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This paper aim is to present an integer linear programming model to the problem of the designation of didactical assignments in a university that maximizes professor's abilities and preferences. To validate and evaluate the effectiveness of the model, a preliminary case study was carried out at the Department of Mathematics of the Federal Technological University of Paraná - Cornélio Procópio Campus. In this context, the results obtained are promising, with improvements in indexes related to satisfaction, skill and teacher workload compared to the manual designation adopted by the department and also with another formulation for the problem presented in the literature. [ABSTRACT FROM AUTHOR]

Subjective well-being is a theme which analyzes how people evaluate satisfaction in life, taking into account personal aspects, experience, values and expectations. Current paper identifies subjective welfare and autonomy in home-office of university professors during the COVID-19 pandemic through a transversal study and quantitative approach. A sample of fifty-four university professors from a university in southern Brazil was generated by applying the Subjective Welfare Scale by Albuquerque and Tróccoli (2004), divided into positive and negative aspects, satisfaction with life, to which was added a dimension called autonomy in home-office during the COVID-19 pandemic. Results show that most professors (68.51%) showed a moderate subjective wellbeing, with negative aspects higher than the positive ones, or rather, 16.66% and 14.81%, respectively. High autonomy in home-office with 66.67% of replies has been reported. Results are satisfactory since, even though negative aspects are more present than the positive ones in subjective well-being, the professors are committed and try to perform their activities in the best way possible. This is a determining factor for institutions which are trying to make adaptations since people are the most important active goods of the organization. [ABSTRACT FROM AUTHOR]

This introductory paper raises discussions about teaching in different spaces and educational levels. It presents the set of articles produced by professors and researchers from national and international institutions that socialize investigations validating teaching from a historical approach, teacher education, and school practices. It defends teaching as a complex action situated in historical time, as well as in a social, cultural, and political context. It argues, based on the academic productions alluded to in the dossier, that teaching contributes to the human and critical formation of the subject. [ABSTRACT FROM AUTHOR]

Scientific studies that adopt the experimental method in the accounting area, in brazil, are uncommon. In the field of accounting education, they are even less frequent. In this sense, the aim of the study was to describe, based on a narrative review of the specifically selected literature, national and international studies in the field of accounting education using an experimental and quasi-experimental method and, additionally, to present research opportunities in this field with the use of the method. Methodologically, the study has a bibliographic character. After surveying procedures with accounting journals, 7 national and 76 international papers were obtained, whose methodology used was experiment or quasi-experiment. As a result, the objectives of the studies, national and international, are similar, with a focus on verifying the effects of different methodologies on student performance and satisfaction. However, the main difference lies in the number of studies, which was higher in the international context, and resulted in a wide array of topics studied. The main contribution of the study is to demonstrate opportunities for using experiments to promote improvements in teaching, learning, professor training and institutional policies. [ABSTRACT FROM AUTHOR]

This paper aims to investigate the establishment of a field of academic history in Brazil, by means of USP’s Revista de História, founded in 1950. Through the contents of the 1950’s issues we identify, in the publication, a period of closeness between professionals coming from the IHGSP and others from the university itself. That points to a transition period between a so-called traditional history and a new professional history in Brazil, already during the 1950’s. It is also possible to sort out the traditional periods of the relationship between the Annales and the so called USP school of History, through the analyses of elements that accompany texts published by French historians and some others published by professors such as Eurípedes Simões de Paula, Eduardo d’Oliveira França and Astrogildo Rodrigues de Mello. [ABSTRACT FROM AUTHOR]

Connective syntax or attributive connective syntax - expression derived from the logicalsemantic concepts of "connecting", "predicate", "attribution of a quality" - is a descriptive model of how different languages establish attribution in several types of verbal and nonverbal head sentences. This formal model, based on a distinction between connective syntax and nuclear syntax, is situated within the framework of the theoretical reflection of several researchers gathered around C. Clairis (Clairis et al. 2005) and affiliated to the functionalist tradition of André Martinet. It is on the theoretical proposals of these authors, already applied in different languages, that we have relied on to present the functioning of connective syntax in the Portuguese language. This paper is written in honor of Prof. Maria da Graça Castro Pinto. May the subject, even outside the mainstream of theoretical conceptions and editorial priorities, be of interest to the honored Professor, always attentive to the cognitive and linguistic processes of the act of reading and of the writing proficiency, of the oral performance and of the grammatical knowledge, both inside and outside the school, in lifelong learning. [ABSTRACT FROM AUTHOR]