Made available in DSpace on 2014-12-17T15:07:19Z (GMT). No. of bitstreams: 1 RudsonEGS_TESE.pdf: 3913839 bytes, checksum: 4e46f62ffc9f1592a99a5b010993ac51 (MD5) Previous issue date: 2013-11-04 / This exploratory study aims to present some readings as Doy? (2003), Carrasco Perea (2003), Melo Ara?jo e S? (2004), Chavagne (2009) and Alas-Martins (2010; 2011) which helped to confirm some ways for showing that a plurilingual environment can enable a trend in improving the understanding of written texts in the mother tongue, and can collaborate on a better perception of the world around a person with all their different nuances. The study describes the methodology and some results of our doctoral research that resulted in the insertion of the experimental discipline called Intercomprehension of Romanic Languages (ILR) in the curriculum in the city of Natal / RN / Brazil, and it was justified because of high functional illiteracy degree among young people up to 15 years old according to the educational data from IBGE research on 2010. The results were verified through an experimental action-research which was characterized by Lewin (1946); Nunan (1992); Thiollent (1994) and Trip (2005) in two schools: Professoara Terezinha Paulino de Lima (municipal school) and Professora Ana Julia de Carvalho Mousinho (State of Rio Grande do Norte), with 95 students from the final years of primary education. The corpus of this research was subjected to a series of condensed techniques like the nonparametric test from Kruskal and Wallis (1952) and the parametric test ANOVA as an effort to provide statistical significance to the analysis of the results indicated in the book of ILR activities. The research presented some skill views about reading comprehension of written texts according to perspective of Ringbow (1987), Giacobbe (1990), Alarc?o (1991; 2009a and 2009b), Corder (1992), Castellotti (2001) and Degache (2003), and the possibilities of transfer these skills for learning Portuguese as pointed out by Meissner, Klein and Stegmann (2004); it indicates a positive trend towards the understanding of LM according to analyzing the scores of written tests and texts by participants in solving tasks / Neste estudo explorat?rio, apresentamos algumas leituras como em Doy? (2003), Carrasco Perea (2003), Melo, Ara?jo e S? (2004), Chavagne (2009) e Alas-Martins (2010; 2011) com o objetivo de verificarmos alguns tra?os de como a abordagem pluril?ngue pode constituir-se em uma tend?ncia na melhoria da compreens?o da escrita de textos em l?ngua materna (LM), e quanto pode colaborar para uma melhor percep??o do sujeito quanto ao mundo ao seu redor com todas as suas diferentes nuances. Consiste em descrever a metodologia e alguns resultados de pesquisa que proporcionaram a inser??o experimental da disciplina denominada de Intercompreens?o de L?nguas Rom?nicas (ILR) na matriz curricular no munic?pio de Natal/RN/Brasil tendo como justificativa o elevado grau de analfabetismo funcional observado entre jovens de at? 15 anos, segundo dados do IBGE de 2010. Os resultados foram verificados por meio de pesquisa-a??o experimental mista caracterizada por Lewin (1946), Nunan (1992), Thiollent (1994) e Trip (2005) na Escola Municipal Professora Terezinha Paulino de Lima e na Escola Estadual Professora Ana Julia de Carvalho Mousinho, com 95 alunos dos anos finais do ensino fundamental. O corpus decorrente desta investiga??o foi submetido a uma s?rie de t?cnicas condensadas, como o teste n?o param?trico de Kruskal e Wallis (1952) e o teste param?trico ANOVA, em esfor?o para conferir um maior rigor ? an?lise dos resultados apontados pelo caderno de atividades de ILR. O estudo possibilitou a investiga??o de estrat?gias de compreens?o de l?nguas sob a perspectiva de autores como Ringbow (1987), Giacobbe (1990), Alarc?o (1991; 2009a e 2009b), Corder (1992), Castellotti (2001) e Degache (2003), al?m da transfer?ncia dessas compet?ncias para a aprendizagem do portugu?s como apontado por Meissner, Klein e Stegmann (2004); indicou uma tend?ncia positiva quanto ? compreens?o da LM por meio da an?lise de escores de provas e descri??es escritas realizadas pelos participantes na resolu??o de tarefas

Made available in DSpace on 2014-12-17T15:07:19Z (GMT). No. of bitstreams: 1 IvoneRDM_TESE.pdf: 2533114 bytes, checksum: 7b64bf352a266cac4b9fe1078a7b3383 (MD5) Previous issue date: 2013-12-19 / The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCA??O, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship / A escola ? o lugar social o qual deve propiciar a forma??o de leitores cr?ticos. Nesse contexto, o papel do professor ? fundamental no que se refere ao ensino de leitura. Assim sendo, esta pesquisa de doutorado visa explicitar as pr?ticas de leitura a partir das vozes sociais de professores e de estudantes do Ensino Fundamental das escolas p?blicas estaduais do RN que apresentam resultados exitosos, conforme o IDEB 2009. Ademais, busca-se explicitar, por meio dos posicionamentos dos professores, as concep??es de leitura subjacentes ?s suas atividades de leitura, bem como elucidar as vozes sociais sobre o ensino da leitura presentes nas Diretrizes Curriculares Nacionais para o Ensino Fundamental de 9 anos e nos Projetos Pol?tico-Pedag?gicos das institui??es educacionais investigadas. Para tanto, foram realizadas: observa??o em sala de aula, aplica??o de question?rios com professores e estudantes do 9? ano do Ensino Fundamental, nas turmas de L?ngua Portuguesa, como tamb?m encontros dial?gicos com as equipes de dire??o e pedag?gicas das escolas. O aporte te?rico que orienta a pesquisa adv?m do pensamento bakhtiniano (2009, 2010), que trata da perspectiva dial?gica da linguagem e da compreens?o responsiva ativa. Al?m disso, este trabalho ancora-se nas reflex?es te?ricas de Antunes (2005, 2009) e Geraldi (2003, 2006, 2010) acerca da leitura e da escrita no pa?s, as quais contribuem para o redimensionamento do processo de ensino-aprendizagem de L?ngua Portuguesa. Este estudo se insere no campo da Lingu?stica Aplicada, a qual investiga a linguagem como pr?tica social no contexto de aprendizagem de l?ngua materna ou em contextos onde se evidenciem quest?es relevantes sobre o uso da linguagem. S?o adotados os par?metros da pesquisa qualitativa de cunho s?cio-hist?rico procurando compreender o contexto escolar por meio dos sujeitos envolvidos na investiga??o. O corpus da pesquisa ? constitu?do por: (i) informa??es constru?das por meio da aplica??o de question?rios com os professores e os estudantes; (ii) informa??es constru?das a partir da aula observada e do di?logo com as equipes de dire??o e pedag?gicas; (iii) um conjunto de informa??es selecionadas, ou seja, de empiria constru?da por meio da an?lise documental das Diretrizes Curriculares Nacionais para o Ensino Fundamental de nove anos (CONSELHO NACIONAL DE EDUCA??O, 2010) e dos Projetos Pol?tico-Pedag?gicos das escolas investigadas. A an?lise dos dizeres de professores e de estudantes apontam pr?ticas de leitura a partir de textos diversos, em especial, os da esfera liter?ria, em atividades envolvendo discuss?es, leitura e exerc?cios de compreens?o textual, entrevistas, can??es, organiza??o de semin?rios, recitais, dramatiza??es, semanas liter?rias, dentre outras pr?ticas. Ademais, tais an?lises revelam que ensinar L?ngua Portuguesa requer compromisso, responsabilidade e satisfa??o, al?m de princ?pios te?ricos mais fundamentados, os quais tornam a pr?tica pedag?gica cada vez mais eficiente. A pesquisa revela, ainda, que o ?xito do processo de ensino-aprendizagem ocorre em virtude do envolvimento dos segmentos da escola no processo educativo, criando-se, pois, uma rede de responsabilidades. Nesse sentido, esta pesquisa poder? contribuir para a produ??o de conhecimentos que possam orientar e enriquecer o processo de ensino-aprendizagem de leitura, vislumbrando um fazer pedag?gico constru?do a partir da rela??o com o outro, ou seja, do dialogismo que proporcione a forma??o de jovens que exer?am sua cidadania

Made available in DSpace on 2014-12-17T15:32:28Z (GMT). No. of bitstreams: 1 Tese_GeorgeJFN.pdf: 2720479 bytes, checksum: 6d72db8b12a0e5f743d69a67430d66b7 (MD5) Previous issue date: 2010-02-18 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Matrix metalloproteinase-7 (MMP-7) and -9 (MMP-9) modulate important functions strictly related to the development, invasion and metastasis of several human cancers among them the squamous cell carcinoma of the tongue (SCCT). However, individual genetic factors such as the functional single nucleotide polymorphisms (SNPs) influence the pattern of protein expression of these MMPs and thus may be related to the variability observed in the clinical behavior of patients with SCCT. In this context, the present cross-sectional study aimed to evaluate the association between the frequency of the functional SNPs MMP-7 -181 A/G and MMP-9 -1562 C/T and the clinical (age, gender and metastasis) and pathological (malignancy histological grading and immunohistochemistry expression) features of SCCT cases. Genotyping of these SNPs were performed by PCR-RFLP on DNA samples from 71 cases of SCCT and 60 individuals without cancer who constitute the control group. Among the results of this research, it was observed that the frequency of the polymorphic alleles MMP-7 -181 G and MMP-9 -1562 T in SCCT patients was 28% and 12%, respectively, and the frequency of the heterozygotes A/G (PR = 2.00; p < 0.001) and C/T (PR = 1.54; p = 0.014) were significantly higher in the patient group than in the controls. The prevalence of patients carrying the combination of SNPs studied was significantly associated with SCCT cases (PR = 2.00; p = 0.011) and metastasis (PR = 2.00; p < 0.001). Furthermore, with the frequency of SNPs analyzed, the age, gender, histological grading and immunoreactivity of MMP-7 and MMP-9 formed clinical and pathological parameters relevant to the identification of population subgroups more related to the development of SCCT and metastasis. Based on these results, it is suggested that the protein expression levels of MMP-7 and -9 substantially influence the balance between their pro- and anticancer biological functions and hence the clinicopathological profile of the squamous cell carcinoma of the tongue / As metaloproteinases da matriz extracelular-7 (MMP-7) e -9 (MMP-9) modulam importantes fun??es relacionadas ao desenvolvimento, invas?o e met?stase de diversos c?nceres humanos, dentre os quais o carcinoma epiderm?ide de l?ngua (CEL). Entretanto, fatores gen?ticos individuais, tais como polimorfismos de nucleot?deo ?nico (SNPs) funcionais, influenciam no padr?o de express?o proteica dessas MMPs, podendo estar relacionados ? variabilidade no comportamento cl?nico tumoral observado em pacientes com CEL. Neste contexto, o presente trabalho objetivou, atrav?s de an?lise em sec??o transversal, estudar a associa??o entre a frequ?ncia dos SNPs funcionais MMP-7 -181 A/G e MMP-9 -1562 C/T e as caracter?sticas cl?nicas (idade, sexo e met?stase) e patol?gicas (grada??o histol?gica e express?o imuno-histoqu?mica) em uma s?rie de casos de CEL. A genotipagem dos referidos SNPs foi executada por PCR-RFLP em amostras de DNA de 71 casos de CEL e de 60 indiv?duos sem c?ncer, que constitu?ram o grupo controle. Dentre os resultados da presente pesquisa, evidenciou-se que a frequ?ncia dos alelos polim?rficos MMP-7 -181 G e MMP-9 -1562 T nos pacientes com CEL foi de 28% e 12%, respectivamente, sendo as frequ?ncias dos heterozigotos A/G (RP = 2.00; p < 0.001) e C/T (RP = 1.54; p = 0.014) significativamente maiores neste grupo de pacientes que no grupo controle. A preval?ncia dos pacientes portadores da combina??o dos SNPs estudados associou-se significativamente aos casos de CEL (RP = 2.00; p = 0.011) e ? met?stase (RP = 2.00; p < 0.001). Ademais, junto ? frequ?ncia dos SNPs analisados, a idade, sexo, grada??o histol?gica e imunoexpress?o da MMP-7 e -9 constitu?ram par?metros clinicopatol?gicos relevantes para a identifica??o de subgrupos populacionais mais predispostos ao desenvolvimento do CEL e met?stase. Frente a estes resultados, sugere-se que os n?veis de express?o da MMP-7 e -9 influenciam consideravelmente no balan?o entre suas fun??es pr? e antineopl?sicas e, consequentemente, no perfil clinicopatol?gico do carcinoma epiderm?ide de l?ngua.

Made available in DSpace on 2014-12-17T15:32:34Z (GMT). No. of bitstreams: 1 ErickaJDS_tese.pdf: 814077 bytes, checksum: c31b79040c7db1898443078febad2a0d (MD5) Previous issue date: 2007-03-09 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The progression of the oral squamous cells carcinomas (OSCCs) seems to suffer influence from related factors to the host, as local and systemic immunologic response, which are essential to the antineoplasic defenses. The purpose of this study was evaluate the local immunity in 30 tongue and 20 lower lip SCC by immunohistochemistry method, utilizing antibodies anti-CD3, CD4, -CD8, -CD25 e -&#950;(zeta), which immunoexpressions were compared considering the anatomical localization, the intensity of the inflammatory infiltrate into the front of invasion and metastases. The CD4/CD8+ ratio was calculated for each case and associate with the mentioned variable, being the intensity of the inflammatory infiltrated also compared with the anatomical localization and metastase and for this the cases had been grouped in two categories: (n = 10) absent/scarce inflammatory infiltrate; and (n = 40) moderate/intense infiltrate. Fisher?s exact test was performed (&#945;= 0.05) and it was not observed any significant correlation between these groups with anatomical sites and metastases. With regard to the immunoexpression, the CD3+, CD4+, CD8+ and CD25+ cells count was higher in the lower lip SCCs while the anti-&#950;immunomarcation was more evident in the non metastatic cases. Through the statistical analyses, it was verified that the CD3 exhibited positive-significant correlation with the inflammatory infiltrate (p = 0.023). Furthermore, antibodies against CD8 and CD25 cells were also significantly correlated with the inflammatory infiltrate (p = 0.002 and 0.030, respectively) and with the anatomical site (p = 0.004 and p = 0.004) mainly in the lower lip SCCs. CD4/CD8 ratio did not show significant association with metastase nor with anatomical localization. We conclude that the inflammatory infiltrated of the Bryne s (1998) system did not constitute an indicator of aggressiveness in the tongue and lower lip SCCs analyzed and that clinical behavior of the SCCs studied was related in part to the immunohistochemical profile of infiltrated the inflammatory present in tumoral invasion front / A progress?o dos carcinomas epiderm?ides orais (CEOs) parece sofrer influ?ncia de fatores relacionados ao hospedeiro, como a resposta imunol?gica local e sist?mica, as quais parecem ser essenciais para a defesa anti-neopl?sica. O presente estudo teve por objetivo analisar a imunidade local em 30 casos de CEs de l?ngua e 20 de l?bio inferior, atrav?s do m?todo da imuno-histoqu?mica, utilizando os anticorpos anti-CD3, -CD4, -CD8, -CD25 e -&#950;(zeta), comparando a imunomarca??o em ambas as localiza??es, com a intensidade de infiltrado inflamat?rio no front de invas?o e com presen?a ou n?o de met?stase. A raz?o de c?lulas CD4/CD8+ foi calculada para cada caso e associada com as vari?veis mencionadas, sendo a intensidade do infiltrado inflamat?rio comparada tamb?m com a localiza??o anat?mica e met?stase e para isso os casos foram agrupados em duas categorias (infiltrado escasso ou ausente E/A e infiltrado intenso ou moderado I/M), sendo encontrado 10 casos na categoria E/A e 40 na categoria I/M. Aplicado o teste exato de Fisher n?o verificamos associa??o significativa destes grupos com o s?tio anat?mico ou com met?stase. Em rela??o ? imunomarca??o, a contagem das c?lulas CD3+, CD4+, CD8+ e CD25+ foi maior nos CEs de l?bio inferior e sem met?stase, enquanto que o anti-&#950;foi mais expresso apenas nos casos sem met?stase. Atrav?s da an?lise estat?stica verificou-se que os anticorpos anti-CD3, anti-CD8 e anti-CD25 exibiram associa??o significativa positiva com o infiltrado inflamat?rio (p=0.023, p=0.002 e p=0.030, respectivamente); e os anticorpos anti-CD8 a anti-CD25 estiveram associados de forma positiva com a localiza??o anat?mica, ambos com valores de p=0.004, estando estes mais presentes nos CEs de l?bio inferior. A raz?o CD4/CD8 n?o exibiu associa??o significativa com met?stase nem com localiza??o anat?mica. Conclu?mos que o padr?o infiltrado inflamat?rio da grada??o histol?gica de malignidade de Bryne (1998) n?o constituiu um indicador de agressividade nos CEs de l?ngua e l?bio inferior analisados, e que o comportamento cl?nico dos CEs estudados esteve relacionado em parte ao perfil imuno-histoqu?mico do infiltrado inflamat?rio presente no front de invas?o tumoral

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-16T10:22:16Z No. of bitstreams: 1 2015 - Tatiana da Concei??o Gon?alves.pdf: 5453125 bytes, checksum: 99e70cebe492e0864542a551ea8ebf1c (MD5) / Made available in DSpace on 2017-01-16T10:22:16Z (GMT). No. of bitstreams: 1 2015 - Tatiana da Concei??o Gon?alves.pdf: 5453125 bytes, checksum: 99e70cebe492e0864542a551ea8ebf1c (MD5) Previous issue date: 2015-04-28 / Programa de P?s Gradua??o em Educa??o Agr?cola da UFRuralRJ - UFRRJ / The teaching of Portuguese language applied by the contemporary teacher cannot be dissociated from the guidance and influences of The National Curricular Parameters and from the theoretical postulates of the textual linguistic, which are premised on the doctrinal basis of Mikhail Bakhtin. At the same time, it is important that this teacher organizes his practice from didactical and pedagogical guidelines of teaching through textual genres, which crosses the bias of the didactical sequences of Bernard Scheneuwly and Joaquim Dolz as well as the theoretical interactionist idea of Levy Vygotsky. It is also necessary trying to understand approaches that comprise the multimodal universe of various emerging communication forms, which consolidates several sign systems that interweaves each other in order to establish language uses, and thus the result of human relations expressed by ways of several languages. This implies to mention literacy and multi-literacy, once multimodality is a constitutive characteristic of social communicative forms, which are found in society in accordance with technological development. Not only this emphasizes oral and written interactions, but also includes every communicative technology. Once that new means of organization for academic knowledge are created as a result of this context of continuous changes and that new means of reading, interpreting and producing texts are constantly being produced, this paper presents only those ones focused on the study of languages, which stimulates a didactic and pedagogical transposition flexible to several cultural contexts. From this assumption, this paper aims to present results from a research conducted on the program of post-degree in Agricultural Education (UFRRJ), which intends to create a summary and analyze critically the knowledge and didactical and pedagogical practice of Portuguese Language Teachers of The Federal Institute of Amap?. Thus, this study purposed to see that the Portuguese-speaking school with a didactic and pedagogical practice rooted in the theory of genres , guided at first by the National Curriculum Standards , can help pluridiscursivo language learning , going beyond what is proposed and waiting for this document , achieving citizenship education linked to the context of technological change , in which different genres emerge as the sociocomunicativa needs of individuals in situations of social interaction / O ensino de L?ngua Portuguesa ministrado pelo professor da contemporaneidade n?o pode prescindir das orienta??es e influ?ncias dos Par?metros Curriculares Nacionais e dos postulados te?ricos da Lingu?stica Textual, os quais s?o ancorados nos princ?pios te?ricos de Mikhail Bakhtin. Ao mesmo tempo, ? importante que esse profissional organize sua pr?tica, a partir de orienta??es did?tico-pedag?gicas de ensino com g?neros textuais, as quais perpassam pelo vi?s das sequ?ncias did?ticas de Bernard Schneuwly e Joaquim Dolz, bem como pela vertente te?rica interacionista de Levi Vygotsky. ? necess?rio, tamb?m, buscar compreender abordagens que abranjam o universo multimodal das distintas formas comunicativas emergentes, em que se consolidam diversos sistemas de signos. Isso implica referirmo-nos ao conceito de Letramento(s) e/ou de Multiletramentos, uma vez que a multimodalidade ? um tra?o constitutivo das distintas formas sociocomunicativas que circulam em sociedade, em fun??o do desenvolvimento tecnol?gico. Por conseguinte, sabe-se que, nesse contexto de transforma??es constantes, surgem novos meios de estrutura??o dos conhecimentos cient?ficos; destacando, aqui, apenas aqueles voltados para ?rea de linguagens, os quais suscitam uma transposi??o did?tico-pedag?gica flex?vel aos contextos culturais diversificados, tendo em vista que, a todo instante, s?o instauradas novas maneiras de ler, interpretar e produzir textos. A partir desses pressupostos, este trabalho tem como objetivo principal apresentar resultados de uma pesquisa realizada no ?mbito do Programa de P?s- Gradua??o em Educa??o Agr?cola da (UFRRJ), em uma institui??o Federal de Educa??o, Ci?ncia e Tecnologia do estado do Amap?. Dessa maneira, esse estudo intencionou constatar que o ensino de l?ngua portuguesa com uma pr?tica did?tico-pedag?gico alicer?ada na teoria dos g?neros textuais, orientada, a princ?pio, pelos Par?metros Curriculares Nacionais, pode favorecer o aprendizado pluridiscursivo da l?ngua, indo al?m do que ? proposto e esperado por esse documento, alcan?ando uma forma??o cidad? vinculada ao contexto das transforma??es tecnol?gicas, em que distintos g?neros emergem, conforme a necessidade sociocomunicativa dos indiv?duos nas situa??es de intera??o social

Made available in DSpace on 2014-12-17T15:32:18Z (GMT). No. of bitstreams: 1 ThaisGB.pdf: 4320063 bytes, checksum: c97c01facb2aed61dd49fc01568c6ca9 (MD5) Previous issue date: 2010-02-26 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / The squamous cell carcinoma (SCC) is the most common malignant neoplasm of epithelial origin in oral cavity and present high capacity to invade adjacent structures. Traditionally, SCC has a predominance of 50 years male patients with long-time use of tobacco and alcohol, and the tongue is the most affected anatomic site. At present, there is an increasing incidence of SCC in patients below 40 years of age, who has been exposed or not to risk factors, mainly for tongue lesions. This study aims to analyze cell proliferation index using Ki-67 antigen in SCC of the tongue for two groups of different age range: until 40 years and older than 50 years. The first group was composed by 16 patients and the second one was composed by 20 patients. Clinicopathological features of the cases were also assessed. There was a male predominance in both groups. Tobacco and alcohol habits were common for patients until 40 years (72,2%), as well as for patients older than 50 years (52,9%). The first group had statistical association with the presence of regional metastases (p = 0,036) and with the most advanced stages of the disease (p = 0,012). Considering the histological malignancy grading, there was higher incidence (56,2%) of high malignancy grade tumors in the group of patients until 40 years old, but no statistical difference has found between groups and histologic malignancy grading. Regarding the immunohistochemical expression of Ki-67, there was no statistically significant difference between the antibody expression of the groups, as well as between other clinical and histopathological parameters. This study identified no significant difference regarding cell proliferation between the analyzed groups / O Carcinoma Epiderm?ide (CE) ? a neoplasia maligna de origem epitelial que mais ocorre na cavidade oral, com alta capacidade de invadir estruturas adjacentes. Classicamente, o CEO ocorre mais em homens com idade acima de 50 anos, que fazem uso de tabaco e ?lcool por longos per?odos de tempo, sendo a l?ngua, o s?tio anat?mico mais frequentemente acometido. Atualmente, vem se percebendo um aumento na incid?ncia dessa les?o em pacientes com idade abaixo dos 40 anos expostos ou n?o a fatores de risco, principalmente as les?es de l?ngua. O objetivo desta pesquisa foi analisar o ?ndice de prolifera??o celular, utilizando o anticorpo Ki-67em CEs de l?ngua em dois grupos de faixas et?rias distintas. Tamb?m, avaliaram-se as caracter?sticas cl?nico-patol?gicas dos casos constantes do estudo. A amostra se constituiu de 16 casos de pacientes com idade at? 40 anos e 20 casos de pacientes com idade acima de 50 anos. Em rela??o ?s caracter?sticas cl?nicopatol?gicas das les?es, o sexo masculino foi o mais acometido para os dois grupos, sendo evidenciado que o h?bito de beber e fumar foi frequente tanto para os pacientes com idade at? 40 anos (72,7%) como para os pacientes com idade acima dos 50 anos (52,9%). Foi poss?vel observar que houve uma associa??o estatisticamente significativa entre o grupo de pacientes com idade at? 40 anos e a presen?a de met?stase regional (p = 0,036), bem como entre o mesmo grupo e os est?gios mais avan?ados da doen?a (p = 0,012). Em rela??o ? grada??o histol?gica de malignidade, houve uma maior frequ?ncia de tumores classificados em alto grau de malignidade no grupo de pacientes com at? 40 anos (56,2%), mas n?o foi evidenciada diferen?a estat?stica entre os grupos e a grada??o histol?gica de malignidade. Quanto ? an?lise da express?o imuno-histoqu?mica pelo Ki-67, n?o houve diferen?a estatisticamente significativa entre a express?o do anticorpo para os grupos et?rios estudados nesta pesquisa, assim como n?o houve associa??o do ?ndice de positividade para o Ki-67 com os par?metros cl?nicos e histomorfol?gicos. Pode-se concluir que a prolifera??o celular n?o foi significativamente diferente entre os grupos que constitu?ram o presente estudo