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It seems a cliché to talk about teacher training, more precisely about teacher education policies. For years, the degree course has been under different approaches, transmuting among different objectives, practices, curricula and professional profiles, according to current ideas that correspond to the transitory needs of governments. Currently, some advances have taken place in terms of rethinking degrees from the perspective of access and permanence, but there are still many gaps to be unraveled. Thus, from a bibliographical survey, this study aimed to discuss issues about teaching through a brief overview on its existence, some necessary differences between the degree and the baccalaureate, seeking to consolidate an identity as being endowed with the same rigors as other courses of graduation. And, finally, to point out some policies to strengthen demand, entry and permanence in the area of education in a purposefully superficial perspective in order to provoke debate in broader dimensions in the future. It could be verified then that, despite a very superficial genesis and the cooling of discourses of valuing teaching throughout history, teacher training has always gone through a fine line between emancipatory and mechanistic conceptions, but it continues to resist in the affirmation of its identity is marked by the indispensability of being at the center of debates at the micro and macro levels. Parece cliché hablar de formación del profesorado, más concretamente de políticas de formación del profesorado. Desde hace años los cursos de graduación se encuentran bajo diversos enfoques, transmutándose entre diferentes objetivos, prácticas, currículos y perfiles profesionales, en el gusto de las ideas actuales que corresponden a las necesidades transitorias de los gobiernos. Hoy en día, se han producido algunos avances en cuanto al replanteamiento de las titulaciones desde una perspectiva de acceso y permanencia, pero aún quedan muchas brechas por deshacer. Así, a partir de un estudio bibliográfico, este estudio tuvo como objetivo discutir cuestiones sobre la enseñanza a través de una breve visión general de su existencia, algunas diferenciaciones necesarias entre la licenciatura y el bachillerato, buscando consolidar una identidad como avalada con los mismos rigores que los otros cursos de graduación. Y, por último, señalar algunas políticas de fortalecimiento de la demanda, la entrada y la permanencia en el ámbito de la educación en una perspectiva deliberadamente superficial para provocar el debate en dimensiones más amplias en el futuro. Se observó entonces que, a pesar de una génesis más bien superficial y del enfriamiento de los discursos de valorización de la enseñanza a lo largo de la historia, la formación docente siempre ha cruzado una delgada línea entre las concepciones emancipatorias y mecanicistas, pero sigue resistiendo la afirmación de su identidad y marcada por la imprescindibilidad de estar en el centro de los debates a nivel micro y macro. Parece clichê falar sobre formação de professores, mais precisamente sobre as políticas de formação docente. Durante anos o curso de licenciatura esteve sob vários enfoques, transmutando entre objetivos, práticas, currículos e perfis profissionais diferentes, ao sabor de ideários vigentes que correspondessem às necessidades transitórias de governos. Hodiernamente, alguns avanços aconteceram em termos do repensar das licenciaturas sob uma ótica do acesso e permanência, mas ainda há muitas lacunas a serem deslindadas. Assim, a partir de um levantamento bibliográfico, este estudo objetivou discutir questões acerca da docência através de uma breve panorâmica sobre sua existência, algumas diferenciações necessárias entre a licenciatura e o bacharelado procurando consolidar uma identidade como sendo dotada dos mesmos rigores que os outros cursos de graduação. E, por fim, apontar algumas políticas de fortalecimento da procura, entrada e permanência na área de educação numa perspectiva propositadamente superficial, a fim de provocar o debate em dimensões mais amplas futuramente. Pôde-se constatar então que, apesar de uma gênese bastante superficial e o arrefecimento de discursos de valorização da docência ao longo da história, a formação de professores sempre passou por uma linha tênue entre concepções emancipatórias e mecanicistas, mas, segue resistindo na afirmação de sua identidade e marcada pela imprescindibilidade de estar no centro dos debates em nível micro e macro.

The adjective ‘is justified’ has all the hallmarks of a gradable adjective. But the relationship between gradable uses and straightforward predications of the form ‘x is justified’ has been underexplored by epistemologists. In this paper we undertake to do some ground clearing as a prelude to better understanding this relationship.

This article analyzes the paths of engineering and teaching degree students at the Federal Technological University of Paraná – UTFPR – and at the Federal University of Bahia – UFBA – considering possible factors related to gender that impact these paths. The study was conducted in two stages, the first was quantitative and the second, in which this article was based, qualitative. Mechanical and civil engineering students as well as language and mathematics teaching students from the two universities were interviewed. The study showed that there are differences in the paths and challenges faced by men and women who dare to enter into academic environments socially perceived as the stronghold of the opposite sex. Women in engineering degrees and men in teaching degrees are the most exposed to prejudice and discrimination. El objetivo de este artículo es analizar trayectorias de estudiantes de ingenierías y licenciaturas en la Universidade Tecnológica Federal do Paraná –UTFPR– y en la Universidade Federal da Bahia –UFBA–, considerando posibles factores relacionados al género que impacten en estos recorridos. La investigación se llevó a cabo en dos etapas, siendo la primera cuantitativa y la segunda, en la que se basó este artículo, cualitativa; en ambas se entrevistaron estudiantes de Ingeniería Mecánica y Civil y de Licenciatura en Letras y Matemáticas de las dos universidades. Por medio del estudio es posible darse cuenta que hay diferencia en las trayectorias y desafíos enfrentados por hombres y mujeres que osan ingresar en universos académicos socialmente percibidos como reductos del sexo opuesto. Mujeres en ingeniería y hombres en licenciaturas son los más expuestos a prejuicios y discriminaciones. Cet article analyse des trajectoires d’étudiants en ingénierie et en licences d’enseignement à l’Universidade Federal do Paraná – UTFPR – et à l’Universidade Federal da Bahia – UFBA –, tenant compte des facteurs possiblement associés au genre qui ont de l´impact sur ces parcours. La recherche a été réalisée en deux étapes: la première, de nature quantitative, et la seconde, source de cet article, de nature qualitative, ou ont été interrogés des étudiants des cours d’Ingénierie Mécanique et Civile et de licence d’enseignement en Lettres et en Mathématiques des deux établissements ont été interrogés. L´étude montre des différences dans les trajectoires et défis rencontrés par les hommes et femmes qui osent acceder à des univers académiques socialement perçus comme des bastions du sexe opposé. Les femmes en ingénierie et hommes en licence d’enseignement sont souvent exposés à des préjugés et des discriminations. O objetivo deste artigo é analisar trajetórias de estudantes de engenharias e licenciaturas na Universidade Tecnológica Federal do Paraná – UTFPR – e na Universidade Federal da Bahia – UFBA –, considerando possíveis fatores relacionados ao gênero que impactem nesses percursos. A pesquisa foi realizada em duas etapas, sendo a primeira quantitativa e a segunda, na qual foi baseado este artigo, qualitativa, em que foram entrevistadas/os estudantes de Engenharia Mecânica e Civil e Licenciatura em Letras e Matemática das duas universidades. Com o estudo percebeu-se que há diferença nas trajetórias e desafios enfrentados por homens e mulheres que ousam adentrar em universos acadêmicos socialmente percebidos como reduto do sexo oposto. Mulheres na engenharia e homens nas licenciaturas são os mais expostos a preconceitos e discriminações.

In order to promote education in environmental sustainability at higher education institutions and establish action priorities, a detailed analysis of the initial situation is needed, both in terms of courses offered and teaching and assessment strategies implemented. This article presents a methodology that can be used to standardize the evaluation of teaching in environmental sustainability at different universities. We exemplify its application at the University of Alcalá, located in Central Spain. The inventory was conducted using in-house software development for the extraction of environmental sustainability concepts in the degree courses’ syllabi, completed with a survey to faculty members and a manual review to confirm its adjustment to environmental issues. Those finally selected were analyzed in depth. The main results indicate that currently, only a small part of the courses (5.5%) offered at the University explicitly include environmental sustainability content. The grades that concentrate most of the courses are those of Environmental Sciences, Biology, Economics, Tourism and Pharmacy, with very low occurrence in the grades of Education and Health Sciences. It is concluded that further institutional commitment is needed in the definition of medium-term strategies to guide the training and dissemination efforts in order to promote sound environmental education in university courses.

La elección de estudios universitarios es un proceso complejo en el que influyen diferentes variables. En este estudio se analizan los motivos de elección de carrera del alumnado de los Grados de Maestro/a en Educación Infantil y Educación Primaria de la Universitat de València en la última década, así como las posibles diferencias en los motivos a lo largo del tiempo y en función del Grado y del sexo. Utilizando como instrumento de recogida de información, un cuestionario adaptado de otra investigación en el contexto español, se analizan las motivaciones de un total de 769 estudiantes de estas titulaciones, recogidas en tres tiempos (cursos: 2010-2011, 2014-2015 y 2018-2019). Los resultados permiten detectar que las motivaciones del alumnado de los grados de Maestro/a en Educación Infantil y Educación Primaria son de carácter fundamentalmente intrínseco, independientemente del momento, del sexo de los participantes y del grado elegido. Sin embargo, las motivaciones extrínsecas, que ocupan el segundo lugar en el caso de los hombres, descienden a lo largo del tiempo, mientras que las trascendentes, las segundas en el caso de las mujeres, aumentan según avanza la década. Estos resultados pueden ayudar a entender por qué en estos grados la demanda es alta y la tasa de abandono muy baja. Choosing a university degree is a complex process influenced by different variables. This study reports on the reasons provided by students at the Universitat de València to enrol in the Infant and Primary Education degrees during the last decade. This study also identifies possible differences in the motives over time and depending on the degree and gender. Using as a tool for collecting data a questionnaire adapted from existing research in the Spanish context, the motivations of a total of 769 students of these degrees, collected in three stages, were analysed. The outcome allows us to detect that the motivations of the students to choose this kind of Degrees are fundamentally intrinsic, regardless of the moment, the gender of the participants and the degree. However, extrinsic motivations, which are the second most referred to in the case of men, decrease over time, while transcendent ones, the second most referred to type of motivation by women, increase as the decade progresses. These results can help to understand why the demand for these degrees is high and the dropout rate is very low. Le choix des études universitaires est un processus complexe influencé par différentes variables. Dans cette étude, nous analysons les raisons du choix de carrière des étudiants de la licence en éducation de la petite enfance et en éducation primaire de l’Université de Valence au cours de la dernière décennie, ainsi que les éventuelles différences dans les raisons au fil du temps et en fonction du diplôme et du sexe. En utilisant comme intrument de collecte d’informations un questionnaire adapté d’une autre recherche dans le contexte espagnol, les motivations d’un total de 769 étudiants de ces diplômes, recueillies sur trois périodes de temps, sont analysées. Les résultats nous permettent de détecter que les motivations des étudiants des diplômes en éducation de la petite enfance et en éducation primaire sont fondamentalement de nature intrinsèque, indépendamment du moment, du sexe des participants et du diplôme choisi. Cependant, les motivations extrinsèques, qui occupent la deuxième place dans le cas des hommes, diminuent avec le temps, tandis que les motivations transcendantes, la deuxième dans le cas des femmes, augmentent au fur et à mesure que la décennie avance. Ces résultats peuvent aider à comprendre pourquoi la demande pour ces diplômes est élevée et le taux d’abandon très faible.

El título de este texto sintetiza las inevitables tensiones que se producen y se continuarán produciendo entre las iniciativas para la creación del Espacio Europeo de Educación, que se focalizan en lo económico y evitan explicitar lo político en su planteamiento, y las aspiraciones de unos "ciudadanos europeos" que tienen una identidad cultural, defienden unos derechos adquiridos y tienen unos comportamientos respecto a la educación que, al menos hasta hoy, supera con mucho una pretendida racionalidad económica. El texto inicia con un repaso a la historia reciente, analiza el proceso de configuración del Espacio Europeo de Educación, y termina con una recapitulación sobre las potencialidades y conflictos: recursos humanos y ciudadanos. The title of this paper summarizes clear tensions produced and being produced by iniciatives to create the European Education Space, focused on the economic nature of education and preventing dealing with political aspects, together with the expectations of some "European citizens" who do have cultural identity and who defend rights obtained on education which at least until today exceed the so called economic rationality. The text starts with a review of recent history, analyses the configuration process of the European Education Space and finishes with a summary of the possible potentials and conflicts: human resources and citizens.

The lattice of honest degrees has been studied extensively since the 1960's. The introduction of the Growth Theorem in the 1990's would give more clarity to proofs of the already known results, and make new results easier to discover. The honest degrees use the elementary functions, the same as the third Grzegorczyk class, as basis. In this thesis we investigate the lattice of E^2-honest degrees. This degree structure take the second Grzegorczyk class as basis. We show that the Growth Theorem holds here, as well as how many properties are shared by the two lattices. We show that the honest degrees is embedded in the E^2-honest degrees. It is conjectured that they are in fact isomorphic. In addition to this we prove a result regarding predicates reducible to E^2-honest functions and for this we need a Normal Form Theorem, which we also prove in detail. Finally we investigate properties of anti-chains in thelattice of E^2-honest degrees.

Information Science is an important field of study with the nature of Interdisciplinary Sciences. It is also called as Applied Sciences. The field also synonymously treated and considered as Informatics in different parts of the globe. The branch holds both practicing natures as well as the characteristics of a field of study. Due to its applicability in other subjects and different areas and new subjects have been created viz. Bio Informatics, Geo Informatics, Health Informatics, etc. Among the domain specific Informatics, one important is Agricultural Informatics. In general, it is considered that the applications of IT and Computing in different branches and subjects, societal areas is Information Science. Thus, the application of Computing Systems, Technologies and IT in the practicing field of agriculture and academic field of agriculture is called Agricultural Informatics or short Agro Informatics. However, the integration of techniques, technologies and methodologies of both the subjects viz. Informatics and Agriculture results in the origin of Agro Informatics. The analysis, management and processing of agricultural and allied data by the Computer and IT Systems may also be called as Agricultural Informatics. We know that Agriculture is dedicated to the production of food, feed, fiber and other products with the process of cultivation not only plants but also domesticated animals by various scientific methods. And, Agricultural Informatics thus dedicated to IT based solutions in complete Agro and allied areas. This research work is conceptual in nature and theoretical and demonstrates various features, functions, stakeholders, evolution, technologies, future of Agro Informatics and related branches as well. The paper also highlighted the basics of Agricultural Sciences and Information Science, to reach the goal and objective of the paper as well.

Informatics is one of the important branches of Applied Sciences. It is a practicing area and also a field of study. The applications of Informatics in different areas and knowledge field has created various subjects and among these, one of important and emerging is Agricultural Informatics; which is the Information Science and Technology applications in the agriculture as well allied areas. In other words, techniques and technologies of both the fields i.e. Informatics and Agriculture lead the birth of Agro Informatics. The management and analysis of agricultural data with the help of Computing and IT may also be called as Agricultural Informatics. There are many allied nomenclatures of the field, but all are related and closely connected. In short, it is also called as Agro Informatics. Initially, it was treated only as a practicing area in the agriculture, horticulture, and veterinary sciences; but gradually it is a study area with different levels of programs at various universities and institutions, internationally. However, in the developed nation it is more common and widely available. Agro Informatics is an interdisciplinary field and very diverse. There are many features and functions, roles due to its timely need. This is a conceptual and policy-based research hence various aspects of Agro Informatics including its feature, functions, stakeholders, technologies including allied branches are mentioned. The paper also highlighted the proposed and possible programs of this field in academics in the field of Agricultural Sciences, as an empirical and policy research.

Agricultural Informatics or Agricultural Information Science is the combination of two major and important subject’s viz. ‘Agricultural Science’ and ‘Informatics/Information Science’. This is an interdisciplinary subject and importantly the two major branches from which this is evolved is also bearing interdisciplinary nature. The uses of IT, Computing, or general scientific Documentation is common in almost all the areas and subjects; and as far as agriculture is concerned the documentation and general information management principles were common initially. Gradually like other subjects, Agricultural Informatics also become developed as a field of practice to cater to the need of Agricultural sectors by providing information, IT and technological support. There are various reasons for the introduction of Agricultural Informatics. Initially, it was responsible for information management activities related to the Agriculture and allied areas. Gradually this is become more applied and with diverse in nature. In pre-production activities to postproduction, Agricultural Informatics today become an important practicing field and as well as a field study in major international universities. Even in many developing countries like in India also Agricultural Informatics become a field of study. The field is available with this nomenclature and in other allied nomenclatures. In some context it is noted that the field is available only in some of the streams viz. science or technology, and in some context as a specialization. However, there is a potentiality in offering the field Agricultural Informatics as a branch in other areas, both Indian and International context. This paper is conceptual in nature and deals with such potentialities with a brief overview on Agricultural Informatics including evolution, features and role, and importance.

As Licenciaturas em Educação do Campo foram pensadas e construídas com o intuito de atender a uma reivindicação dos trabalhadores rurais em que pese uma formação voltada especificamente aos educadores do e no referido contexto. Ante a essa perspectiva, o presente trabalho teve como foco analisar compreensões sobre formação de professores da área de Ciências da Natureza nas Licenciaturas em Educação do Campo, a partir das produções socializadas pela comunidade científica brasileira nos últimos dez anos (2009-2019). A pesquisa de cunho qualitativo, denominada de estado do conhecimento, foi submetida à Análise Textual Discursiva, da qual surgiram duas categorias finais: Desafios para o fortalecimento da formação docente em Educação do Campo em Ciências da Natureza e a Formação da identidade docente nas Licenciaturas em Educação do Campo em Ciências da Natureza. Dentre os resultados, destaca-se que, para a consolidação dessa formação docente, a organização curricular deve partir de uma relação dialógica entre os saberes populares advindos dos sujeitos do campo e os conhecimentos científicos, por meio da inter-relação entre o tempo universidade (TU) e o tempo comunidade (TC). No que diz respeito à formação da identidade docente, emergiu a importância dos processos investigativos que possibilitam discussões sociais e políticas. Degrees in Rural Education were thought and built with the aim of meeting a demand from rural workers about training specifically aimed to educators in that context. In view of this perspective, the present work focused on analyzing the understandings about the teachers’ formation of Natural Sciences field in degrees in Rural Education, based on the productions socialized by the Brazilian scientific community in the last ten years (2009-2019). The qualitative research, called the state of knowledge, was submitted to Discursive Textual Analysis, from which two final categories emerged: Challenges for the strengthening of teacher education in Rural Education in Natural Sciences and the Formation of teacher identity in degrees in Field Education in Natural Sciences. Among the results, it is highlighted that, for the consolidation of this teacher formation, the curricular organization must start from a dialogical relationship between the popular knowledge coming from the subjects of the field and the scientific knowledge, through the interrelation between university time and community time. With regard to the formation of the teaching identity, the importance of investigative processes that enable social and political discussions has emerged.

espanolEste libro es la presentacion ordenada y sistematica del manuscrito del Archivo Historico Nacional (AHN), L. 397, Libro de actos y grados de la Universidad de Alcala (1523-1543), el primero de la serie de Actos y grados. En el libro se detallan los diversos actos academicos que contiene el manuscrito y se recogen mas de 2000 fichas de estudiantes. Se trata de epoca especialmente interesante para la historia de la Universidad de Alcala. Estuvo caracterizada por el desarrollo de las Facultades y los Colegios, la recepcion del erasmismo, el eco del conflicto de los comuneros, la pluralidad de opiniones y la emergencia de bandos rivales… Una retahila de personajes celebres desfilan por las paginas del libro, que proporciona datos para ulteriores investigaciones prosopograficas. EnglishThis book is the systematic presentation of the manuscript of the National Historical Archive of Spain (AHN), L. 397, Libro de actos y grados de la Universidad de Alcala (1523-1543), the first in the series of academic acts and degrees. The book details the academic acts that are included in the manuscript and more than 2000 student files are collected. There were some interesting years for the history of the University of Alcala. It was a time characterized by the development of the Faculties and Colleges, the reception of the Erasmism, the echo of the conflict of the Comuneros, the plurality of opinions and the emergence of warring factions. A collection of notable people parade through the pages of the book, which provides data for further prosopographical research.