sua aderência avaliada a uma turma de graduação em Química.
Editorial: v. 23 n. 1 (2025): REB (Jan-Jul) O primeiro número do volume 23 da Revista de Ensino de Biquímica é constituído por sete artigos, distribuídos nas seções: “Imagem Pública e Divulgação Científica”, “Pesquisa em ensino”, “Inovações Educacionais”, e 4º Prêmio Nacional de Ensino de Bioquímica e Biologia Molecular Bayardo Baptista Torres. A seção “Imagem pública e divulgação científica”, é composta por dois artigos. O primeiro relata as iniciativas de um PPG em Bioquímica durante a pandemia de COVID-19, via lives no YouTube e publicações no Instagram, entre novembro de 2020 e maio de 2022. Esta publicação, também, revelou o interesse significativo do público em temas como CRISPR e nas oportunidades de pós-graduação associadas à pesquisa científica no Brasil. O segundo apresenta um projeto desenvolvido numa disciplina de Bioquímica na forma de inserção curricular da extensão acadêmica. Os conteúdos audiovisuais, como metabolismo e doenças relacionadas, desenvolvidos pelos alunos foram usados na divulgação científica num evento da instituição de origem, chamado “Portas Abertas”, que recebe, anualmente, estudantes do ensino médio para conhecer as suas instalações e auxiliar na escolha um curso superior. Na seção “Pesquisa em ensino” há dois trabalhos. Um sugere que o uso das redes sociais, buscando artigos nas bases de dados EMBASE, SCOPUS e Ovid/MEDLINE, pode aprimorar as interações, facilitar o acesso a recursos visuais e melhorar a acessibilidade do ensino e aprendizagem, especialmente, em áreas complexas das disciplinas de Bioquímica, Genética e Biologia Molecular. O outro apresenta uma análise quanti-qualitativa do conteúdo da produção científica, de 1994 a 2022, na base de dados Web of Science Core Collection, sobre o uso da Realidade Virtual no ensino de Química Orgânica na Graduação, avaliando, principalmente, a semelhança com a realidade, a segurança dos alunos, a acessibilidade e os menores custos. O artigo da seção “Inovações educacionais” propõe o letramento genômico para capacitar alunos das áreas de Biotecnologia, Ciências Biológicas, Biomedicina e da Saúde em geral a utilizar bancos de dados biológicos (NCBI Gene, Ensembl, OMIM, Uniprot e PDB) como ferramentas de pesquisa. Além disso, pretende integrar esses recursos ao cotidiano acadêmico, promovendo atividades práticas com o uso de roteiros didáticos focados em genes associados a uma determinada síndrome genética, assim como, à estrutura e função de proteínas. Na seção “Prêmio Nacional de Ensino de Bioquímica e Biologia Molecular Bayardo Baptista Torres”, o artigo classificado em primeiro lugar descreve uma ferramenta desenvolvida opara possibilitar a utilização de gráficos interativos em Bioquímica para visualizadores HTML chamado JSPlotly. A ferramenta foi elaborada em JavaScript e Plotly.js. Pode ser aplicado nos estudos de titulação em sistemas tampão (pH, pKa, pI), cinética e inibição enzimáticas, equilíbrio de desnaturação, transporte de solutos e íons, cinética e termodinâmica de bioprocessos, equilíbrio de transferência redox e interação ligante-receptor. O artigo classificado em segundo lugar envolveu ensino de Biologia Celular e Molecular (BCM) para surdos, catalogando sinais em LIBRAS para conceitos, estruturas e processos fundamentais da BCM preconizados pela Sociedade Brasileira de Biologia Celular, visando sua utilização para o ensino nesta área da graduação. Este artigo contribui com a ampliação do acervo de sinais e com a maior integração entre intérpretes, professores e estudantes para superar barreiras comunicacionais nas ciências biológicas e da saúde. Esperamos que os trabalhos publicados neste número contribuam com as atividades docentes e estimulem a investigação sobre a sua prática. Convidamos professores envolvidos com o ensino deBioquímica, Biologia Molecular e áreas correlatas a compartilharem suas pesquisas e inovações educacionais na Revista de Ensino de Bioquímica. Finalizamos agradecendo aos revisores das submissões publicadas neste número e o apoio financeiro da Sociedade Brasileira de Bioquímica e Biologia Molecular na manutenção do software de código aberto Open Journal Systems (OJS), fundamental para a gestão editorial e publicação dos artigos submetidos a Revista. Atenciosamente, Prof. Dr Bayardo B. Torres USP UFRGS Editor-Sênior Editora-Chefe Profa. Dra Vera M. T. Trindade Prof. Dr. André M. dos Santos UFRRJ UFCSPA Co-Editor Co-Editor
A proposta de letramento genômico tem como objetivo capacitar alunos das áreas de Biotecnologia, Ciências Biológicas, Biomedicina e áreas da Saúde em geral a utilizar bancos de dados biológicos (NCBI Gene, Ensembl, OMIM, Uniprot e PDB) como ferramentas de pesquisa. Esses bancos oferecem informações valiosas sobre genes, proteínas e doenças genéticas, mas muitos ainda não sabem como acessá-las. A iniciativa pretende integrar esses recursos ao cotidiano acadêmico, promovendo atividades práticas com o uso de roteiros didáticos focados em genes associados a uma síndrome genética e estrutura e função de proteínas. O primeiro roteiro investiga a síndrome de Berardinelli-Seip, utilizando os bancos de dados para analisar sequências genéticas e vias metabólicas. O segundo faz uso do Protein BLAST e Uniprot para a análise de proteínas. A inserção de tecnologias digitais na educação, especialmente em bioinformática, é essencial para preparar profissionais da saúde para os desafios do século 21, contribuindo para um futuro mais integrado na ciência e na saúde pública.
