CV Lattes
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Universidade Estadual de Campinas (UNICAMP). Faculdade de Odontologia de Piracicaba (FOP) (Institutional affiliation from the last research proposal) Birthplace: Brazil
graduation at Licenciatura Em Ciências Biológicas from Universidade Estadual de Campinas (1993), graduation at Bacharelado Em Ciências Biológicas from Universidade Estadual de Campinas (1992), master's at Physiology from Universidade Estadual de Campinas (1995) and doctorate at Physiology from Universidade Estadual de Campinas (1998). Has experience in Physiology, focusing on General Physiology, acting on the following subjects: estresse, stress, natação, aorta and ansiedade. (Source: Lattes Curriculum)
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Learning assessments are stressors in the university and can generate fear, stress and anxiety. Considering that stress and anxiety induced by assessments may be related to the student's insecurity about the content to be evaluated, teaching strategies that increase effective learning may contribute to reduce this insecurity. Active teaching-learning strategies increase curiosity, instiga…
This project was elaborated into two sections aiming to expand the interchange among disciplines / areas such as Psychology, Physiology, Fonoaudiology and Dentistry. As a whole the research problem is: How patients, professionals and dental students deal with aversive events involved with promotion, prevention and treatment health and how these events may be related with pain, fear, anxi…
The renin angiotensin system (RAS) is recognized as a powerful determinant of homeostasis and cardiovascular and renal hemodynamics. The relationship between the RAS physiology and renal and cardiovascular diseases is far from being understood. Cardiovascular diseases are responsible for high morbidity and mortality index in most countries. Among the various risk factors are the topics ad…
(Only some records are available in English at this moment)
Gamification is an active learning strategy. In a previous study by our research group, an educational game was developed and used in classes on tonicity and osmolarity. In the students' perception, this strategy was useful for learning these concepts and the effects of intravenous solutions on the volume of red blood cells, but no increase was observed in the grades obtained in tests on …
Upon entering higher education, the student experiences a period of adaptation and is expected to be motivated to learn, and to know how to organize himself to study. However, difficulties related to establishing a study routine, preparing for learning assessments, at a distance from the family, financial limitations and interpersonal relationships can generate stress and anxiety, comprom…
Upon entering higher education, the student experiences a period of adaptation and is expected to be motivated to learn, and to know how to organize himself to study. However, difficulties related to establishing a study routine, preparing for learning assessments, at a distance from the family, financial limitations and interpersonal relationships can generate stress and anxiety, comprom…
(Only some records are available in English at this moment)
Educational games are an example of active teaching strategies. This study aims to evaluate the effect of an educational game on the learning on osmosis of first-semester students in a dentistry course. We will compare the grades and the errors, in questions of assessments on this theme, of years before the use of the educational game and after its introduction as teaching methodology. Al…
The use of the educational games is one of the strategies of active teaching-learning methodologies, which allow the development of problem-solving skills and ability to work in groups. It can also increase students' interest and motivation, and favor their cognitive, affective and psychomotor development. In 2014, an educational game has been developed for the integration of physiology o…
In traditional lectures, the student occupies passive position, "getting" teacher information. The use of active methodologies enables the student to participate actively in the teaching-learning process. In this context, in the Caries II course, taught in the first year of Graduate Dentistry FOP - UNICAMP, we have use the active teaching method called dialogic class (combined lecture wit…
(Only some records are available in English at this moment)
| 12 / 6 | Completed research grants |
| 5 / 5 | Ongoing scholarships in Brazil |
| 38 / 9 | Completed scholarships in Brazil |
| 55 / 20 | All research grants and scholarships |
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