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Generalization is an adaptive process that allows animals to deal with threatening circumstances similar to prior experiences. Systems consolidation is a time-dependent process in which memory loses it precision concomitantly with reorganizational changes in the brain structures that support memory retrieval. In this, memory becomes progressively independent from the hippocampus and more reliant on cortical structures. Generalization, however, may take place much faster in adult animals depending on the presence of sex hormones. Notwithstanding its relevance, there are few studies on sex differences in memory modulation. Here, a contextual fear discrimination task was used to investigate the onset of memory generalization and hippocampus-independence in adolescent male and female rats (P42-49). Subjects were tested 2, 7, 14, 21, or 28 days after training, with females showing memory generalization from day 21 on, whereas males surprisingly unable to discriminate contexts at any time. Ovariectomized (OVX) females, however, displayed an early onset of generalization. Consistently, pretest pharmacological blocking of dorsal hippocampus was able to impair memory retrieval in females, but not in males, which indicate that precise memory is dependent on the hippocampus. To our notice, this is the first report of a memory systems consolidation process-expressed in its two dimensions, neuroanatomical and qualitative-in adolescent female rats, and one that can also be accelerated by the reduction of sex hormones through ovariectomy. It is also unprecedented that despite adolescent male rats being able to remember fear learning, they did not discriminate contexts with any precision. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Memories are not instantly created in the brain, requiring a gradual stabilization process called consolidation to be stored and persist in a long-lasting manner. However, little is known whether this time-dependent process is dynamic or static, and the factors that might modulate it. Here, we hypothesized that the time-course of consolidation could be affected by specific learning parameters, changing the time window where memory is susceptible to retroactive interference. In the rodent contextual fear conditioning paradigm, we compared weak and strong training protocols and found that in the latter memory is susceptible to post-training hippocampal inactivation for a shorter period of time. The accelerated consolidation process triggered by the strong training was mediated by glucocorticoids, since this effect was blocked by pre-training administration of metyrapone. In addition, we found that pre-exposure to the training context also accelerates fear memory consolidation. Hence, our results demonstrate that the time window in which memory is susceptible to post-training interferences varies depending on fear conditioning intensity and contextual familiarity. We propose that the time-course of memory consolidation is dynamic, being directly affected by attributes of the learning experiences.

Ubiquitination is involved in synaptic plasticity and memory, but the involvement of HECT E3 ligases in these processes has not yet been established. Here, we bilaterally infused heclin, a specific inhibitor of some of these ligases, into the dorsal hippocampus of male Wistar rats that were trained in a contextual fear conditioning. Heclin improved short-term memory, consolidation, retrieval, and reconsolidation when administered immediately post training, prior to testing, or after memory reactivation, respectively. In addition, it impaired memory extinction when administered prior to a long reactivation session. Heclin infusion was also tested for locomotor activity and anxiety-like behavior in a circular arena, but no effect was seen. Taken together, these results indicate that HECT E3 ligases are involved in the modulation of fear memory.

The role of the calcium-permeable AMPA receptor (CP-AMPAR) in synaptic plasticity is well established. CP-AMPAR is believed to be recruited to synapse when the memory trace is in a plastic state; however, the direct implications of its expression for memory processes is less known. Here, we investigated the contribution of CP-AMPAR expressed in the basolateral amygdala (BLA) and hippocampus (HPC) in consolidation of different types of memory, retrieval and memory update. We showed that CP-AMPAR blockade by NASPM in the BLA and HPC impaired fear memory consolidation. NASPM infusion in the HPC also impaired spatial memory consolidation in the water maze, whereas consolidation of object location memory was not affected. We found evidence of the CP-AMPAR involvement in the BLA and in the HPC upon memory retrieval. Furthermore, memory update was affected by NASPM infusion in the HPC in both immediate shock deficit and water maze reversal learning tasks. Our data indicate that the activity of CP-AMPAR in the BLA and HPC is required for the consolidation of emotional memories. Moreover, this receptor activity is required for memory retrieval in the BLA and HPC. These findings support that CP-AMPAR has a key function in memory states in which plastic changes are presumably higher, such as the beginning of memory consolidation, and retrieval-induced updating.

A presente pesquisa, em uma abordagem qualitativa, sem desprezar os dados quantificáveis, teve como objetivo investigar o uso das tecnologias de informação e comunicação (TIC) nos processos do ensino e da aprendizagem do ensino fundamental. As técnicas e instrumentos de coleta de dados foram a análise documental do Projeto Político Pedagógico das escolas, o diário de campo, o questionário misto e a entrevista semiestruturada, tendo como sujeitos os professores e os gestores. O locus da pesquisa foram escolas públicas dos municípios que integram a mesorregião do oeste catarinense e do ABC paulista, previamente selecionados, totalizando dois municípios do oeste de Santa Catarina e um município do ABC de São Paulo, sendo uma escola em cada município. A análise dos dados coletados possibilitou constatar que professores e gestores reconhecem o potencial das TIC para favorecer os processos do ensino e da aprendizagem, ainda que não haja relação direta com os Índices de Desenvolvimento da Educação Básica (IDEB). Contudo, ficou evidente a necessidade de se desenvolver a cultura tecnológica que implica a gestão escolar das TIC. Revelou, também, que há necessidade de se oferecer formação para os educadores, de modo que seja efetivada a gestão escolar das TIC, o que não se dá isento da definição e redefinição de políticas públicas em educação. Palavras-chave: Políticas Públicas. Processos de Ensino e Aprendizagem. TIC