ANA CAROLINA MARTINS (CIENTISTA QUE TE ENSINA SOBRE O CÉREBRO) - PODPEOPLE #214

[Music] [Music] [Music] [Music] [Music] before I start I wanted to ask everyone here to subscribe to the channel, share our content and press the bell to receive all the news, okay, because every time we will be able to do more and more episodes that will do a lot of good for everyone, our guest today is a master biologist and PhD in genetics and molecular biology with a specialization in neuroscience dedicated to studying how learning influences development human in today's Meeting Let's explore how the brain learns the link between genetic learning difficulties the role of stimuli

in development and how these discoveries can transform education and health with you Ana Carolina Martins [Music] [Music] Hello everyone, welcome to another episode of pod people a place where we meet to see and hear people People who Do People who happen people who inspire Our guest today is Ana Carolina Martins and she is a neuroscientist her Instagram @ genetica neuroscience Everything is good, my dear, thank you very much for accepting our Ana, too, Anas's meeting, it's true I want to thank you for the invitation, Ana, Alex, too, your entire team, Gustavo, who got in touch

with me, Thank you for the invitation, the opportunity, I say that I embrace any and all opportunities to talk about the brain, definitely count on me, no, and it's something you need, right, yes, it's a very necessary thing, I say that to learn about the brain, you just need to have one and want to learn exactly and want to learn exactly, so it's a Universal organ and that We need to unveil a little bit of this complexity of not being afraid of it seriously and today, knowledge about this organ is becoming more accessible every day,

right dear, I wanted you to start by telling us a little bit about this choice . how it works and for us to facilitate our development Exactly exactly so Eh, if we stop to think, these were very complex topics that I chose in this career of mine, in this trajectory of mine, right, we're going to take genetics molecular biology neurogenetics neuroscience and you get scared but my purpose today Ana is precisely to simplify translate, make accessible this knowledge so rich and so valuable to us which is knowledge of our own brain our functioning so I

'm Ana Carolina Martins I'm from Santa Catarina I was born in Santa Catarina in the interior of Santa Catarina so when you say this drawn R here is Santa Catarina in the interior A tiny little town called Curitibanos Curitibanos 40,000 inhabitants a quiet peaceful town I was born there I grew up there my parents are from there teachers currently I was born In this context of this interior city I have always been that communicative person I have always been that curious person by nature of wanting to experience things and I gradually entered into different areas

so I started at school in the student union then my parents are Catholic I went to church I participated in youth groups I started to coordinating study groups with my colleagues, so I've always been very proactive, you know, that leadership that is curious and fascinated by knowledge, that's because of seeing how it works here, that, that, that other, and but for me, until then, the world was restricted to Curitiba, right ? high school arrived I signed up for a program that I really like talking about because it still exists today, it's called the Young Ambassadors

program, it's a program run by the United States Embassy here in Brazil. The selection takes place every year and they select young people who have this profile like this. young people from public schools who are leaders in their community and who do volunteer work This is the main requirement and a very difficult requirement for Our Youth like that, you know, volunteering somewhere, this is essential even for you to apply to an American university, this counts a lot and I think it makes you great as a person. Of course, I did volunteer work in an Association

of physically disabled people there in my city of Curitibanos and I applied for this in the first year of high school, ah, this Ambassador, young ambassadors, is the name of the program and it leads every year 30 36 students from all over Brazil have a national selection process and then I didn't pass prim in the first year I didn't pass I went to take the test and I will have to speak a little English, at least basic English, right? I didn't pass and then I came back upset there are several several tests, you know, so

I went, I even advanced a few stages but I didn't And then he came back with that report so I had a vocabulary that was impoverished in English, right ? So, it's persistence, you know, I wanted, I wanted, And then I did it The other year and I passed and that was a turning point in my life, how old was I in high school, I must have been 15 years old 15 16 years old and then I went from Curitibanos to the United States like that thing about an embassy program So you receive financial aid,

you buy it, we went in January, winter, you don't buy warm clothes, you get warm clothes, you go to the Embassy itself, you meet the embassy staff, you get your passport, they go and arrange everything, everything and In addition, in this edition I went to Caldeirão do Hul and Luciano Hul's program. It was filming Caldeirão, right, that's it. It was filming, it was following the trip, so it was that thing like ours, I from Curitibanos appearing on TV together, uhum, you know, it opened up, it was a watershed opportunity and then I went together with

these young people, it was an experience, I stayed at a family home, I visited schools and you went to which state I went to Washington first, everyone went to Washington, we did a a scale of activities in non-governmental bodies in schools we did like this, it's a really cool itinerary, it's cool And then I went to a family home in Oklahoma so I got to know very different scenarios in the United States, very very different, that was like that for me and on that trip we had the opportunity to meet Hillary Clinton uhum At the

time, it was do da da no, she wasn't president, she was part of the government's da da, right, so that for me, like, I from Curitibanos knew Hillary Clinton, people for the world, and that gave me empowered, you know, I said, I'm going to come back , and we have a mission after we leave this program to come back and continue making changes in our community because it's a volunteer project, so they're people who are already transforming the reality of where they live, but we come back with even more young cattle, you know, a mission

to come back, we can even write projects like this that we try to put into action when we come back, so I came back, I was like a celebrity in Curitibanos, right ? There's a project, there's a program, let's sign up, let's do volunteer work from then on, Ana, my life has changed, I say that's what the opportunity is. It seems small, but for those who receive it, it's huge, it opens a portal AB, you choose PR, where you go exactly. challenge more and more in this area I went to study biology your father and

your mother like that now no one holds TRE now Nobody Holds I was always a child I was telling Sandra my friend I was always a child like that I wasn't that child like that then I only sleep at home, you know, I wanted to sleep at my colleague's house I wanted to sleep at my uncle's I wanted to like that I was always a free spirit After that my parents were always very supportive, you know, daughter, you have somewhere to go back to now that we're here We lived here so I had a very

rich family environment, even though we had financial difficulties, I always had emotional, psychological support, you know, I'm very grateful to them, to this day, a kiss from my father, a kiss from my mother, it's true, and then from then on I set challenges where I set goals, very well, rationally, well, well, prefrontal ctex here, planning, making decisions, what do I do to get there, each little step, each And then I started to climb my professional life, I had already been to PR, the United States, but I didn't know Florianópolis, which was the capital of my

state is so Curitiba, the world comes back, here we go and that's where I got into Biology, I went to study biology because I wanted to be a researcher, I always knew that I wanted to be a researcher, so I want to look at a problem and think about methodologies of how I'm going to help solve this problem, help solve people, scientific thinking, you know, Ah, my father said so when he was with me, we had a vegetable garden, I would like it, I said, father, but what if I throw this here in the aud,

what will happen, oh, father, if I take this tadpole here put it inside you know I did experiments I did experiments when I was a child and my mother said I said I disagree disagree wonderful no I disagree I don't think it's like that that's wonderful so that was part of my personality it always was and I discovered I'm going to be a researcher so I went to do biology ã I got to know genetics right away, right? So the more I read, the more I wanted to understand and genetics is a very new field

so a lot of things come up very quickly, we advance in technologies very quickly so we have to always be up to date, I joined I found genetics, I went to intern at the genetic laboratory, I learned a lot, a lot, in practice, and then it was time to do the TCC after completing the work course, biology course, and then I said, what am I going to do, as I was an intern at this genetic laboratory, we had partnerships with hospitals, children's hospitals, you know, that whole thing, I said, I'm going to continue in this

human area of ​​health and I'm going to do it. my TCC in this area was when I decided to analyze I did a case study of genetic reports of children who had a neurodevelopmental disorder uhum and then all types of disorders come in, in reality I All of them had different types and they had a genetic report so I did the analysis of that report I looked at the variants well case study I got AL some I looked at at the time eh Neurology entered the study of neuroscience in my life at that moment and

then I was like genetics Neurology I got my God two things that became my passion But two complex things So today you read there Doctor in genetics molecular biology neurogenetics researcher Wow, it seems like I'm super mega intelligent but at that time I was a scared teenager doing my TCC and thinking like genetics was cool but I have something that didn't develop that also calls me perfect and that's how I was I was delving deeper into that at that same time so good to be a researcher in Brazil you don't have a profession as a

scientist so you're not, you're not. regulated, you have to be within the Universities, right, the majority of them are public universities, federal universities And you have to be a Master's student, post-doctoral doctorate Or you have to be a professor, so I said so, well, there's this career, I'm going to go this way, because here I can be a scientist in the academic world , although I could have stayed in the laboratory working, but those who work in a routine laboratory know that you do the same thing every day on a routine basis and that for

me, your inaction was not your responsibility, it was not your responsibility, I learned a lot, but things start to repeat themselves, right, so they became a protocol, so I just went there to comply, I loved it, but there came a time when I said, well, I'm going to pursue an academic career and then I took the Master's test for the para urgs in Porto Alegre, then you went from Santa Catarina, you only went to Porto Alegre, I picked up my little things, I'm going and it was a very difficult test, it's a very difficult postgraduate

degree program, you know, genetics and molecular biology, it 's too complex and within this program there are people who study the molecular biology of plants and other non-human animals . yes and very diverse, also doctors, psychologists, you know, so the people from pharmacy, biology, biomedicine, so a diverse, diverse group and I went to study neurodegenerative diseases, then you went to live in Porto Alegre I went to live I got my little things, I had never been to Porto Alegre, go get Aqua, you know, that thing, yes, but at least I was in the south there,

right, but my mother is saying, oh my God, girls, it's going further and further because that's how it was, right, I left Curitibanos Florianópolis then Porto Alegre And then Ana I went into the mode of total dedication total dedication I am I'm in one of the best post-graduate programs It was difficult to get here now I'm going to focus I'm going to focus for a while this was very good in the first two years of my master's degree They brought me a lot of results like that because as I left I went to live there

in Porto Alegre eh I just did that, right, you have to have exclusive dedication, right? 2018 end of 2019 I was invited as a guest, in fact better said to present my results that I already had from my Master's degree because I was there worrying I already had results to present at a conference on a disease that I was studying which is a neurological disease called at taxia uhum explains that what is ataxia ataxia is a disease in a problem with the gait of walking so people in the motor coordination of the motor part that

corresponds to our walking this walking so people who are taxia they have a walking, a wide base has a different imbalance, you know, from the pattern, from the normal pattern And then some ataxias are genetic, you have the mutation, you will have this condition later in adult life, so we study there in Rio Grande do Sul, we have a high prevalence of what we call spinocerebellar ataxia, type three spinocerebellar So, take the medulla, take the cerebellum very well, it becomes a dominant disease, so if I have this mutation, my prle has a 50% chance, oh

my god and this change is more prevalent in Rio Grande do Sul, that's interesting and I'll explain why Because it comes it has Azorean origin Uhum So we have the arrival of from the settlement of 3 to 5000 Azoreans coming sent by the Portuguese crown between 1500 and 1700 there in the State of Rio Grande do Sul these families colonize and procreate among themselves propagate propagate and propagate ahem this mutation remains to this day we have affected families there in Rio Grande do Sul I started studying these families I submitted my results to this big

international congress that was also in Washington and it was approved So it was another surprise so I'm going to the United States again that's cool but I don't have the money because at the time I got my master's degree the scholarship was R15,500 R00 to pay rent food you know you lived on 1500 like that right here you live here you save there you do a little extra work here so you maintain yourself That's real paying for the ticket or the hotel to stay there and then submit to the university the university either gives or

or gives very little, right, so I wanted to go but I was and unlike the American embassy project which paid for everything and didn't pay anything, didn't pay, it was like that, dear, exactly, there, there, there, we studied badges to participate in the congress . In these larger conferences, those who are accepted are only from DR, PhD and above, so PhD students who are already at the end of their studies or who already have results robust, feeling even flattered, I was like, I need to go, I need to know how to play again, I understood

and then it was really cool because the people from Curitibanos in my city raised a crowdfunding and I created an online crowdfunding like that, like that, I'm going to save money because I need to go Uhum And then I started together here, there, there, a school there in Curitibanos sent me a message like that, oh, it's because daughters of teachers, so when the teacher knows the teacher who knew exactly, it was in the newspaper there in Curitibanos that I was there. crowdfunding that whole thing and they sent me a message like this, Ana, hey, I

know you study the brain there in Porto Alegre and we here want to start implementing neuroscience for teachers, so do something different, you know, we have to do training, I said, show, I'm going, because studying the brain is my routine, of course, we study the brain, changing the changes after they happen, you hadn't analyzed it to see the change, you study the functioning of the perfect perfect pattern, you study the physiological state, you know, the training, how it behaves, normal impressions and how the changes happen, so I I said, I know, okay, let's go, it

was a new thing, I said, I'm going, Ana, I fell in love, it was like another watershed, I left there, I looked at my mother and said, I was born to do this here, I'm sure that where it stops being something about a study, eh, personal, uhum, to being something that bears fruit, that's what you are, and so today, looking at my trajectory, I've always had a foot in what we call queer scientific dissemination, doing this, uhum, within the University, we talk about. the academics, right, so we talk to ourselves, we do seminars for ourselves

with complex figures with graphs that with names that only the academic community understands, those five people in the audience know what they want to say uhum and it doesn't reach the population but it doesn't reach the social transformation in the application at the end, you know, I always say that science has to have the commitment to be born within a laboratory, to be born within the study of the individual But it has to reach the collective, otherwise we're failing something, that's it, it's it's it's I looked back at my trajectory and I looked at it

like this, not in college I participated like this, we did biology in the square, then I had a stand, Zinho showed me, I took an anatomical piece, I showed, I always taught, there was this. I always had this ease of communication . This is a skill of mine that goes well beyond mere knowledge, because there are people who have a lot of knowledge but they can't even train every skill that can be trained. There are people who already have this skill, that's it, and they still need to exercise it. Definitely, so, that was one, that,

so that's when the neuroscience project was born at school, it's a personal project of mine . We need to grab them, you know, with intensity like this, I say, I'm going to go and you discover Wonders, I discovered this, wow, this is what I want to do, this is my purpose in life, I'm going to tell you something when I was reading, I went in there and started researching you, I said, people, she introduced neuroscience into the school, that this is a project that I've had since 2010, you know, but I'm not in the teaching

background, I said, oh, one day I'm going to stop and see this, one day I'm going to create a children's character to be able to do this, so when I looked, I said, like, people. she's already done and is and is and is needy like that and when you get there you imagine that I'm 30 years old last month a girl Uhmm who arrives at a school, a girl who arrives at the school to talk to teachers who have 30 years of teaching career And then there's that thing that They look at me like that,

right, this girl who's going to tell me something and then you have to arrive with a lot of humility for sure and show the teaching the teaching learning process as a whole it can be looked at from various pedagogical perspectives of social justice psychological emotional resource But there is a biological basis that everyone is common that is common to all of us let's look here And then I start my lectures sometimes in person saying ass it's going to be a great biology class Some will like it others won't like it but it's a different look

at education, right And then when they leave there it seems like this Ah That's right, I have a student like that . Joãozinho let's look and then I learned that you Disc like this moment and it's interesting that when you, when I gave a lot of lectures at school, it was this reaction because it was the first moment I looked at you like what this woman is doing here that she doesn't go to the classroom she doesn't dominate we see it like this on the signboard of thought and then when you put things in place

teaching connections Why does that happen explaining the magic, right because learning is a magic it's a beautiful orchestra it's a beautiful orchestra and you unveil it together with them everyone reveals their side human who has a brain and that side like that you awaken curiosity beyond everything so I learn a lot when I give a lecture because questions arise in their heads from the teachers I give a lecture to Psychologists you also know that everyone who wants to learn about fathers mothers I give them to children so then they arrive at the end of the

lecture in person it's the coolest thing because they come Okay but what about that and that other one how do you know the most beautiful thing when it comes the questions are absolutely pertinent you say so they understand there are doubts that only for the person who started to understand followed the line of reasoning and made the connections with what he already knew exactly with the material you provided he already managed to elaborate it looks like this Oh so that's it and it was my experience it was my first experience there 2019 then I went

to Congress and said well that was it here it was that I'm going to the congress and so on and I'm going to continue giving my talks because that's what I want to do you now I was going to fulfill the agenda of going to Congress but you said no because I want PR to get back to that And then I came back pandemic then 2020 Everything stopped, right we experienced this catastrophe which was And then I Because until then, when I was focused on my academic career, I said, OK, I'm going to do a

master's degree, my PhD abroad, right, I was climbing Yes, I had already gone there, I had already gone there to meet international researchers, I had already made connections Aquila who had already visited Ana University, yes, but everything there changed was when you received this invitation, that and and it changed there, and the pandemic exactly And then I was kind of paralyzed, our research in hospitals stopped Everything stopped, everything, all the equipment in the laboratories that we had were used to diagnose Covid, exactly then. So shock stopped the world stopped, right? Everything stopped, people, right? Thank

God, those who didn't lose their lives, right? So exactly there. I think it shook everyone and on different levels, but then I restructured my life, I said like this. Oops, at that moment it seemed like doing my doctorate abroad was what was going to make me happy. We don't know how much it would be because no one knew, no one knew how to adapt the project to, you know, we worked with patients who were already debilitated, so connect these patients with some dysarthria, right? It doesn't articulate well anymore the words so doing it over the

phone was very bad because we didn't understand and we didn't even visualize the movement of the joint so it was chaos chaos And then I left the neuroscience school at school aside because the schools stopped no one did any more training you know it was another time the moment was to save life and preserve their physical integrity and their health so everything stagnated there and then I return in 2021 I find it in person in Porto Alegre in the meantime I went back to my parents there in Curitibanos I studied one, right? I did everything

remotely, I went back to Porto Alegre, 2021, it was much better, safer to stay in that bubble, safe to stay in 40,000 inhabitants than to stay in Porto Alegre, and financial issues too, right, because I had to pay the rent for that whole thing and life went on. Right, I went there in 2021, I go back in person to Porto Alegre, everything in person, I go back, I resume my research and then I say Guys, I'm going back to schools, going back to that thing and there was a thirst for in-person events, right? On the

way back, yes, a lot. on the way back there was and that's what I like most in reality, so today I have a lot of work in digital but that's what I say, you know, it's there eye to eye, you look at people's eyes, you're not understanding, no, you're traveling, so adapt your language, let's not come back here with me, come back, you know, so much richer and I like it a lot, and then I created an Instagram to publicize my lectures that I gave in person, I didn't have a desire to become an influencer,

so it was ooo Gené pon ne, then I thought so because I was until then I was a good teacher and I was a good scientist but I wasn't a good infl so that thing like I don't know anything I don't know how to edit video I don't know it's that thing that you start with I have content to share but I don't know how to operationalize ISO so how do I start where do I start how do I reach people and for me Ana it's still very complex I still have a lot of difficulty

with something for many years within the academy I now finished my doctorate in August we are very conditioned to you to go deeper and exhaust it in depth a subject to talk about exceptions and so you have to go in depth and in content that you will deliver on the social network that you want to be accessible, maybe you can, it's almost like that, right? You have a forest in the academic environment you will analyze a tree that is different from the others and the entire tree in the middle of disseminating knowledge you have to

disseminate make a Forest make an overview of the forest and not of a tree different from the others and I was very afraid of being superficial because of my academic background so I recorded a video and said Okay, but I didn't talk about that exception, okay? but I didn't say when this doesn't happen normally, you know And then I was very much a perfectionist, you know, and like being judged by my academic colleagues, like, Ana, she's saying a few things there, which is a fear that's mine, which is part of my Imaginary, I can say

that I'm afraid of any professional, I can say like this, wow, but if I make a video saying five tips, someone will write it, ok, but why didn't you say 10 , but that's because it fits in video five and I wanted to bring it because people, it's something that continues, right? And then I had to adapt PR At first it was to publicize my in-person lectures, so I was going to give it at a school, I increased 20 followers because it was the 20 teacher at the school that I said, people here on Instagram

when I can because I was also doing it, I was recovering the time for my doctorate there that was lost in the pandemic, right? I was behind on everything, creating content for Instagram, just like the majority of those who are there do it in their free time, right, those who are just starting out, and then I said, people, follow here because there's more there, I'll answer your questions there and that was it. So at this point this year, at the beginning of this year, some of my videos went viral And then it starts like this,

follower singer Ana Carolina uhum Sheila Melo D Ana Beatriz I said people like this But it's interesting that for example, people come here in the pipo powder and say like this and then I call someone and say like this oh it was So-and-so who nominated my name I said no if someone says they were nominated I don't know they're lying, ok wanting to show up and say, look, I left your name there, there's no such criteria, I'm that person that I'm going to look at, usually in the early hours of the morning and I don't

start following, it takes me a while to follow, then let me revisit it and then I'll revisit it one fine day, I'm not interested, get on the list, yes, and it is, and it's the power of the internet because it starts to reach places that you can't imagine where your content reaches and that's good for us that and And then I said, right, I say, I use this profile to trying to reverse an order that I suffered a lot during the pandemic with the issue of fake news, so I'm a scientist, you can imagine with

all the equipment in my laboratory to diagnose Covid and you being bombarded with fake news, you know, something like that, people, it's a virus, you know, trying to explain how the virus behaves like this, it behaves like this and a wave of misinformation came and then your uncle already sends it, cousin sends it and it's true, it's no longer I don't know what and you, one by one, you do this ant work, people, it's not like that, that's that, that's it. before the order was like this, misinformation came and I had to give the information

give the information But sometimes it was already too late, it didn't arrive in time, my rushing after it then I said, I'm going to reverse This order, I'm going to take the information first before the misinformation arrives, so I 'm looking for it, right? Bringing this in an accessible way, this neuroscientific knowledge is a challenge , it's a Challenge because looking at these two areas that continue to be very complex genetics and Neurology neuroscience for people's daily lives so teaching Ana teaching is my way of taking science to touch people's lives, to give back, right,

to ruin, learning your path, always studying in public schools, I graduated from two great federal universities, you know, with money p Uhum So, I have a lot of criticism of the University for talking to ourselves like this, so, today, we have good, great promoters on social networks, scientific people who do this work, but there are few of us, we are still few, I still hope that even so, there won't be another one, and I think that this is how there are researchers who are excellent researchers and don't have the gift of transmitting this, now those

who have the gift have to hold on, I say. for my people And then I ended up, I say to my colleagues because I ended up leaving my professional trajectory on this marked path which is master's degree doctorate post-doctorate BOL a bubble without the slightest that And then to be a university professor, right, I really like Andrei maer there was one here talking about his trajectory that he asked for dismissal from the University so today I look at Andrei for example and say okay he got there and saw that he wasn't And if he reorganized

I was lucky to discover this before and say this in the process and say this I will continue being a teacher who has that thing of being an academic teacher so she can be a scientist but it won't be in the academy it will be through other means and there are few people that I look at today I am inspired by a few figures who have taken this courage to say like this today I am a scientific disseminator I have my company where I train teachers for professionals be it psychologists therapists fathers mothers so this

is a path of entrepreneurship within this large area of ​​neuroscience exactly and I will tell you it is a path that is a bit Lonely uhum right Because there will be there are many people to criticize, no doubt many who don't even know how it works but criticize the engineers of the finished work, right? No, that doesn't work here, but as you grow, the feedback from the general population gives you the certainty that you are walking a path that will please everyone. You won't speak to everyone, but there are groups and invisible people who are

not there and are registered by the algorithm that they want . wonderful, I want to learn more, it makes me curious, how do I start, where do I study, what book do I read , you know, so a demand? I said no one is going to follow this profile because it's very complex, you know, you know, so today, in a very fast content, a lot of entertainment, whoever is going to follow a profile called genetics and neuroscience, but I took the step, I created the courage and did it. And so today I have wonderful followers.

Sandra is my follower who later became my student who later became my friend. Ah, when you come here, you know, so this breaks the academic bubble and reaches people's lives. So, my purpose is to make knowledge accessible about the neuroscience of how our brain works. It's a complex topic . I don't want teachers, psychologists, therapists to be great, and to know experts about the brain, about the name of the structures of gyrations and so on . health my mental health my tiredness my disposition my alert How is this in me which is something inherent to

everyone everyone has it everyone needs to sleep well who doesn't want to learn about it right Everyone needs to eat well so that way you end up talking about the humanities exactly right despite being biology you talk about humanity exo And and this application right many many professionals come to me teachers like that oh I want to learn about the brain But where do you get books books books books that are exactly like that talking about chemical biochemistry so deeply that the People who open the book there The first image they'll look at they'll say

I don't want it, it doesn't matter to me, right? Because it could be an engineer who wants a little knowledge, and for us, we're also not a machine for knowing everything, so these textbooks are reference books, what was it like that one ? There has to be a translation, right? There has to be an intermediary agent that transforms the super complex into something access, here we are, right? Take this one and it's really cool that I started doing this about this disease that I study ataxias and I started doing this on an international channel on

a website where they released the scientific articles and they said, oh, we need someone to translate into Portuguese and Spanish, I said, I'm going, I'm going because then, in addition to adapting the language, you have to adapt the language. Informality involves each language of each language, so we are like this, hey, this trajectory that I have been on has been built and today, that's why I say with authority, it's what I was born to do because teaching is my way of making this science leave the laboratory, leave the academic books and reach the population who

will arrive home after having worked 60 hours and will want to see a video of me because we think it's super cool, so this way we can give back, right ? But you've already said, I just want you to give us some basics of course about how the brain learns, I think this is super important for everyone, for those who want a brain Zinho, I want it for those who want to teach and for those who want to learn, right, when we're not this one, I want it, it could be that one there, it could

be that one, you're cold, Sandra, you're sure you can complain, you're cold, so let's go, that's beautiful, that's one, that's our brain in reality, right, Ana, because there's a difference between the brain and the brain, that's the brain. The organ we're seeing here is the one that everyone knows that has gyri and grooves, right? So it's this organ here that has two hemispheres, the right side and the left side, which communicate with each other. right and besides, here is a brain because the brain is made up of both the cerebellum and the cerebellum which is

that structure down there little stripes Here the little stripe looks like a little tree if you cut it it is called the cerebellum this structure because it is that it comes from the um it means mini brain so it is as if we have a brain and a mini brain attached there and then we have the brain stem that goes down there and will become our medulla ok so we have a brain here this organ that coordinates all of our functions , right ? or an experience that causes the creation and strengthening of connections between

one neuron and another, so neurons that everyone must have heard of are cells of our nervous system that talk to each other between that synapse. Bru, there's a cute synapse here, it 's communication between one and the other, communication. We have two neurons here talking to each other, right? be done over time, which is very common, or they can be maintained and strengthened. So here is a neuron that we will call pre-synaptic . our brain learns in this way so there is the electrical pattern and there is the biochemical pattern that is why it is

neurochemical and these transmitters they can be varied, you know, there are the most famous ones, the best known, but there are a bunch that we don't even think of as a name and then scientists go and classify it according to its chemical structure so you know, so they are and these are this communication here that makes us have neural networks so we have adult humans 86 billion neurons that communicate with each other thousands of times so you can imagine the number of connections we have does throughout our lives it's incalculable incalculable it's almost as if

we I usually joke as if we have of our brain it's almost an entire galaxy It's common communications of and of and points, right and and it 's cool that we think about this when learning There are 86 billion neurons neurons neurons neurons and there are also glial cells which are the cells that provide support nutrition protection it's fascinating so inside our brain there's a lot of things going on, right a lot of chemical things a lot of electrical processes going on And every time we reinforce this connection, so for personal example here people who

like neuroscience are watching us So have you seen this somewhere are you already an enthusiast of the topic have you read something in these these synaptic connections here are going to be strengthened because they already exist these people have already arrived, arriving now and they are going to start at this moment we are modifying the brains of everyone who is watching, either by creating new connections or by stimulating those that already exist, strengthening this one and the more we practice, the stronger these connections become, so it's as if you had in that Forest that you

mentioned a dense forest and you open up a Path, right, a path, a trail, you pass it the first time, you pass it again until it crumples and forms a road , so every time you repeat these connections get stronger, oh Ana But I saw a piece of content a month ago, I don't remember anything else, of course, you didn't strengthen it, it closed, you don't remember anymore, you don't think the path anymore, you have to practice, you have to practice and repeat exactly for This is what learning has, this thing can you take some

water, please, that's why learning is so strong, this issue and repetition, and it's so beautiful, the other day I was, I have some really cute grand-nephews, and then, and children have that thing when they like something, they repeat it, then you tell a story, you repeat it, you repeat it, it's already a strengthening of the realities that are important and even solidifying values, and in childhood, this is more necessary, right, they need to have them set parameters and the child's brain is, it's in full development, right, so we consider the first years of life to

be crucial for this, our brain will only finish developing in adult life 20 to 25 years, right, which is the last region to develop, it finishes its maturation, so along the way you build Pillar by Pillar of what this adult brain will be like, so it is always changing, right, that's fantastic, because it doesn't close at 25, no, no, you continue, you can change your brain's maturation of the structures, in other words, it won't increase anything in size anymore. there will be changes, there will be complex physiological processes that need to happen, right, we are

born with neurons but they need to go through long training processes, they need to gain such connections, they need to migrate to the region where they will act, right, so there are several processes that happen in childhood so that the brain reaches 25 and finishes its physical physical maturation of the structures and it increases the functional functional structures, the connections, right, our brain never stops learning, exactly, never until we are old, so there are several of my followers who work, are caregivers for elderly people who send me messages Oh Ana, make a video on old

age because there comes an age when people say like that oh I'm retired now I don't need to learn anything anymore I don't want to learn anything more it won't make any difference you know and on the contrary it will open the doors for Alzheimer's to knock it will help you need to help this cognitive reserve keep this brain being challenged stimulated especially in old age and that's it our brain changes and reorganizes itself all the time some phases of life more and others less right but it's always there the neurop city is there and

how are emotions related to this then emotions memory I think is very important so I'm going to ask you to go back to that other one in that first image there of the brain Or do you want the one all colored this one here or this one enlarges there BR PR good and then let's go there so we can learn something, right for this brain to store this information we say that the brain learns when it stores information in long-term memory So we have different types of memory memory right there is working memory short-term memory

long- term memory is that which you have acquired you have stored and you can recall at any time so ah if I ask you one thing you will remember and you will tell me what it is who does this memory conversion mainly long-term memory is this region here in green called the hippocampus there Dadinho it is here well shown in the image in our in our Temporal lobe here on the side in the deep region behind the ear of the ear implantation and we have this structure called hippocampus Ana because it has this little shape

so if you look at the normal anatomical piece it looks like a seahorse And then the seahorse the scientific name is hippocampus so They didn't know about this curiosity And then they called this brain region the hippocampus, but wait, where is the seahorse ? in this field in our limbic system amygdala there, right, one of the structures of our limbic system is the amygdala, this one in red, so we are in our brain right now at this moment for example, we are being bombarded by visual auditory stimuli of temperature, right? There is air here, there

are lights and our brain doesn't record this, it has to choose what it will record, right? What it will store in memory, the one who tells it what it will store is the limbic system, so how much it captures our attention, right? What affects our emotions the most ? that some very good person who is a person who is a good storyteller tells a story it could be funny it could be and you record that story and you know how to repeat it with maximum detail because when that person was telling it you were like

wow wow almost creating an image creating creating the image the person is telling it And then you go Wow what is going to happen and there is the fear and there is the surprise and you recorded it you will never forget it because the amida she said that to the hippocampus look look record this here record it Look how interesting, even the negative things so you go through a trauma exactly because of an abuse because of something that leaves an emotional mark on you, it creates an alert , right ? we are going to sleep

our sleep so dear so loved so important the brain says so well I'm going to revisit what I experienced today and I'm going to see what I'm going to record what I'm not going to record during the night during our sleep the new memories are consolidated that's why when we talk about sleep we have that within neuroscience it's a Sacred place it's a sacred pillar pil Pillar is a pillar that if you take it away it's all over it's all over it's all over it's all about it's learning falls memory falls attention falls focus capacity

learning falls everything that's where you do the cleaning, you know, the selection of contents and the cleaning, and there's also cleaning during sleep. A detoxifying chemical phase, for example, it's a phase like soap and broom, in which the glia are very involved, you know, in the past, I thought it was just to support support cells, so during the night, our neurons, the brain is active, right, depending on the sleep cycle, N1 n2, N3. increases the cerebrospinal fluid, which is a cerebrospinal fluid that we have inside our brain, these cells are doing it with the broom

here, playing, you know, filtering the toxins, the microtox Sinas because all of this is very chemical, so in Chemistry, when you break down molecules into smaller Men molecules, you have a residue that metabolites of substances that we use and accumulate can become toxic So today we know the importance of Sleep for neurodegenerative diseases to avoid neurodegenerative diseases CE too so that they don't progress, the progression of the disease is milder, right? So, all of this is an orchestra, right? Ana? Exactly, it's beautiful, right? When one goes, right? We don't just use 10% of our brain,

we use everything, we use what's available, all areas in a coordinated way, or at times more at times less than each region, but they all need to communicate so that these complex processes, the orchestra plays at some point, you hear one more instrument, soon there's another's solo, but everyone is there making their base their own. preparation, everyone is working so that the music is made in some way exactly perfect within the genetics, which are the changes where genetics are more marked within the disorders within neurodevelopment. However, when we talk about this active neurodevelopment, today we

can have many genes that we know are involved with autism, for example the autism spectrum, so Eh, that was so cool about autism, Ana. Because for a long time people talked about the autistic mother who was indifferent, who was cold, which caused her son's illness, that was so bad for certain women, it was terrible because it didn't help, eh, it was a massacre and it was blamed, right, it blamed exes and many fathers left women because that's how the rate of women when there is a autistic child who is left alone is much bigger than

the average and someone has to look at these mothers, you know, in a kind and charitable way, so the neurodivergent brain and I say this when we study embryology, which is the study of the formation of the human being as a whole . It's just that people don't stop to think that in embryology it's a volume of production of cells replications of ahem that if it weren't for the formation of human beings it would be a walking cancer reproducing like crazy and our body is prepared has repair systems our DNA repairs itself we have DNA

repair mechanisms so our color these processes are so complex that error rates occur for all of them within the normal range that our body goes there and detects we can be born we can have some dysfunctional neurons what are they? And here goes glia, goes there, phagocita, closes, you know, so, uh, our body is prepared for these mistakes, it already knows that there can be mistakes and if it adjusts, you know, it's an intelligence that self-regulates, right, it's such a dazzling and complex thing, Ana, so we study complex and dazzling because it's how we know

the error, we know how to correct the error, if we don't get in the way too much, you know, with horrible habits, with eh, we, nature is playing its role and providing this suitable environment for this to happen, right, so we know. that during pregnancy, now I'm not talking about autism anymore, right, but so we know that during pregnancy there are factors like fetal alcohol syndrome, which today we know is very harmful, we have virus infection, right, like Zika virus, which can cause system and deformities in the brain, right, microcephaly itself, covid itself, covid pregnancy,

we also have it and we need to nourish this body, right, so that it can generate a healthy brain, so much so that it has actions, right? For example, adding folic acid , which is a very important substance in prenatal care because it has to to close the neural tube to close the neural tube you need folic acid So you take a public action a public policy to add folic acid to flour and you know so I think knowing the disorders knowing and then comes our little ant work inside the laboratory because you can imagine

being a scientist is difficult we need to get around them like that ah I want to study a specific neuron to see if it is involved I study it in isolation You know in a Petre plate and it has limitations a flash, you know, I don't know if it will replicate when I saw it but I but Someone needs to do it Someone needs to try, right? So these days, research on the brain is advancing a lot. The 90s, which was considered the decade of the brain, are very recent . static, in the sense of

hard than it is today, we know that it is super plastic, super malleable, right, we have experiments with mice showing the importance of the environment for both the form of epigenetics, everything, so that's how we move forward . very disconnected from real life, so we keep studying the detail of the detail while life is happening, my Protein, which is there inside the neuron, which is also important , right? We need to continue doing basic science. Another aspect of science that we need to have is to take this to a larger population and people are interested.

Ana, I deal a lot with teachers, you know, my biggest audience. Maybe today on Instagram they are impressive teachers, they are teachers who work morning, late at night and even And then they send me a message at midnight saying that they are planning classes. You know, it's an infinite journey for our teachers and then they send messages like this. Ana, I have a little student like that. You know, there's a report like that. You help me a lot . me and a lot of managers also well you know because I have exactly like that sometimes

school managers contact me like that Ana, my school I feel like the teachers are a little more conservative, you know, more traditional methods I wanted to bring another approach I wanted to bring something different, something yours, so that's how the vast majority, you know, are very enthusiastic, but that's what I'm saying, we're always seeing the glass empty, but there's a mass that we couldn't see, and social networks have brought their visibility that is thirsty for knowledge, but we have to speak a language in which they can begin to reason Let's go to the pipin reporter

Bru Bru Look, wait, let me just Bruno with the glove, it's only on this hand he feels cold a point or no the coat is almost a Snow coat, right he puts it here so his Ear doesn't get cold oh oh oh there you see ok Come on my dear the pipin reporter it's a time when we have a community called sustainable human being So this community today has more or less 2300 people who are people who like knowledge it's all linked to behavior but everything linked to health they like it's people of all ages

it's people of all professionals from all professions And these people 15 days before you come here we release your Instagram which in this case is genetics pon neuroscience and they go there and search without following you ok and send the questions here so we literally post them like them so if there is an error we correct it so as not to give wrong information let's go first what is the relevance of genetics for neurological disorders such as autism dyslexia and ADHD uhum very well eh Genetics in all these disorders here it is present in some

more in others less so because we say what Ana that within this large area of ​​genetics that what the phenotype are these characteristics that we see not only I'm not just talking about disorders I 'm talking about characteristics my hair being like this the color of my eyes being like this my height my skin all these are characteristics that we can see and observe quantifying is what we call phenotype so for me to have this final characteristic I have an equation which is the sum of the genetics and the genetic background plus the right environment

so by adding genetics plus environment I have the characteristics so in some of them I can have a greater genetic component and a smaller environmental or epigenetic or epigenetic component and others vice-versa so it's like a balance, I can give you an exact number of how much is here and how much is here, no why Because more and more we discover genes that were previously unrelated that weren't that we didn't know that become involved in these disorders, so in autism, for example, ah, we have x genes involved in autism, but in a year's time it

could have increased by 10, it could have increased by 15, it could have increased by 20. So this genetic background here is important, but we have to focus on an environment that is what we can modulate, so genetics. you are not going to change and genetics and we have to be careful not to fall into what we call genetic determinism in Biology, so when you have our complete DNA, it has some predispositions, it may have some variants that are more likely to generate a gene, a phenotype, a characteristic, but all of this will depend on

the environment where this is the one that can uncover this genes that were quiet that are better or genes that will worsen that situation exactly so that's it, that's what we talk about genetic determinism. What we have to avoid is, ah, because it's in genetics, so it's going to be like this, right, it's always going to be like this, but I think it's interesting, for example, in the case of these three, uhum, because we take away that blame from everything, it was from education, no, I usually say, I have TDH, I remember people arriving at

my office, Oh , I do. infinity infinity infinity so eh eoand we also have to remember something from biology that is sometimes not taught in high school that we have conditions where a gene that we call monogenic so a gene is involved with a specific characteristic now the majority of these conditions are polygenes so we have the combination of this more of this more of this more of this more of this will give a final product now if I put a little bit of this a lot of this a little of this will give another

understand so there is an infinite number of combinations that you can have of variants genetics acting there in all these and many others, right, when we talk about dyslexia there are also different degrees, explain dyslexia to us because I think that autism and TDH, I think that people are even more familiar with it, it's one, it's a difficulty in processing language, so in our brain we have two well-known areas, which are broca and vernique or brocar . There wasn't, I don't think so, and then we have areas of language, then you put in what it

will look like and we've been discovering others too, Ana, so, and these two are the most classic ones involved with language, so the difficulty of reading and writing, why do you have dyslexia for written and spoken language ? having gone through some disorder there, yes ttt this area here that I wanted to talk about Reading also which is not Broc and Vernique's area, this little blue one here Temporal Pareto this here is the red one, let's go first This is the area of ​​speech F this and the area of ​​writing and speech production this one

is a lot of the personal literacy of literacy we call this region here the letter box of the brain in translation it is already a little closer to the occiput it is closer to the one here, right the back of the neck, let's say like that occipital ISO this one right here at the back so here is the fundamental literacy which then has the issue of spelling and the recognition of letter symbols okay And then we have this one here at the front which is about the articulation as well as the sound sound of the

sound words So that difficulty well phono, you know, so see that all these areas talk to each other there are connections But you can have dysfunction in just one of them uhum this little green one would be the classic one, see, eh, it wouldn't be, no, it's not one or any other of these, okay? The thing is, this one isn't good either, no, no , right, no, because it would be more up here than it would be more up, I think these images aren't good for us to use, not so much, but because it's also

the way it is in dimension, it loses depth, okay, let's talk about the one that 's higher up here, okay ? by the word itself by the written word by reading mirrored reading mirrored writing, right, we have eaea underneath there that had the brain 's letter box which is literacy, literacy and it's very cool Ana, let's think like this, I became literate at an age alphabetizes this region starts to decode these symbols letters this image and does not let this image of the face pass to the other hemisphere So we have exemplified very well what

we are talking about that the brain reorganizes itself all the time and communicates between all areas Because you write, right you can be writing and speaking at the same time, right, so you are decoding what you are writing you are articulating what you are doing all the time so that is why when we talk about this neuromyth that we use 10% of the brain this is not much of a myth it is very outdated there is no way this machine can be used only 10% changes the function the functionality it goes to work This changes

the activation of these areas right trails new trails deactivates So let's go back there so here from genetics you have already explained it clearly about the environment also from genetic epigenetics right perfect there is no percentage okay I'm not going to tell you there isn't even because the presentation varies and so, right how am I going to say that it's important there's a stamp we can identify related genes there's no there is autism without genetics there is a genetic nature there is no TDH Sometimes it is not a dominant thing it is not something like

that ah it came from the father it came from the mother it came not a variation that can be genetic from the father and the mother sometimes you are a trait it is not an autism that fulfills all the symptoms trait a hidden trait, right it is there for sale right you see it a lot Subtle sometimes it is very Subtle very close Bru how the brain can adapt and learn new things even in the face of challenges very well That's me I think rephrase here, right, Ana, a little because I think it's through Challenges

that the brain adapts to learn new things, so we have a routine where we stay within a comfort zone, you know, we have the toothbrush and the toothpaste in the same place, we have a favorite seat at the table that we like, a cup that we like, so it becomes automatic, we're moving along, reproducing, reproducing on automatic pilot, there comes a time when you need to challenge yourself, stimulate that brain, we already said that, right? of the neuroplasticity of this capacity of the brain to learn to open new paths and open up and so it's

a small thing Ana and the other day I was doing a live on Instagram talking exactly about this And then I said this, have you ever tried to have dinner with the cutlery inverted in your dominant hand because you're going to pay attention it's going to be difficult it's going to be a Challenge your brain is going to focus on what you're doing Okay and then it was really funny because it was at night a follower said like I'm doing this now my God it's impossible so she was like, you know, small things every day.

On the day, brush your teeth with your non-dominant hand, you're going to stay there, oh, I'm going to try hard. I'm going to concentrate, so the brain needs to be challenged and stimulated, and it's not just like that, right? People talk a lot, ah, playing chess, doing crosswords, yes, this stimulates a lot, but we leave our comfort zone, learn new things, if we challenge ourselves, we know that the brain molds itself for this, that we have this capacity, we need to take advantage of it, right? they make our brain already have more Alertness and attention

to what it is doing, opening up the possibility in AB learning exactly so challenging your brain has already challenged your brain today you always ask yourself this perfect is next Bru what is the importance of working on emotional regulation in children with TDH or behavioral disorders very important I think emotional regulation in children, let's talk about non-neuro atypicals, let's talk about neurotypicals, first of all, typical, emotional regulation in children works and stimulates, right, emotional regulation is very important because it is a phase, there is a phase of neurodevelopment where the amygdala, that structure that we

showed related to emotions, is hyperactive. So it is more activated in childhood than it will be in adult life . prefrontal cortex, which in children is not developed, so it is the prefrontal cortex that gives it. Holding the star, she says, oops, wait, less less, it controls primitive impulses, like don't hit your friend because you can't do that, children don't have it, right? It's a whirlwind of emotions at all times, a typical neuro child, right? toad positor, so the children , these neurodiverse children, they need this themselves, they do it themselves, right, in autism, there's

it through the stereos, the ipias, right, they try to self-regulate, calm down, right, so, working on this, early intervention is the first thing in therapies, that's why early diagnosis is very important, right, we don't, we don't, we don't get tired of hitting this button Because from then on, you can carry out a much more efficient intervention, right, get a much more plastic cbro that is much easier to regulate, to be worked on, to be stimulated, yes, to open a path, right? So it's essential not only in disorders, right? Inter, it's interesting that we see fathers

and mothers, it's in airport shopping malls, we see this a lot, the child starts to deregulate and instead of helping the regulation, he becomes like, I'm not going to talk to you anymore and I don't know, then he starts to deregulate, yes, the adult, the adult in the situation. we have to serve and as a mediator And serve has a role for this cortex to help this child, you know , so I see that there is also the issue of emotion is very related to it is a cognitive rigidity something of inflexibility or what will

others think I see this a lot for example on a plane Because there is one thing today it is a child's phobia right I see people children start to cry people don't bother me if they bother me first I will know if it can help in some way But if it's too far away I won't intervene and if it is not necessary of course you have to leave it there I will accept that Crying Because it is a cry that is normal for a child to cry but then it becomes like that What do you

mean we have already cried and then this burdens the parents too it is exactly that they are in that anxiety they are in that desperate attempt to solve it so no, I tell everyone there is no way to get out of the plane So everyone will have to deal with that situation or ask to leave like we do and well, I think that this is the definition, who are the adults in this relationship, right? So, the adults are responsible for this reception, this reception, right, and accepting these emotions of the child, right, understanding that it

is a process that everyone was a child, right, so, a lot of patience, right? coupled anxiety because that's how it comes, it's a package ume it's a package that comes and we were talking to Sandra, you know, about strategies like this, I think you can develop strategies to deal with this anxiety when it comes, but it comes at some point, even because of this issue, I think, Ana, the issue, our brain has a system called the attentional focus system, so we can't pay attention to everything that's happening, right, because we have several stimuli arriving being

processed It's as if you I like to give this example you turn on a flashlight Where you want to focus, right ? attention that may or may not be along with hyperactivity and they suffer from this because they can't maintain that executive function there, you know, controlling your attention, there are some who can't even start, they are procrastinators, so you can't say, I'm going to sit down and read this book and knowing that you have to sit down and read this book, you start to become a person, it creates anxiety, it's also an anxiety bomb

because you can't accomplish what you agreed with yourself, you have to train that attention, it's not just the medication that I see people like that, no. You don't have to take medication, maybe at some point, yes, right, but if you don't train this Reading thing, this thing about turning off your cell phone, right? Take away this thing where you stay in a more isolated room, Dinho or talking to people, no less stimulation, less stimulation, you can't do it. Exactly that because we have one, we have two types like that, to sum it up simply, we

have two types of attention, right ? oops someone says Ana me Oops right, so just then you lost your attention then you 'll have to start over from scratch then imagine you have a TV on you have a phone there a notification Then a notification appears plim you do like this oh you didn't even think about doing that you might not even look but if you have that sound you've already lost focus I'll turn it off it's eeee the best thing is to leave it away I leave it on another C turned off is that

not even at night the ideal is to turn off the cell phone and not put it alone Airplane fashion helps a lot but turning off perfection is and and creating I have these and all of this is developing techniques, right Ana so that we can live with our limitations, so when I go to study I leave it in another room that I know is not accessible, no message will reach the fridge if it's far away we think three times I'll have to go there to get it I always leave water nearby and today in our

day to day life, right in the way we live life we ​​have often done these things Oh, pick up the cell phone there in the middle and that's it. like, ah, just scrolling through the feed, you don't even know, you know, when you open it, like, wow, what do I, what did I come to see here, you don't even know what you're looking for because you get lost because then you leave that focus and go do something else , right? There are people who exactly like to read on digital like that, right ? lend on

digital I'm kind of scattered, you know, he's waiting, among other things, this is another thing, it's very easy for me to open another tab Oh no, I'm just going to look at a little something here and come back and the book isn't in my hand You can smell it, it's here, it's with you and you see your progress, right, wow, I'm halfway through, don't say, that's the way I think it is, especially those who have these disorders You have to create strategies, you know, to fragment your activities, it's very important for the brain, so it's

time to take a break, right? besides Sometimes you take and make a checklist it's very good for those with HDD to make a checklist But then you Look at those 12 items that you have to do on the day you say oh my God I'm not even going to start no it doesn't exist I usually say you put five Commit to the first two that and fragments of things Oh so I'm going to do this little bit of this I'm going to take a break I'm going to do it, right And we get to know

each other, eh, when I wrote it, there's time to develop it, right? there is time and so I ask about study techniques, I say that for everyone it works differently, we have different brains, so for me the pomodoro was very good for writing my thesis but I had to adapt it too, so there were parts where I worked harder, worked better and left a pomodoro a little longer because I was like, what is the pomodoro ? pause and it's called a pomodoro because the timer that was used by the inventor was a tomato one and

then it would beep and Ah, it's time for a break, generally like this, 25 minutes of concentration work, five of a break, but this gradually gained modifications over time because it has to be because stopping 25 gets dispersed, but then, but then you have to keep going, right, 25 there are even apps that you put in, you put in how long it tells you, so from now on, but then again you'll have to have your cell phone here, right? These applications create a temptation to see what's coming in, there are some that block the screen,

so while you're in the technique you can't access something else, because it blocks everything, then it takes 25 minutes, five minutes and it's 5, and even then it comes back on Sat 255. And then you can adapt it, so I did this technique when it was a boring, denser subject, I did 25, when it was a subject I was writing there, the thesis would go on, ah, I would put 40 and rest 10. so I would adapt each PR because each day is a different day, right Ana, there are days when we have more or

less, there are days when I can go straight for 1 hour 1 hour and a half, that doesn't need to stop then I stop for 15 minutes like this to walk a little bit, get some water, pee, pee Then we do it next Bru, there are specific genes that are related to the condition like tbh or autism, we said yes, we talked a little bit, right, and about autism, a lot more, a lot more specific genes, no. specific but with variants that cause predispositions for Autism than for TDH, although we also see family members, you

know, the family's TDH we track, but in autism much more and we discover much more studied and sane, but you didn't even talk about it, right, because it's a spectrum, we PR a lot of people to do a robust study to be able to identify it, in this one there was this variation, in this one, there was another, in this one, there was out, if we remember that each human being is unique, there, dear, and each brain is a piece of cake, that's different, neurodiversity. so ass within the neuro type there is neurodiversity so even

though we are all of the species homo sapiens sapiens and we go through very similar physiological biological processes and the same ones we have totally different unique experiences that form those neural networks that we talk about in a very unique way ex So we have to be very careful Ana h when we say the universal method for you to do this Universal like right so for those who are universal for me for you it will not work for everyone I think you will get it eh pieces of methods and they compose and adapt, that's what

we said ah the pomodoro works for me it worked but it won't work for you because you prefer to work more and so getting to know each other even works but I have to redistribute distribute and and another thing Ana that we need to talk about is that respecting these differences these differences right so understand and teachers are very good at this I think they are the best because they because they have a room with 30 35 students where some are super following others are and others are so like this. you have to deal with

this neurodiversity on a daily basis and arrive at the end of the year and present here the report, how did so-and-so evolve, they deal with it on a daily basis, therapists, also teachers, but because the schedule is more ISO And also because they are all together, right, there's the thing where you look, eh, not comparing, but understanding each other's neurodevelopment, and these teachers are great like that, eh, at making these more personalized strategies, right, so I always tell teachers that it will work. for João, maybe it won't work for Maria, right? So, if we know

the basic biological knowledge, you can create, create, I say that neuroscience is for teachers applied to education, right, we call it neuroeducation, it is used precisely for that, I think that three main points are understanding the basic basic physiological mechanisms of what happens in the brain, how the brain retains this memory, learns, the focus is because it is important information that is not in the curriculum, right, so I like to make an analogy, it seems a little strange, but it is good. To illustrate, it's as if you had a car and you were going to

take it to the mechanic in PR to change the engine, your car's engine was damaged, so you take it to the mechanic, the mechanic that you took, he doesn't know about engines He doesn't know engines, he only knows about cars uhum and then he goes there he's going to change something here he's going to take it out there he's going to try it, he goes and it works and you leave there happy because to stop your car running again it worked life that goes on I read teachers are like mechanics and the brain is like

an engine uhm so teachers are very good at teaching literacy without having the knowledge of how the brain works because this is not in the curriculum so it's not that teachers don't teach teachers teach very well Thank you, the teachers are very dedicated despite Now imagine you hand over a tool a new knowledge saying like, look, let's look here at this lobe for this region of the brain may have this little problem so we can stimulate it this way Let's think together the best strategy so understanding the physiological processes makes us think about practices pedagogical

And then I like to reverse the order again because I say this, teachers and therapists sometimes they think practices, you know, exercises activities that will end up stimulating area X of the brain they thought of an activity they applied and this activity worked because it stimulated area inverts This order, right, so this knowledge is neuroscience for teachers, it can be powerful. It certainly serves as a support, right, for navigation in that brain, exactly, a scientific support also for peace, you know, for you to sit with your father and talk like this, look, father, I have

observed Joãozinho like this and this and there is a region here in the brain that I would like to be more stimulated, let's think about it, you can do it at home, while I'm doing it here, exactly perfect, this partnership, so it's perfect, and can you explain it, I have a student from a My course, which she gave me in a very logical way, she gave me really cool feedback, which she said to me like this, Ana, I managed to sit down with a father and point to him and say look, let's think about things

together so we can improve this and this And then he got to the evaluation x months later he said Wow, how he improved that, how And then she said, wow, I was able to explain He starts to have eyes to see uhum Exactly because otherwise I can't see what I don't know about, right, I go down ISO knowledge in power exactly next Bru What are the main difficulties that teachers face when working with neuro atypical students and how they can overcome them to create a perfect more inclusive learning environment I have worked a lot with

teachers and I think that the main problem is what we have been talking about as there are generally a lot of students in the classrooms and each one with their own learning rhythm given each one at a different stage from this school rhythm and especially for neuro atypicals the lack of structure and pedagogical resources within the educational institutions themselves to accommodate So many They arrive with written reports and say, oh my God, I know, how do I interpret this, what can I do to help Joãozinho? environment from this knowledge from this knowledge so it's a

journey, it's one that I didn't even talk about at the beginning, I think neuroscience It brings a vision, an aspect of this whole, right, because there are psychological issues, there are environmental issues, you know, environmental issues, you know, so there's a whole set of things, it's more the ingredient, but and I think neuroscience comes PR PR, I don't know how to explain it, but to show the processes that happen and then it does that little twist that we talked about ah, so that's it, my student does that right Ah, that's why it's changing the lens

where You'll see, it's adding another modulation of the vision lens, eeee, it's not and I arrive to work with the teacher very respectfully, Ana, because it doesn't have to be that they do magic with what they don't know . there it worked there it worked And then you generate what we talked about at the beginning ex of applicability exactly so that knowledge that someone some scientist once went to the laboratory discovered now it is being applied in real life in Joãozinho's life inside the classroom ex making such a revolution Then the cycle ends exactly otherwise

PR I'm still missing a meaning you know so that's why today I feel very fulfilled working with these people with these professionals all the professionals who come to me I already tell them you I'm sure you're already excellent professionals because you're in search, right, you didn't even say that after an exhausting journey, go there, look, want to read, want to know, look, I saw this, could it be real, could I talk a little more about it? It's really cool, so that's how the person searches is Avid. So I think that teachers are very good at

this, in this handling of the diversities that they face on a daily basis and each teacher does their best like this, trying to think about planning, right? My mother works in early childhood education, so she also sends me there, there's one. perfect next Bru I would like to know if anyone diagnosed with dyslexia or dyscalculia necessarily has TDH and because of this comorbidity they have a disorder answer number one no no no no because these are dyslexia, you know, language is dyscalculia of numbers, they are surmountable in the sense that you have a diagnosis, sometimes

it's a delay, sometimes it's a mirroring, a mirroring of a letter that writes a mirror of a number, so this here is super, and with early intervention, this scenario changes relatively easily, easily, that if it turns a student into a dyslexic adult, right? You know people who say I'm dyslexic, so this difficulty persists throughout their lives, but it 's not necessarily a TDH, right, it can't occur, but it's not the rule, on the contrary, it's not the rule, so they're different things, right, they are, they're different scenarios, they can go together, yes , and then

we have the package, the one that we said that we observe comorbidities because, precisely Ana, if we think about the biological aspect of things when you have a dysfunction in some brain area like the We said she won't, she's not isolated, on the contrary, she communicates, so suddenly, like these neurons are arriving, starting from this functional area, going to other areas, the communication that gets there, arrives defective, arrives dysfunctional, so the comorbidities come from this, right, that's when you find more than one characteristic that goes together with a main one . Yes, Ana, I don't

know, I don't think so either because procrastination comes from that difficulty, the brain doesn't create it to protect it from the nasal, the brain doesn't even know what it is, it knocks you down, right? There's a blackout, almost a dissociation, and you don't know, it's going to where it came from. What's the name ? So, the brain has ways of protecting itself against other things, trauma, memories. ISO, and TDH 's procrastination . can't maintain sustained focus sustained attention for minutes time And then it's already gone M so that's it no for sure no no next

Bru Why do people on the autistic spectrum have difficulty recognizing emotions in others is there one there is that that yes that exists that is very real very present right it is within the spectrum Tod more or less less exactly so that's how it is to look and not know how to interpret because we who are neurotypical can socially, you know, have an idea of ​​what you like if you don't like it, right? So I'm talking to someone and they're already making a kind of face Ah, I'm looking at you, you see , you know,

you know, you're going to palpate, right, you're going to feel there and you're going to find these microf facial changes, right? Very quick, people, and that we have the ability to identify here, that doesn't happen, so it's Eh, let's talk about children, right? For example, that child who can't understand what 's happening, can't recognize when their classmate says something, right? many people Sometimes it can be the one who doesn't like the hug of the touch, so these and this difficulty that is present in autism we have studied like this, right, autism, as we said, is

a spectrum, so what we find at different levels is very variable, but it can be related to the mirror neurons, we have a group of neurons that we call mirror neurons and they are they are very fascinating because they learn by repeating each other, right? eh, I look at the other person, I recognize the other person, I repeat what the other person does, so if I'm drinking this tea and I map here the mirror neurons in your head and you're looking at drinking this tea, it's as if there were the same neurons activated in the

same circuitry here as if you were also drinking the tea, exactly so he learns what we call the neuroscience of observing others, you know, empathy, exactly, so children who are very autistic have a lot of this difficulty and there are many studies talking about the impact of mirror neuron dysfunction in autism because example So see how science is trying to unravel some things, right? So I observed this phenotype, right? What could be happening so that I can observe this characteristic? So, uh, it's fascinating, it's complex, as we said, especially talking about such a broad spectrum,

right? But, this difficulty exists, it's real and the studies that show it point to what you can do within the process, especially the tab and teaching . for different scientific evidence and that it proves Exactly this is the case with aba and this is the problem with us creating a Universal methodology That's it, it works, no, so the whole methodology is applied and for some it works and for some it doesn't it's a little frustrating to have a scientific scientific basis for you to try and it can be frustrating for parents too, right Ana, because

then you try one methodology, try another, it doesn't work, go here and there, that's why it's so important for you to have one that works, but this is validated, better proven, better proven, ex exactly next Bru How degenerative brain diseases such as Alzheimer's and Parkinson's affect cognitive and motor functions and the role of neuroscience in treating these conditions, look at a combo I really like talking about neurodegenerative diseases because they Although they are within a package What are neurodegenerative diseases are neurodegenerative diseases are diseases that affect the nervous system mainly the central nervous system are

are diseases that generally present in adult life, right ? This disease has Parkinson's Alzheimer's has Huntington's which is another disease that also affects the Brazilian population and they affect Alzheimer's much more, neurons are caused by the death of neurons in the hippocampus, which we talked about in the memory region of longer-term memory, these neurons die, right? We have the loss of these neurons, once these neurons die they are not replaced, which is why we get worse, right? which are plaques made up of proteins called betamel, which block transmissions, leaving the neurons there tightly , crushing

the neurons, the neuron dies, so they are different processes, right, Parkinson 's, much more motor, right, paroni tremor ? another area of ​​the brain, so the hippocampus converts these memories, these memories are sent here to the prefrontal cortex And then when the hippocampal neuron starts to die, it starts to damage these memories that are still being converted, so I don't remember that you had a recent ex But those are more consolidated, call Maria who was a neighbor who lived there when I was a child and it's a true story So we have this one proving,

right, that things are distributed, right, just a region with which they communicate, right, so we have, uh, and the role of neuroscience in all of this is to carry out this research, right, and we need Ana, now we really need the participation of the population, right, we who study neurodegenerative diseases, we deal directly with the affected families, so we invite families to participate in the research, we know, we don't pay for people to participate, right, we need them to travel, these are families that are already committed, true, right, emotionally, also the workload, ages that already

have to have a caregiver who And then these families, so we are very, very grateful, as we scientists are. very grateful to those who participate in research because what we need is that little ant work that doesn't just depend on us, right? It depends on the other person who brings it, that allows it, you know, it goes through a protocol, we apply scales, sometimes it's a long process and we know that the families are there in that eagerness, there's someone studying this for me, you know, I'm not alone, I'm here with someone, there's someone looking

out for me, so I think we fulfill this interface and even in a way, you know, because the children of people who have Alzheimer's, Parkinson's are very afraid. of the future so a way of also creating possibilities studies that will be able to benefit them in the future and and and Alzheimer's there, right now, now I remember the role of neuroscience is to continue investigating, right, Alzheimer's, now we have like this, so studies related to sleep, right, so if we were to think from a biological point of view, sleep, exercise, physical exercise, So if you

were to think that they are protein plaques that accumulate, the more fascination I do, the better, the less, the better, the better, the better, the more sleep, that's it, And then you need to sleep, so today we live in a society is a bit crazy when it comes to sleep because it seems that sleeping is one thing, it's a loss, it's lazy if you sleep, you're a sleeper, you're lazy people have that kind of thing, right, and work, study while They sleep, sleep well, because sleeping well isn't the thing about sleeping 12 to 14 hours,

it's about living the cycles you need , you know, so you need to consolidate your memory, you need to clean up, so this preserves your health, mental health and protects your neurons . It's called bndf, it's a protein that's released in the brain, it helps protect neurons and it's released when we do physical activity on a routine basis, exactly, there's no point doing football on Thursday, you're going to have a heart attack, it's not like that, oh, I'm going for a walk there and I'm going to release bndf, no, it's Constância, it's the same thing

as the sleep hygiene routine, it's not like that today, I go from Monday to Thursday, I sleep well, then Friday, I drink my sleep, I go to Beleléu, Saturday and Sunday Saturday to Sunday I'll go to the party, go to Beleléu, then on Monday I'll return, no, it's a very close routine, bruh, women's brains react to stress differently than men's brains, wow, that's it, I'm going to ask university students for help . very stressful for others, no, so I think, for example, that we know that the issue of dementia is also closely linked to low

estrogen, which is a predominantly female hormone, so this issue of you having good pre-menopause post-menopause monitoring, I think it influences everything, so no, certainly in relation to hormonal modulation, we are much more susceptible than men, right? prolonged and high levels and we know that this can even affect the size of the structures the volume of the structures being one of the most sensitive cells are the hippocampal cells the neurons very sensitive to cortisol And then you experience this this our modern daily life it makes you always be in an extreme state of alert right It's

as if your brain is always there danger danger danger you need to do that that that that other and I live in a city like that a violent city I need to worry about this with that and then the cortisol pumping and we have to think about that When I think about this a lot when I think about the development of children's brains, too, right, so today we know that children who go through trauma due to abuse, be it verbal, psychological, sexual, that they have to experience, the brain stays on all the time, a very

harmful alert stage, right, so this alert stage has a lot to do with this cortisol that is released, so our brain and people react differently from each other in relation to this, but it is known that physiologically, the theses F, right, that provides many triggers and Damage to both the physical structure and the functional structure, exactly close Bru ah ah we're done dear, no it's not over now you see our ping-pong, right Come on now we have this pipinho ping-pong that the whole team heard and sent me here words and phrases to be completed everything

is free Association comes into your head if nothing comes up step ok no problem don't stress you're stress-free no corol est no cortisol So let's go one love love family two neuron connection I loved three resilience to resilience I want to say something related to discovering your purpose go after perfect four Complete the phrase learning is learning is creating connections five purpose of life teaching translate making accessible all the knowledge that I have accumulated over the years that I do with a lot of love a lot of gratitude a lot of dedication too and what

will come too, right? what you have only accumulated you still have a lot of things to open and learn and pass on Amen six happiness happiness is spending time with my family seven a longing a longing oh a longing perhaps for my dog ​​Uhm that I have Gaia that today is no longer with me perfect eight empathy empathy is for me is one is to be kind to be charitable to be Generous to look at others with that look like that look of generosity exactly perfect nine If you could change something in the world what

would you change if you had that power right, social inequality and 10 a sentence a thought can be yours it can be someone's that you would leave Hum There's a French neuroscientist that I really like that he says like this in the middle of the 20th century we know Practically everything about the functioning of our cell phones our computers in our car but we know very little about the functioning of our brain so it's an invitation to all those who are interested who have this curiosity of wanting to implement, right, this knowledge in your life

in your daily life that can be a very accessible and very rich knowledge, very valuable, very productive, very productive good results dear I wanted to thank you very much for your knowledge for sharing I learned a lot I'm very happy to have had you here now you get the little gifts first the book Happiness that I wrote during the pandemic so I wouldn't stop seriously to produce as much as I could of what I could do so I went to talk about happiness science and practice for a happy life exactly so there's everything there there's

a lot of neuroscience that's it I hope you like it and here you are also taking one that came out of the Oven launching some time for me which are my phrases And today you also take the bracelet to keep on your wrist so you can always look and talk I've already dedicated myself some time to myself today Everyone needs some time for myself but it's not over Calm down here we have an ecobag that's here for the pipinho uhum brain Zinho fel that on the back there's our motto here which is make it happen

and inspire because if we don't serve to inspire people something has gone very wrong, at least that's what I think and here you have a notebook to take your notes look beautiful in the coming years and the We also have a mug PR for you to drink your tea, your chimarão, I'm going to have to make this tea here, I'm going to have to get the recipe and PR remember us, look, beautiful, okay, you can leave everything on the side because the children are very polite, they'll fix everything PR, you can be sure of that,

people are polite here, I work here, I was welcomed F if not, but look, we'll bring it to our house, we have to put a red carpet on it from the first Ana, from the first P At least it's something that we made a point of from the beginning and we have to mark it a year and a half of Podcast but I don't think we're going to lose this Essence, you know, welcomed like this, fantastic good thing, now that moment has come when you're going to look at that camera and give all yours, you

don't even have to look at me, you can be really rude and I wanted to thank Ana for the invitation, she's here with you, thank you Whoever's watching too, right, for sharing this moment of neuroplasticity with me here , you can find me there on Instagram, so genetics, neuroscience, and from now on, they'll be on other platforms, also accessible, and there on On Instagram you can find courses, workshops, right, my lectures, so there you have online access, both online, online course, online training material, and also my contact so we can be together in person, right,

I work a lot with teachers, parents, psychologists, therapists in general, people who want to learn how to use neuroscience as a tool. So that's my gratitude, thank you very much for the invitation, I appreciate it, my dear, thank you very much, it was a great month, I was very excited to be here, it was very traumatizing, no, I don't want to go back, thank you very much, thank you very much, dear, we are finishing another episode of PIP powder today It was with this sweetheart that I already met on social media but it's always much

better in person Ana Carolina Martins if you want to follow her it's easy her Instagram is on here and it's Genete neuroscience if you liked the episode and I think you will, right? Don't forget to subscribe to the sharing channel and because here in the P de pipo community we believe that only self-knowledge can actually empower people and Ana is an example of this so if I were you I would follow you very much and until the next episode of the Pipo pod