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The current university model in a market-driven and knowledge-based society entails a change in the teachers' roles. The prevailing narrative sustains a competence-based approach in higher education, considering that quality education implies that teachers in this context must have personal, research and pedagogical skills that enable them to perform their teaching function effectively. A systematic review of empirical articles published between 2009 and 2019 provides a comprehensive and updated analysis of the higher education teachers' pedagogical competences. A total of 51 texts that describe the teaching competence components (knowledge, skills, and attitudes) were reviewed and retrieved from seven international databases in three languages. Personal skills and qualities stand out as the features most valued by students, whereas teachers highlight curriculum and instructional competence as the most important. Cultural competence and specific competences to respond to diversity and promote inclusion in higher education classrooms are almost nonexistent. The study has implications for defining quality teaching practice transnationally and designing professional development programs focused on the competences and indicators most valued. The resulting framework is also helpful for individual teachers as a tool for reflecting on their teaching characteristics and for improving their practice. It also problematises the current dominant performance-based model of teaching competence in a context that does not recognise the importance of situational profiles that cater for diversity in academic settings.

As sessões de apresentação de relatos de prática já fazem parte da programação dos Seminários Web Currículo, promovidos pelo Programa de Pós-Graduação em Educação: Currículo da Pontifícia Universidade Católica de São Paulo (PUC-SP). Visando a compreender as contribuições das apresentações de tais práticas, sob a perspectiva dos participantes nas sessões de relatos realizadas na quarta edição desse seminário, em setembro de 2015, foi aplicado um questionário de opinião sobre as contribuições dos relatos apresentados. As respostas às questões subjetivas foram tratadas por meio do Discurso do Sujeito Coletivo (DSC), produzido com o apoio do software Qualiquantisoft; e as ideias-chave foram organizadas em categorias e geraram os DSCs, apresentados e analisados neste artigo; Já as respostas à questão objetiva foram tratadas por meio do software NVivo10. Essas análises revelaram que os relatos contribuíram para ampliar as reflexões docentes e melhorar as práticas com o uso das Tecnologias Digitais de Informação e Comunicação

The nuclear receptor co-repressor (NCoR) complex mediates transcriptional repression dependent on histone deacetylation by histone deacetylase 3 (HDAC3) as a component of the complex. Unexpectedly, we found that signaling by the receptor activator of nuclear factor κB (RANK) converts the NCoR/HDAC3 co-repressor complex to a co-activator of AP-1 and NF-κB target genes that are required for mouse osteoclast differentiation. Accordingly, the dominant function of NCoR/HDAC3 complexes in response to RANK signaling is to activate, rather than repress, gene expression. Mechanistically, RANK signaling promotes RNA-dependent interaction of the transcriptional co-activator PGC1β with the NCoR/HDAC3 complex, resulting in the activation of PGC1β and inhibition of HDAC3 activity for acetylated histone H3. Non-coding RNAs Dancr and Rnu12, which are associated with altered human bone homeostasis, promote NCoR/HDAC3 complex assembly and are necessary for RANKL-induced osteoclast differentiation in vitro. These findings may be prototypic for signal-dependent functions of NCoR in other biological contexts.

Neste estudo, discute-se o processo de transmissão geracional da profissão na família. Foi realizada uma pesquisa qualitativa, na qual foram entrevistados quinze sujeitos, de três gerações que seguiram a mesma profissão, de cinco famílias advogados, médicos, músicos, professores de teatro, psicanalistas. Da análise do conteúdo das entrevistas emergiram as seguintes categorias: naturalidade do processo de escolha profissional; a necessidade de diferenciação; o peso do nome e do sobrenome; a figura mítica familiar; liberdade de escolha na contemporaneidade; valores transmitidos no cotidiano; lealdade ao amor pela profissão. Neste trabalho, são apresentadas as três primeiras categorias. Conclui-se que a repetição da escolha profissional na família é percebida como um processo naturalizado, como um elemento de continuidade geracional. Destaca-se, ainda, a responsabilidade percebida quanto à transmissão do sobrenome vinculado à profissão, e também a necessidade de diferenciação dos membros da família e da apropriação do legado familiar com preservação da individualidade

Development is generally viewed as one-way traffic of cell state transition from primitive to developmentally advanced states. However, molecular mechanisms that ensure the unidirectional transition of cell fates remain largely unknown. Through exact transcription start site mapping, we report an evolutionarily conserved BTB domain-containing zinc finger protein, ZBTB12, as a molecular barrier for dedifferentiation of human pluripotent stem cells (hPSCs). Single-cell RNA sequencing reveals that ZBTB12 is essential for three germ layer differentiation by blocking hPSC dedifferentiation. Mechanistically, ZBTB12 fine-tunes the expression of human endogenous retrovirus H (HERVH), a primate-specific retrotransposon, and targets specific transcripts that utilize HERVH as a regulatory element. In particular, the downregulation of HERVH-overlapping long non-coding RNAs (lncRNAs) by ZBTB12 is necessary for a successful exit from a pluripotent state and lineage derivation. Overall, we identify ZBTB12 as a molecular barrier that safeguards the unidirectional transition of metastable stem cell fates toward developmentally advanced states.

The State of Minas Gerais, given to its large territorial extension, presents a variety ofnatural and cultural landscapes. Its north portion is a region composed of eighty-ninemunicipal districts, comprising a territorial area of 127,532 km² (21.89% of the State of MinasGerais), where about 1,472,767 inhabitants live (2000). Characterized by the predominance ofsemi-humid tropical climate, with rains concentrated in the summer and original vegetativecovering of savanna and scrubland, that region is acknowledged by the low socioeconomicindicators it presents. Owing to its climatic characteristics, it has been included in theactuation area of the Agência Desenvolvimento do Nordeste (ADENE), agency that replacedthe Superintendência de Desenvolvimento do Nordeste (SUDENE).In Northern Minas there is strong evidence of environmental degradation associatedwith forms of disordered exploitation of natural resources, especially in the areas of greateraridity. The intensive anthropic activity whether in terms of deforestation aiming at charcoalbusiness or burnings and forestation with exotic species or the incorrect use of lands foragricultural practice have provoked different levels of accelerated erosion, silting up of riversand streams, drying up of soil, reduction in the flow of rivers or even their intermittence,problems that reflect, in a significant way, upon the quality of life standards of the regionalpopulation, historically characterized by poverty.

A superdotação ainda se constitui um enigma para a Ciência e poucos estudos investigam esse fenômeno no Brasil. Conseqüentemente, muitos talentos nem mesmo são identificados. Esse estudo objetivou identificar o número de alunos considerados talentosos por seus professores, nas escolas públicas estaduais do ensino fundamental da cidade de Bauru-SP. Foram enviados 1408 questionários para professores de 1408 salas de aulas. Destes, retornaram 958. O resultado mostrou que 41% dos professores consideram ter em suas salas alunos talentosos e a maioria desconhece as necessidades desta população e os programas previstos para desenvolver os talentos

We describe in vivo follow-up PET imaging and postmortem findings from an autosomal dominant Alzheimer's disease (ADAD) PSEN1 E280A carrier who was also homozygous for the APOE3 Christchurch (APOE3ch) variant and was protected against Alzheimer's symptoms for almost three decades beyond the expected age of onset. We identified a distinct anatomical pattern of tau pathology with atypical accumulation in vivo and unusual postmortem regional distribution characterized by sparing in the frontal cortex and severe pathology in the occipital cortex. The frontal cortex and the hippocampus, less affected than the occipital cortex by tau pathology, contained Related Orphan Receptor B (RORB) positive neurons, homeostatic astrocytes and higher APOE expression. The occipital cortex, the only cortical region showing cerebral amyloid angiopathy (CAA), exhibited a distinctive chronic inflammatory microglial profile and lower APOE expression. Thus, the Christchurch variant may impact the distribution of tau pathology, modulate age at onset, severity, progression, and clinical presentation of ADAD, suggesting possible therapeutic strategies.

Brazilian initiatives aimed at the insertion of information and communication technologies (ICT) in K-12 education took their first steps in the 1970s, when several countries focused their efforts on the use of ICT in the educational context. Since the early 1980s, a number of public policies have been created that have given rise to various projects and programs developed at the national level. The objective of the article is to analyze these policies using the Four in Balance model resignified for the Brazilian reality. The methodology is based on a study of documents. The EDUCOM Project, the Immediate Action Program in Informatics in Education, and the national programs, PRONINFE and ProInfo, were analyzed. The results show that these projects and programs did not always balance the axes of vision, teacher and manager training, digital educational resources and infrastructure, and cross-curricular evaluation and research. From this analysis it was possible to highlight some lessons and suggestions for future public policies related to the implementation of technologies in education. [Translated by the authors.]