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Cardiopatias congénitas cianosantes com várias malformações associadas observam-se com frequência e, em muitos casos, dependendo do grau de anoxia e do estado da circulação pulmonar são compatíveis com uma vida relativamente longa. O diagnóstico pré-operatório e a perfeita classificação anatómica são essenciais para que se possa fazer um tratamento cirúrgico completo e correcto como se mostra num caso de doença cardíaca cianosante com situs solitus, dextroversão, juxtaposição dos apêndices auriculares, conexões atrio-ventricular e ventrículo-arterial concordantes, comunicação inter auricular, comunicações inter ventriculares múltiplas, estenose pulmonar valvular e infundibular e malposição L das grandes artérias.

Background: Scoliosis is the most common orthopedic complication of neurofibromatosis type I. Scoliosis can be occurred with two patterns: dystrophic or idiopathic-like. In adolescence, in consideration of bone dystrophy, osteopenia, and often associated hyperkyphosis, most of the authors recommend an anterior-posterior approach. According to other authors, modern instrumentations could be sufficient to sustain a solid posterior arthrodesis. Materials and Methods: Ten patients were diagnosed with scoliosis in neurofibromatosis type I aged between 8 and 25 years, Cobb angle of the thoracic curve >45°, and minimum follow-up (FU) of 1 year and treated with posterior-only approach with third-generation high-density instrumentations. Radiographic measurements were performed on the coronal and sagittal planes. Nonparametric tests (Friedman test and Wilcoxon test) were applied to evaluate the reducibility of the preoperative curve (T0), the postoperative surgical correction (T1), and its maintenance on FU. Results: Statistics showed results compared to those evaluated in the literature with a combined approach regarding surgical correction and its maintenance on FU. On T1, a median correction of 53.5% of the scoliotic curve and of 33.7% of the thoracic hyperkyphosis was observed. On FU, the correction was maintained. A global improvement in balance was appreciated. The curves, despite rigid, showed a relative reducibility to bending tests and traction. No significant complications occurred. Conclusions: The posterior-only approach produces a satisfactory correction of the dystrophic neurofibromatosis scoliosis if associated with the use of high-density third-generation instrumentations. We are confident in recommending posterior-only approach in dystrophic neurofibromatosis scoliosis with coronal curves till 110° and coexisting thoracic kyphosis till 80°

O VPCT2020 foi organizado pela Universidade de Trás-os-Montes e Alto Douro (UTAD, Vila Real, Portugal) entre 5 e 7 de novembro de 2020, e decorreu integralmente em modo virtual, devido à pandemia de COVID-19. O VPCT2020 constituiu-se como um fórum multidisciplinar de apresentação, partilha e discussão de relatos de práticas de ensino e de investigação sobre práticas de ensino de Ciências e Tecnologia (C&T), em todos os níveis de ensino. Acolheu professores e investigadores em ensino de Matemática, de Ciências da Natureza, de Física e Química, de Engenharia e de Tecnologia, vindos de Angola, Brasil, Argentina, Espanha e Portugal. Os textos selecionados e agora publicados na Indagatio Didactica são artigos sobre investigações centradas nas práticas de ensino de C&T. Este número especial da Indagatio Didactica é um contributo para divulgar a investigação, feita por professores e investigadores em vários setores de atividade, sobre práticas de ensino formal e informal em C&T.

Quando o aluno é sujeito ativo na aprendizagem, as atividades letivas tornam-se atrativas, eficientes e envolventes. O software educativo, como simulações e jogos online, cujo caráter lúdico e divertido, promovem o papel ativo do aluno, podem revelar-se estratégias pedagógicas para averiguar a aquisição das aprendizagens realizadas no processo de ensino e de aprendizagem. Contudo, é fundamental a mudança de práticas pedagógicas. A narração multimodal é uma ferramenta que permite a análise de dados. Nesta narração multimodal investiga-se se a utilização de simulações nas aulas de Física, promove o envolvimento dos alunos.

O trabalho refere-se à implementação de uma tarefa com o objetivo de proporcionar aos alunos de uma turma do 5.º ano de escolaridade a possibilidade de, em grupo, delinearem uma estratégia para fazerem o tratamento de uma água, colocando à sua disposição material que achassem necessário e de modo a estabelecerem relações entre o seu conhecimento teórico e a prática num laboratório.

Al intentar construir una historia del hábitat popular se debe dar cuenta del momento que el Estado, la filantropía católica y la acción cooperativa se embargaron para hacer vivienda para los sectores más postergados de la sociedad. En un período de grandes transformaciones políticas, sociales y culturales enmarcado entre las dos guerras mundiales, el problema de la vivienda tomó estado público y fue objeto de reflexiones y debates, siendo una cuestión que ya superaba las reflexiones higienistas y morales para entrar en el terreno de la supervivencia de una nación.

Este artículo corresponde a fragmentos de un capítulo de la Tesis Doctoral desarrollada en la FADU-UBA y defendida en 2015, dedicada a estudiar las transformaciones disciplinares en el interior de los planes de estudio de la carrera de arquitectura de la Universidad de Buenos Aires desde sus inicios hasta 1956. El trabajo aquí presentado expone, desde una perspectiva histórica, la evolución de las asignaturas del área conocida actualmente como de “Ciencias Básicas, Tecnología, Producción y Gestión”. Nuestro propósito inicial fue reflexionar sobre por qué se enseñó de tal o cual manera, qué alternativas se descartaron, cuáles fueron los contenidos, procedimientos y valores que se consideraron preferenciales y, principalmente, qué concepción de la enseñanza se defendía tácitamente. Para este fin analizamos, sin olvidar a los docentes, los programas de las asignaturas, los ejercicios que debieron realizar los alumnos, las temáticas desarrolladas -y las excluidas-, los marcos teóricos, la bibliografía utilizada, la correspondencia o confrontación con los modelos legitimados, la perduración de ciertas prácticas, las tradiciones y rupturas, todo ello para entender cuánto de lo mencionado aún perdura.

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The low regeneration potential of the central nervous system (CNS) represents a challenge for the development of new therapeutic strategies for neurodegenerative diseases, including spinocerebellar ataxias. Spinocerebellar ataxia type 3 (SCA3)—or Machado–Joseph disease (MJD)—is the most common dominant ataxia, being mainly characterized by motor deficits; however, SCA3/MJD has a complex and heterogeneous pathophysiology, involving many CNS brain regions, contributing to the lack of effective therapies. Mesenchymal stem cells (MSCs) have been proposed as a potential therapeutic tool for CNS disorders. Beyond their differentiation potential, MSCs secrete a broad range of neuroregulatory factors that can promote relevant neuroprotective and immunomodulatory actions in different pathophysiological contexts. The objective of this work was to study the effects of (1) human MSC transplantation and (2) human MSC secretome (CM) administration on disease progression in vivo, using the CMVMJD135 mouse model of SCA3/MJD. Our results showed that a single CM administration was more beneficial than MSC transplantation—particularly in the cerebellum and basal ganglia—while no motor improvement was observed when these cell-based therapeutic approaches were applied in the spinal cord. However, the effects observed were mild and transient, suggesting that continuous or repeated administration would be needed, which should be further tested.

The integration of virtual manipulatives in classroom practices facilitates student learning processes. For this, the teacher must understand how to support students in establishing mathematical connections between the manipulation and their interpretations of the representations. We present a learning scenario that integrates the use of virtual manipulatives in mathematical modelling tasks. It was designed and implemented during initial teacher training, with the aim of helping a group of first-year elementary school students to overcome difficulties identified in their comprehension of the meaning of subtraction. The research, following the principles of design-based research, included three distinct moments: an individual written pre-test, an intervention phase with six micro-cycles, and an individual written post-test. The analysis of the collected data—audio, screen recordings, and written productions—allowed us to identify the most influential structural characteristics of the learning scenario: mathematical communication, collaborative learning, self-regulation, and co-regulation of learning. Our results suggest that differentiated instruction, minimal guidance, and scaffolding played an important role in the support provided by the pre-service teacher to students in the mathematical modelling activities that integrated virtual manipulatives.

La educación a distancia se caracteriza por la separación docente-estudiante y actualmente, como resultado de nuevas tecnologías de información y comunicación, asume la forma de educación virtual, convirtiéndose en una de las recientes y crecientes modalidades que adopta la educación transnacional derivada de la globalización económica. El presente trabajo indaga en esta problemática señalando que en el actual proceso de internacionalización de educación superior esta modalidad presentaría tanto ventajas como riesgos. Se identifican características generales de la educación superior a distancia, detectando entre sus posibles ventajas para la región la posibilidad de permitir mayor flexibilidad de los sistemas, ampliación de la oferta académica en espacios supranacionales, mejorar las posibilidades de acceso a la educación superior, y al saber producido regional y globalmente. Asimismo, el incorporar las nuevas modalidades de estudios que surgen por la virtualización de la educación superior y aumentar la colaboración universitaria a escala global. Estas ventajas no están desligadas de los riegos que genera, donde aparece el problemático panorama de la evaluación de la calidad, y la adecuada acreditación de los programas de Educación a distancia en el nivel Universitario, el reconocimiento oficial y la posibilidad de acceso a esta modalidad de los estudios sólo a estudiantes provenientes de sectores de altos ingresos. Por tal razón, se indaga sobre la definición del concepto de calidad y sus complejidades y las especificidades de la evaluación de calidad de la educación superior a distancia. Asimismo, es importante revisar el tema de la pertinencia de los programas académicos ofrecidos, los cuales podrían tender a satisfacer intereses transnacionales/globales más que a cuestiones nacionales/locales, entre otros, con el riesgo de debilitar la identidad cultural y los intereses y valores ciudadanos locales, además de titulaciones engañosas y acreditaciones fraudulentas. Una recorrida por especialistas en el tema, pone en evidencia la ambigüedad que posee el término “calidad” y las complejidades que genera la educación a distancia en el contexto de globalización, donde compiten por un “mercado” de estudiantes universidades muy heterogéneas, desde instituciones de élite hasta las claramente fraudulentas. Los programas virtuales suponen un nuevo campo para la regulación y la acreditación internacional y para el reconocimiento de los títulos. Existen, al menos, cuatro ámbitos donde analizar la problemática planteada por la dimensión internacional. Corresponden a las siguientes preguntas: ¿quién evalúa y acredita?, ¿qué se evalúa y acredita?, ¿cómo se evalúa y acredita?, ¿cuáles son los productos de la evaluación y acreditación? Palabras clave: Educación Superior Transnacional; Educación Superior a distancia; Universidades virtuales; Internacionalización de Educación Superior. Abstract: The internationalization of higher education. Transnational distance education: advantages and risks.Distance education is characterized by teacher-student separation and currently, as a result of the development of new information and communication technologies, it assumes the form of virtual education becoming one of the recent and growing modalities adopted by education transnational derived from economic globalization. Our objective is to examine, and analyze research investigations and sources of information that show that in the current process of internationalization of higher education this modality would present both advantages and risks. At first, general characteristics of distance higher education are identified, detecting, among its possible advantages for the region, the possibility of allowing greater flexibility of systems, expansion of the academic offer in supranational spaces, improving the possibilities of access to higher education, and knowledge produced regionally and globally. Also, to incorporate the new modalities of studies that arise through virtualization of higher education and increase university collaboration on a global scale. These advantages are not separated from the risks, where the problematic panorama of the evaluation of the quality appears, as well as the adequate accreditation of the distance education programs at the University level, the official recognition and the possibility of access to this type of studies only to students from high income sectors. For this reason, it is inquired about the definition of the concept of quality and its complexities, the reasons for its evaluation and the specificities of quality evaluation of distance higher education. It is also important to review the relevance of the academic programs offered, which could tend to satisfy transnational / global interests rather than national / local issues, among others, with the risk of weakening cultural identity and interests and values of local citizens, also including, sometimes, deceptive degrees and fraudulent accreditations. Specialists reveals the ambiguity of the term "quality" and the complexities that Distance Education generates in the context of globalization, where they compete for a " market "of very heterogeneous university students, from elite institutions to clearly fraudulent ones. Virtual programs represent a new field for international regulation and accreditation and for the recognition of degrees. According to specialists, there are at least four areas in which to analyze the problems posed by international dimension. These correspond to the following questions: Who evaluates and accredits? What is evaluated and accredited? How is it evaluated and accredited? What are the products of the evaluation and accreditation? Keywords: Higher Education; Transnationalization; Distance Education