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UIDB/04647/2020 UIDP/04647/2020 Pretende-se averiguar a importância que o ensino do desenho assume na educação técnico-profissional. Em primeiro lugar, buscaremos a evolução das intenções legislativas sobre o ensino dessa disciplina e o modo como seu âmbito foi sendo alterado. Em segundo lugar, analisa-se um manual prestigiado do princípio do século XX, que condensa o saber escolar sobre desenho, tal como era entendido nessa época. The article intends to ascertain the importance of teaching drawing in technical and professional education. First, we will look for the evolution of the legislative intentions on teaching this discipline and the way its scope has been changed. Second, we analyse a prestigious manual from the beginning of the 20th century, that which condenses school knowledge about drawing, as it was understood at that time. publishersversion published

espanolEste articulo busca comprender las formas en que se llevo a cabo la comunicacion de ideas matematicas en la implementacion de Telescola en Portugal durante los anos 1965/66 y 1966/67 que, ademas del uso educativo de la television, incorpora tambien la innovacion curricular de la Matematica Moderna. Este articulo investiga los conocimientos matematicos expresados en la documentacion asociada a los dos primeros cursos academicos de Telescola en Portugal (1965/66 y 1966/67). Intentaremos identificar no solo el conocimiento comun del contenido matematico, sino especialmente su conocimiento especializado. Tambien buscaremos de las matematicas modernas. El estudio se basa en un analisis de contenido de los guiones publicados en el Boletin IMAVE, complementado con entrevistas al profesor responsable de las clases televisadas. portuguesEste artigo procura conhecer os modos como a comunicacao de ideias matematicas foi levada a cabo na implementacao da Telescola em Portugal durante os anos de 1965/66 e 1966/67 e que, para alem do uso educativo da televisao, incorpora tambem a inovacao curricular da Matematica Moderna. Este artigo investiga os saberes matematicos expressos em documentacao associada aos dois anos letivos iniciais da Telescola em Portugal (1965/66 e 1966/67). Procuraremos identificar nao so o conhecimento comum do conteudo matematico, mas especialmente o seu conhecimento especializado. Procuraremos igualmente determinar como esses conhecimentos evoluiram em consequencia da introducao da matematica moderna. EnglishThis article seeks to understand the ways in which the communication of mathematical ideas was carried out in the implementation of Telescola in Portugal during the years 1965/66 and 1966/67 which, in addition to the educational use of television, also incorporates the curricular innovation of Modern Mathematics. This article investigates the mathematical knowledge expressed in documentation associated with the initial two academic years of Telescola in Portugal (1965/66 and 1966/67). We will try to identify not only the common knowledge of the mathematical content, but especially its specialized knowledge. We will also seek to determine how this knowledge evolved as a result of the introduction of modern mathematics. The study is based on a content analysis of the scripts published in the IMAVE Bulletin, complemented with interviews with the teacher responsiblefor the televised classes.

O conhecimento profissional do professor assume-se dentro da aula, mas é explícito em documentos curriculares e manuais escolares que orientam a ação profissional do docente em contexto de prática. Este texto estuda os programas e alguns manuais escolares do ensino primário e do ensino secundário entre 1835 e 1974, aplicando o modelo de Ball,Thames e Phelps (2008) por forma a percecionar qual o conhecimento profissional dos professores que ensinam matemática no ensino primário e secundário neste período. Conclui-se que para elaborar programas ou manuais para o ensino da matemática, os autores não aplicam apenas o conhecimento comum do conteúdo (CCK) mas necessitam de dominar o conhecimento especializado do conteúdo (SCK) e o conhecimento do conteúdo e do seu ensino (KCT), o que está patente nos documentos curriculares produzidos, no período em estudo.

Em janeiro de 1967 começa a ser publicada a Folha Informativa dos Professores do 1.º Grupo (E. T. P.) que é o primeiro periódico português consagrado exclusivamente à educação matemática no ensino técnico. A “Folha” destinava-se a acompanhar a experiência de introdução da Matemática Moderna nesse ramo de ensino apoiando os professores responsáveis pela lecionação das disciplinas relacionadas com a matemática, e publica 66 números e 9 suplementos até março de 1972. Este artigo estuda a importância assumida por esta revista, na comunidade de professores de matemática, para promover a partilha de experiências e melhorar o ensino da disciplina.

Este artigo encontra-se disponível no seguinte link: https://ojs.ghemat-brasil.com.br/index.php/ACERVO/article/view/29 Este artigo analisa como a profissionalização docente para o ensino primário afeta conteúdos de matemática escolar, em especial o conceito de número. Para tal selecionámos dois livros utilizados na formação inicial de professores do ensino primário. O primeiro é um texto destinado, não só a escolas normais primárias, mas também escolas secundárias e técnicas, publicado pouco antes (1887) da entrada em vigor em 1901 da obrigatoriedade de um diploma docente para ingressar nas escolas primárias. O segundo, publicado em 1903, é destinado exclusivamente às escolas normais e é uma resposta a essa obrigatoriedade determinada em 1901. Centrámos a nossa análise no conceito de número. Assim, mais especificamente, procurámos saber como se manifestou a noção de número e a distinção entre espécies de números, que hoje designamos por conjuntos numéricos, antes e depois de 1901, quando se instituiu a obrigatoriedade de um diploma para o acesso à profissão de professor do ensino primário.

UIDB/04647/2020 UIDP/04647/2020 UID/CED/02861/2016; Uma avaliação inédita da experiência de introdução da Matemática Moderna nos liceus portugueses iniciada em 1963 é discutida neste artigo e confrontada com outros documentos da época, alguns também inéditos. As limitações da avaliação são discutidas e enquadram-se as reações negativas dos responsáveis pela experiência numa mudança de objetivos para a reforma, que, a partir de 1968 se dirige à generalidade dos alunos e não apenas a um grupo selecionado. An unpublishedevaluation of the experience of introducing Modern Mathematics in Portuguese liceusthat began in 1963 is discussed in this article and compared with other documents of the time, some also unpublished. The limitations of the evaluation are discussed and the negative reactions of those responsible for the experience are framed in a changeof objectives for the reform, which, from 1968 onwards is directed to the majority of students and not only to a selected group. publishersversion published

This article intends to understand the degree in which expectations about the modern mathematics reform were fulfilled. Focusing on the Portuguese case, we probed four quantitative studies developed by governmental institutions at the time of the reform, usually intended to evaluate its implementation at several grade levels. Re-appreciated in modern times, these studies provided us with insights about the reform. More specifically, following Gimeno’s distinction among several curricular levels, the contemporary inspection of those studies allowed us to have an insight of the curriculum presented to teachers, the curriculum modelled by them, and the attained curriculum at the time of the reform. Este artículo pretende comprender el grado en que se cumplieron las expectativas sobre la reforma matemática moderna. Centrándonos en el caso portugués, examinamos cuatro estudios cuantitativos desarrollados por instituciones gubernamentales en el momento de la reforma, generalmente destinados a evaluar su implementación en varios niveles de grado. Reconocidos en los tiempos modernos, estos estudios nos proporcionaron ideas sobre la reforma. Más específicamente, siguiendo la distinción de Gimeno entre varios niveles curriculares, la investigación contemporánea de esos estudios nos permitió tener una idea del currículum presentado a los maestros, el currículo modelado por ellos y el currículo alcanzado en el momento de la reforma.

The purpose of this text is to map knowledge conveyed at the discipline of Methodology of Mathematical Sciences at Escola Normal Superior of Coimbra that began functioning in 1912 until 1930. Firstly, requirements for admission to the school are addressed; secondly, a description of the first year disciplines, the pedagogical practice of the second year, and the final exam is included; and thirdly, the discipline General Methodology of Mathematical Sciences in the ENS of Coimbra will be addressed through an account of its teachers and its didactical procedures.

Historically studying representations of math-centered classrooms shows us arrangements revealing underlying teaching methodologies, learning theories, and technological innovations. This iconographic study draws on images in textbooks, magazines or collectors' collections from medieval times to the mid-twentieth century. Using an interpretative paradigm, involving historical and documentary research, we look for the perspectives of teaching and learning mathematics.

O desenvolvimento do conhecimento profissional do professor de matemática nas Escolas Normais Superiores portuguesas (1911-1930) The development of the professional knowledge of the teacher of mathematics in the Portuguese Normal Higher Schools (1911-1930) El desarrollo del conocimiento profesional del profesor de matemáticas en las Escuelas Normales Superiores portuguesas (1911-1930) Resumo As Escolas Normais Superiores criadas em 1911 vão desempenhar um papel central na formação de professores de matemática destinados às escolas secundárias portuguesas. Pela primeira vez a neste nível, a sua organização curricular vai dar espaço a reflexões sobre a matemática escolar e os métodos para o ensino da disciplina. A formação inclui também uma prática acompanhada. Centrado em dissertações produzidas pelos formandos no final do curso, este trabalho procura analisar a contribuição da formação nessas escolas para o desenvolvimento do conhecimento profissional dos professores de matemática do ensino secundário. Palavras-chave: Formação profissional de professores; história da educação matemática; Escola Nova Abstract Escolas Normais Superiores (Higher Normal Schools) created in 1911 play a central role in the formation of mathematics teachers for Portuguese secondary schools. For the first time at this level, their curricular organization will foster reflections on school mathematics and methods for teaching the discipline. The course also includes an accompanying practice. Centered on dissertations produced by the trainees at the end of the programme, this paper seeks to analyze the contribution of these schools' curricula to the development of professional knowledge of teachers of mathematics in secondary education. Keywords: Professional training of teachers; History of mathematical education; Progressive school Resumen Las Escolas Normais Superiores creadas en 1911 jugarán un papel central en la formación de profesores de matemáticas de las escuelas secundarias portuguesas. Por primera vez en este nivel, su organización curricular permitirá el desarrollo de pensamientos acerca de las matemáticas y los métodos para la enseñanza de la disciplina. La formación también incluye una práctica. Centrado en la tesis producidas por los alumnos al final del curso, en este trabajo se analiza la contribución de la enseñanza en estas escuelas para el desarrollo del conocimiento profesional de los profesores de matemáticas de secundaria. Palavras clave: Formación profesional de profesores; Historia de la educación matemática; Escuela Nueva

We investigated the genetic, composition of six Canis remains from western Iberia, directly radiocarbon dated to 7,903-7,570 years (cal BP). They were identified as dogs via their qrchaeological and depositional context, osteometry, and a high percentage of aquatic diet shared with humans. For comparison, genetic data were obtained from an additional 37 Iberian dog remains from the Neolithic to Late Antiquity, as well as two Palaeolithic anda a Chalcolithic Canis identified as wolves. Previous data indicated that dog mtDNA haplogroup A (HgA) is prevalent in extant European dogs (>50%), in the Near East and Asia, but rare or absent (

Este IV Congreso Iberoamericano de Historia de la Educacion Matematica tiene losobjetivos de:1. Profundizar en el intercambio entre investigadores de la historia de la educacionmatematica en America Latina, en Portugal y en Espana.2. Dar a conocer las diversas perspectivas, temas y metodologias seguidas hasta el mo-mento.3. Facilitar la produccion y difusion de conocimiento en este ambito.4. Promover la formacion de grupos de trabajo y la colaboracion entre los ya existentes.5. Analizar el estado actual de este campo de investigacion en auge y sus perspectivasde futuro.El congreso contempla los siguientes ejes tematicos:T1. Avances en la investigacion en Historia de la Educacion Matematica (HEM).T2. Metodologias de investigacion en HEM.T3. Centros de Estudio y Documentacion: experiencias y organizacion.T4. Fuentes para el estudio de la HEM: manuales y libros para el profesorado y el alum-nado, cuadernos, trabajos de alumnos, examenes, material didactico, ilustraciones.T5. La profesionalizacion de los educadores matematicos: formacion, seleccion y carreradocente.T6. Ciencia y ensenanza. Del conocimiento cientifico al saber pedagogico: genesis de laHME como campo disciplinar y de investigacion

Quantifying the genetic diversity of riparian trees is essential to understand their chances to survive hydroclimatic alterations and to maintain their role as foundation species modulating fluvial ecosystem processes. However, the application of suitable models that account for the specific dendritic structure of hydrographic networks is still incipient in the literature. We investigate the roles of ecological and spatial factors in driving the genetic diversity of Salix salviifolia, an Iberian endemic riparian tree, across the species latitudinal range. We applied spatial stream-network models that aptly integrate dendritic features (topology, directionality) to quantify the impacts of multiple scale factors in determining genetic diversity. Based on the drift hypothesis, we expect that genetic diversity accumulates downstream in riparian ecosystems, but life history traits (e.g. dispersal patterns) and abiotic or anthropogenic factors (e.g. drought events or hydrological alteration) might alter expected patterns. Hydrological factors explained the downstream accumulation of genetic diversity at the intermediate scale that was likely mediated by hydrochory. The models also suggested upstream gene flow within basins that likely occurred through anemophilous and entomophilous pollen and seed dispersal. Higher thermicity and summer drought were related to higher population inbreeding and individual homozygosity, respectively, suggesting that increased aridity might disrupt the connectivity and mating patterns among and within riparian populations.

Teacher training schools for elementary grades played a central role in shaping pedagogical knowledge in Portugal. So, this work aims to contribute to the understanding of mathematical knowledge and its teaching which were developed in these schools until 1910. This documentary historical study was based on legislation (laws, decrees, orders, circulars and instructions sent to schools) in which we looked for references to mathematics and its teaching. It is studied successively in the text, after a brief characterization of the evolution of normal schools, the presence of mathematics: in the entrance examinations for candidates without the normal schools’ degree; in the entrance examinations to normal schools; in the disciplines of these schools; and in the content of these disciplines grouped according to the mathematical topics. As for the mathematical content, two axes have become clear. On the one hand they have become more complex (including for example algebra and logarithms) and on the other, since very early, the mathematics studied included themes for professional applications (accounting, surveying) that were part of the formative role of Portuguese primary schools in the period of analysis. As for the content of mathematics teaching, general pedagogy approaches seem gradually to include methods and processes specific to the teaching of mathematics revealing the gradual development of specific knowledge of the profession. The study of these programs shows the gradual construction of a set of mathematical knowledge, which go beyond what the future teacher would have to teach, and some methodological suggestions in line with what you would expect from a gradual construction of a school culture of primary teacher training. Keywords: General history of education. Formation of educational professionals. Mathematics education

Cork oak (Quercus suber) is native to southwest Europe and northwest Africa where it plays a crucial environmental and economical role. To tackle the cork oak production and industrial challenges, advanced research is imperative but dependent on the availability of a sequenced genome. To address this, we produced the first draft version of the cork oak genome. We followed a de novo assembly strategy based on high-throughput sequence data, which generated a draft genome comprising 23,347 scaffolds and 953.3 Mb in size. A total of 79,752 genes and 83,814 transcripts were predicted, including 33,658 high-confidence genes. An InterPro signature assignment was detected for 69,218 transcripts, which represented 82.6% of the total. Validation studies demonstrated the genome assembly and annotation completeness and highlighted the usefulness of the draft genome for read mapping of high-throughput sequence data generated using different protocols. All data generated is available through the public databases where it was deposited, being therefore ready to use by the academic and industry communities working on cork oak and/or related species. Machine-accessible metadata file describing the reported data (ISA-Tab format)

This study investigates the gene pool of Portuguese autochthonous dog breeds and their wild counterpart, the Iberian wolf subspecies (Canis lupus signatus), using standard molecular markers. A combination of paternal and maternal molecular markers was used to investigate the genetic composition, genetic differentiation and genetic relationship of native Portuguese dogs and the Iberian wolf. A total of 196 unrelated dogs, including breed and village dogs from Portugal, and other dogs from Spain and North Africa, and 56 Iberian wolves (wild and captive) were analyzed for nuclear markers, namely Y chromosome SNPs, Y chromosome STR loci, autosomal STR loci, and a mitochondrial fragment of the control region I. Our data reveal new variants for the molecular markers and confirm significant genetic differentiation between Iberian wolf and native domestic dogs from Portugal. Based on our sampling, no signs of recent introgression between the two subspecies were detected. Y chromosome data do not reveal genetic differentiation among the analyzed dog breeds, suggesting they share the same patrilineal origin. Moreover, the genetic distinctiveness of the Iberian wolf from other wolf populations is further confirmed with the description of new mtDNA variants for this endemism. Our research also discloses new molecular markers for wolf and dog subspecies assignment, which might become particularly relevant in the case of forensic or noninvasive genetic studies. The Iberian wolf represents a relic of the once widespread wolf population in Europe and our study reveals that it is a reservoir of unique genetic diversity of the grey wolf, Canis lupus. These results stress the need for conservation plans that will guarantee the sustainability of this threatened top predator in Iberia.

Título en español e inglés Monográfico con el título: “La historia de la educación matemática en Iberoamérica” El movimiento de historia de la educación matemática que se ha ido desarrollando y diversificando a partir de la década de 1960, constituye una comunidad de investigación en auge. Los Congresos Iberoamericanos de Historia de la Educación Matemática (CIHEM) complementan y profundizan el intercambio entre investigadores y la producción de conocimiento vinculado a la Historia de la Educación Matemática en América Latina, Portugal y España, reflejando las diferentes perspectivas y metodologías que se han seguido. Se recoge una muestra de trabajos de los investigadores que intervinieron en el IV CIHEM, organizado por el Centro de Estudios sobre la Memoria Educativa (CEME) de la Universidad de Murcia. ESP

Since the reform of 1844, Portuguese primary education began to encompass, after the first degree of generic education centered in the trilogy to read, to write and to count, a second degree, and, between 1911 and 1926, a third degree, designated as superior, with special practical courses for agricultural, industrial, commercial or maritime education, according to the location of the schools, which is also recognized as a training embryo. This article intends to study the ways in which normal primary schools have approached training in these areas between 1844 and 1926 and, in particular, to know how the teaching of mathematics in these schools has adapted to this purpose.

Disponível em: http://www2.pucpr.br/reol/pb/index.php/dialogo?dd1=16276&dd99=view&dd98=pb O artigo estuda as transformações exigidas às escolas do ensino profissional português durante a reforma da matemática moderna que ocorrem a partir de finais dos anos 1960. Em primeiro lugar, traça um quadro das normas associadas às escolas técnicas portuguesas antes da reforma, recorrendo à legislação fundadora, aos manuais e a artigos de opinião de professores. Em segundo, detalha o debate que antecipou a introdução da reforma recorrendo a artigos e aopiniões expressas durante os cursos preparatórios, onde são notórias as pressões para mudanças na cultura escolar, especialmente nas suas representações, suscitadas pela nova matemática. Finalmente, observar-se como se materializou a reforma nos livros de texto da experiência.

A number of studies in recent years have attempted to understand and calculate the shear strength of hollow-core slabs, but no consensus has been reached on this issue. The current design methods for hollow-core shear resistance are derived from experimental results and elastic theories that are not usually directly related to the behaviour at the ultimate limit state. Moreover, some manuals on this subject do not discuss anchorage failures, which although not common in this type of slab, may influence the shear strength. This paper considers the anchorage failure of strands using the concepts of Eurocode 2 and presents an analytical methodology for shear design based on the modified compression field theory (MCFT). Furthermore, the safety concepts of Eurocode 2 are properly presented and evaluated using the experimental data available in the literature. The proposed methodology is proved to be accurate and is simple enough for use in design. Comparisons with CSA A23.3 and Eurocode 2 are also shown.

In this study, the influence of the β-lactoglobulin, prolactin and αS1-casein variants on milk production traits of three Portuguese sheep breeds, including Serra da Estrela, White Merino and Black Merino, was analyzed. The genetic variants of each marker were identified using PCR-RFLP. β-Lactoglobulin genotype AA was associated with lower milk yield in Serra da Estrela and Merino ewes. This marker also affected milk fat content in Serra da Estrela and protein content in Merino. First results regarding the influence of the sheep prolactin gene on milk production traits are reported. In the Serra da Estrela breed, ewes carrying prolactin genotype AA were significantly associated with lower milk yield, but this influence of prolactin genotypes on milk yield was not detected in Merino. Prolactin genotypes were also significantly associated with milk fat and protein contents in the Serra da Estrela breed. A suggestive effect of the αS1-casein locus on milk yield was detected in Serra da Estrela, but no associations were found between the variants of this marker with milk fat and protein content.

Este artigo parte de uma vinheta clínica para contextuar a situação comunicacional e comportamental de um doente idoso. O estudo é um relato de experiência, tendo por base a reconstrução da história pessoal do doente. O reenquadramento da história possibilita uma nova leitura dos sintomas comportamentais do idoso que consistiam em comportamentos hostis e agressivos. A recolha da sua história pessoal junto da família permite dar sentido ao seu comportamento e desenvolver uma comunicação facilitadora da relação com o doente, construindo-se novos entendimentos e uma nova retroalimentação psicológica na relação profissional cuidador- doente. This article is part of a clinical vignette to contextualize the communicational and behavioral status of an elderly patient. The study is an experience report, based on the reconstruction of the personal history of the patient. The reframing ofhistory of the patient enablesa new reading of the behavioral symptoms of the elderly consisting of hostile and aggressive demeanour. A collection of his personal history from the family gives meaning to the patient’s way of acting and develop a communication facilitator of the relationship with the patient, building new track and a new psychological understandings feedback on caregiver-patient professional relationship. Este artículo es parte de una viñeta clínica para contextualizar la situación comunicacional y conductual de un paciente de edad avanzada. El estudio es un relato de experiencia, basada en la reconstrucción de la historia personal del paciente. El replanteamiento de la historia permite una nueva lectura de los síntomas del comportamiento del anciano que consiste en comportamientos hostiles y agresivos. Una colección de su historia personal con la familia le da sentido a su comportamiento y desarrollar un facilitador de comunicación de la relación con el paciente, la construcción de una nueva comprensión y una nueva retroalimentación psicológica en la relación profesional-paciente cuidador.

In an extensive survey of the genetic diversity in Portuguese dogs, we have examined an 887-bp fragment of the mitochondrial DNA (mtDNA) from 8 Portuguese, 1 Spanish, and 2 North African native dog breeds, including village dogs from Portugal and Tunisia. Forty-nine haplotypes were found in the 164 individuals analyzed, with private haplotypes being found in several breeds. For example, the Castro Laboreiro Watchdog, a rare breed from a small and isolated region in Portugal, was monomorphic for mtDNA and possessed a new haplotype, which may be provisionally considered a breed-specific marker. Phylogenetic analyses recapitulated 4 major clades identified in other studies, but new haplotypes, grouping within a clade that was previously thought as geographically restricted, were detected in Portugal and Morocco. Portuguese village dogs showed no genetic differentiation from nonnative dogs or from local breeds of the areas in which the village dogs were sampled. Although Iberian and North African dog breeds possessed breed-specific mtDNA haplotypes, no significant geographic structure could be detected among them. There is no evidence for introgression of North African haplotypes in Iberian dogs, contrary to previous results for other domestic animals.

Spain Elena Ausejo This section offers a brief overview of Spanish mathematics education over the last two centuries, in the context of the educational system as a whole, which in turn depended to a very large extent on the country’s political and economic circumstances. Although political instability delayed the regulation of secondary education in Spain until 1836, the syllabi of 1845 and 1857 set up the basic structure throughout the nineteenth century. The country developed a system for preparing mathematics teachers that was relatively demanding – above all with respect to mathematical knowledge – and absorbed international experience through translations of textbooks. Later, Spain took part in the principal international movements in mathematics education, becoming involved in the ICMI and the reform movements of the 1950s–1970s.