A família Dejante: a marcenaria e a indústria dos mármores no Portugal de Oitocentos

In 1821, the French cabinet-maker Pierre Barthélemy Dejante established himself in Lisbon. In Portugal the exiled Frenchman devoted himself to the development of several industry branches, giving, in a remarkable way, continuity to the two activities he had already dedicated himself to in his country: the cabinet making and the marble industry. This route, which has had a development of four decades, will be here analyzed, specially his participation in the London and Paris International Exhibitions, as well as his wide and important clientele, among them the Royal House and the Braganza Duchess. His brother Louis Joseph Dejante, who also settled as a cabinet-maker in Lisbon, will likewise be approached in this study, as well as the two children of Pedro Bartolomeu Dejante.Em 1821, estabeleceu-se em Lisboa o marceneiro francês Pierre Barthélemy Dejante. Em Portugal, o exilado francês dedicou-se ao desenvolvimento de diversos ramos da indústria dando continuidade, de uma forma notável, a duas actividades a que se dedicara no seu país: a marcenaria e a indústria dos mármores. Esse percurso, desenvolvido ao longo de quatro décadas, será aqui analisado, destacando-se a sua participação nas exposições internacionais de Londres e Paris, bem como a vasta e importante clientela, entre a qual se contava a Casa Real e a duquesa de Bragança. O irmão, Louis Joseph Dejante, também estabelecido em Lisboa como marceneiro, será igualmente abordado neste estudo, bem como os filhos de Pedro Bartolomeu Dejante

Reflections on the Documentational Work of Two Teachers in a Remote Collaborative Environment for Compound Interest Teaching

Background:  Documentational Approach to Didactics was adopted, this way considers a continuous process in which resources, associated with the utilisation schemes, are transformed into documents.  Objectives: Characterize the Documentational Genesis of two High School Mathematics teachers in remote collaborative work for teaching Compound Interest articulated with the GeoGebra software. Design: As a methodological framework, the reflective investigation methodology was used, in which the teachers contribute to data collection and analysis. The paper was structured in four professional situations: reflection situation, training situation, implementation situation, and confrontational situation. Settings and participants: Teachers worked from March to June 2021, and resources were developed through the Google Docs and Google Meet virtual platforms and later made available on Classroom. Data Collection and Analysis: Data obtained through the recordings of the meetings and the proposals of the participants, analysed according to documentational trajectory concept, the instrumentation and instrumentalisation dialectics, productive and constructive activity dialectics, and the self-efficacy concept. Results: Based on our analyses, it was possible to characterise the teachers’ Documentational Genesis. Conclusions: The Documentational Approach to Didactics was relevant to the study because it was possibly identified the resources in individual and collective utilisation schemes, mobilised in the documentational work and in class implementation by the teachers and the instrumentation and instrumentalisation dimensions in document construction for teaching Compound Interest, i.e., the Documentational Genesis process. In addition, we have identified the teachers’ self-efficacy during the documentational work and implementation of classes on Compound Interest

A pedagogia da autonomia num contexto de diferenciação pedagógica

Relatório de estágio de mestrado em Ensino de Português e de Espanhol no 3º ciclo do Ensino Básico e no Ensino SecundárioNuma nova etapa de busca eterna de novas aprendizagens, no âmbito do estágio profissional do Mestrado em Ensino de Português e Espanhol no 3º ciclo do Ensino Básico e no Ensino Secundário, este relatório pretende ser um pálido mas significativo reflexo do trabalho realizado num projeto de investigação pedagógica supervisionada. Não podendo deixar de ouvir os ecos atuais a nível da aprendizagem das línguas, o meu objetivo principal foi o de desenvolver a autonomia dos alunos na sua própria aprendizagem, num contexto específico de uma turma de 10º ano de Espanhol com dois níveis «curriculares/oficiais» diferentes de aprendizagem, havendo alunos de iniciação e outros de continuação. Assim, a diferenciação pedagógica para a autonomia seria, a meu ver, uma forma de rentabilizar e frutificar os recursos e o contexto peculiar em causa. Neste sentido, os objetivos neste percurso foram: (1) Observar as estratégias aplicadas num contexto de coexistência de dois níveis de aprendizagem e definir os problemas subjacentes e as potencialidades da diferenciação pedagógica em sala de aula; (2) Definir os papéis pedagógicos do professor e do aluno na pedagogia de autonomia; (3) Identificar as potencialidades da pedagogia da autonomia (papel do aluno, do professor…), os constrangimentos e a sua aplicabilidade; (4) Desenvolver estratégias que permitam a autonomia, a democratização e a eficácia da aprendizagem, nomeadamente no caso da competência comunicativa; (5) Avaliar a intervenção e concluir sobre estratégias produtivas e a possibilidade da negociação na pedagogia. Assim, após um primeiro momento de observação e avaliação, acompanhado por leituras e levantamento de dados oficiais relativos à disciplina do Espanhol, consegui delinear um plano com estratégias diferentes que foram implementadas e avaliadas. Numa busca de desenvolvimento da autonomia em vários graus, ou domínios, aplicando instrumentos de recolha de informação contínuos, pude concluir que o processo de autonomização dos alunos é gradual, tendo sido possível com uma constante responsabilização, motivação e capacidade de negociação com os alunos. O maior grau de responsabilização dos alunos, a diferentes níveis, permitiu uma maior consciencialização e autonomia na participação da própria aprendizagem.Dans cette nouvelle étape de recherche constante de nouvelles connaissances, dans le cadre du stage professionnel du Master en enseignement de Portugais et Espagnol au collège et dans le secondaire, ce rapport a pour objectif d’être un reflet pâle mais significatif du travail réalisé pour un projet d’investigations supervisée. Ne pouvant ignorer les échos actuels en ce qui concerne l’apprentissage des langues, mon objectif principal était de développer l’autonomie des élèves dans leur propre apprentissage, dans un contexte spécifique d’une classe de seconde d’espagnol avec deux niveaux «du curriculum/officiels» d’apprentissage différents, formé par des élèves d’initiation à la langue et d’autres de continuation. Ainsi, la différenciation pédagogique vers l’autonomie serait, selon moi, une forme de rentabiliser et de faire fructifier les ressources et le contexte particulier en cause. En ce sens, les objectifs de ce parcours ont été : (1) Observer les stratégies appliquées dans un contexte de coexistence de deux niveaux d’apprentissage et définir les problèmes sous-jacents et les potentiels de la différenciation pédagogique en salle de cours; (2) Définir les rôles pédagogiques du professeur et de l’élève dans la pédagogie de l’autonomie; (3) Identifier les potentiels de la pédagogie de l’autonomie (rôle de l’élève, du professeur…), ses contraintes et son applicabilité ; (4) Développer des stratégies qui permettent l’autonomie, la démocratisations et l’efficacité de l’apprentissage, notamment dans le cas de la compétence communicative ; (5) Évaluer l’intervention et conclure sur les stratégies productives et la possibilité de négociation dans la pédagogie. Ainsi, après un premier moment d’observations et d’évaluation, accompagné de lectures et d’un relevé de données officielles relatives à la discipline d’espagnol, j’ai tracé un plan avec différentes stratégies qui ont été implémentées et évaluées. Puis, dans un souci de développement de l’autonomie à différents degrés ou domaines et en appliquant des instruments de récolte d’information continus, j’ai pu conclure que le processus d’autonomisation des élèves est graduel et n’a été possible que grâce à une constante responsabilisation, motivation et capacité de négociation avec les élèves. Le degré de responsabilisation accrue des élèves, À différents niveaux, a permis une plus grande prise de conscience et une croissante autonomie dans la participation dans son propre apprentissage

Trajetórias de pesquisas com professores da escola básica analisadas pelo olhar da gênese documental

Com suporte na gênese documental (GD), esse artigo apresenta trajetórias de duas teses de doutorado em desenvolvimento no contexto da educação matemática e tecnologias e na formação de professores da escola básica, com alguns resultados parciais. A Abordagem Documental do Didático (ADD) no contexto da GD objetiva a compreensão do desenvolvimento profissional de professores por meio do estudo de suas interações com os recursos, uma variedade de artefatos, e seus usos para o desenvolvimento de sua prática. Devido à pandemia do Covid- 19, ambos estudos, com início em 2020, foram desenvolvidos de modo remoto por meio das plataformas Teams e Google Meet, além do WhatsApp, permitindo a interação entre os professores participantes e pesquisadores, o que possibilitou o acompanhamento da construção de documentos e análise dos esquemas por eles mobilizados, como preconiza a GD. Nas pesquisas aqui apresentadas, houve o envolvimento ativo dos professores reconhecendo a importância da prática docente para obtenção de um documento. Na trajetória da primeira pesquisa apresentamos a análise de uma atividade em um contexto de trabalho remoto e colaborativo de duas professoras no contexto do tema de Juros Compostos. No segundo estudo apresentamos uma análise da trajetória documental de um professor de química e sua atuação realizada on-line devido às restrições impostas pelo Covid-19. Nesses estudos a trajetória documental do professor é marcada por adaptações no sentido de acompanhar os avanços tecnológicos e o uso da internet aliada ao processo de ensino e aprendizagem

Um trabalho documental para o ensino de Juros Compostos: articulações entre recursos para resolução de situações-problema em tempos de pandemia

Este artigo apresenta um recorte de uma pesquisa de doutorado, a qual teve como objetivo caracterizar a Gênese Documental de duas professoras de Matemática do Ensino Médio em um trabalho colaborativo remoto, devido à pandemia do Covid-19, para o ensino de Juros Compostos. O referencial teórico, Abordagem Documental do Didático, envolve o processo contínuo da Gênese Documental, em que recursos, associados aos esquemas de utilização, são transformados em documentos. Considerando o conceito de trajetória documental, procurou-se entender a evolução do trabalho documental no decorrer do tempo. A pesquisa foi estruturada em quatro situações profissionais: situação de reflexão, situação de formação, situação de implementação e situação de confrontação e, nesse artigo, enfatizam-se as situações de implementação e confrontação das aulas relacionadas a uma das docentes, por meio do GeoGebra Classroom articulado com o Google Sala de Aula, na resolução de situações-problema. Dessa forma, foi possível realizar inferências sobre a evolução do trabalho documental da professora e o seu aperfeiçoamento profissional

Application of Nanofiltration to the Treatment of Acid mine Drainage Waters

This study investigated the separation of uranium and other elements in high concentrations from acid mine waters at Caldas Uranium Mining, in the southeast of Brazil, using nanofiltration membranes. Nanofiltrarion is widely used in water treatment due to the lower energy requirements and higher yields than reverse osmosis. Separation characteristics are dependent on both the molecular size and charge of the dissolved species in the feed solution as well as membrane properties. In this investigation the potential of nanofiltration to removed dissolved species like uranium from acid mine water drainage was measured. Two composite aromatic polyamide commercially membranes of FilmTec/Dow were tested and it found that uranium rejections of greater than 90% and also showed potential for the separation of aluminum and manganese

Age-Related Metabolic Pathways Changes in Dental Follicles: A Pilot Study

Aging is not a matter of choice; it is our fate. The “time-dependent functional decline that affects most living organisms” is coupled with several alterations in cellular processes, such as cell senescence, epigenetic alterations, genomic instability, stem cell exhaustion, among others. Age-related morphological changes in dental follicles have been investigated for decades, mainly motivated by the fact that cysts and tumors may arise in association with unerupted and/or impacted teeth. The more we understand the physiology of dental follicles, the more we are able to contextualize biological events that can be associated with the occurrence of odontogenic lesions, whose incidence increases with age. Thus, our objective was to assess age-related changes in metabolic pathways of dental follicles associated with unerupted/impacted mandibular third molars from young and adult individuals. For this purpose, a convenience sample of formalin-fixed paraffin-embedded (FFPE) dental follicles from young (<16 y.o., n = 13) and adult (>26 y.o., n = 7) individuals was selected. Samples were analyzed by high-performance liquid chromatography-mass spectrometry (HPLC-MS)-based untargeted metabolomics. Multivariate and univariate analyses were conducted, and the prediction of altered pathways was performed by mummichog and Gene Set Enrichment Analysis (GSEA) approaches. Dental follicles from young and older individuals showed differences in pathways related to C21-steroid hormone biosynthesis, bile acid biosynthesis, galactose metabolism, androgen and estrogen biosynthesis, starch and sucrose metabolism, and lipoate metabolism. We conclude that metabolic pathways differences related to aging were observed between dental follicles from young and adult individuals. Our findings support that similar to other human tissues, dental follicles associated with unerupted tooth show alterations at a metabolic level with aging, which can pave the way for further studies on oral pathology, oral biology, and physiology

Genetic Characterization of Human T-Cell Lymphotropic Virus Type 1 in Mozambique: Transcontinental Lineages Drive the HTLV-1 Endemic

Human T-cell lymphotropic virus type 1 (HTLV-1) is the causative agent of Adult T-Cell Leukemia/Lymphoma (ATL), the Tropical Spastic Paraparesis/HTLV-1-associated Myelopathy (TSP/HAM) and other inflammatory diseases, including dermatitis, uveitis, and myositis. It is estimated that 2–8% of the infected persons will develop a HTLV-1-associated disease during their lifetimes, frequently TSP/HAM. Thus far, there is not a specific treatment to this progressive and chronic disease. HTLV-1 has means of three transmission: (i) from mother to child during prolonged breastfeeding, (ii) between sexual partners and (iii) through blood transfusion. HTLV-1 has been characterized in 7 subtypes and the geographical distribution and the clinical impact of this infection is not well known, mainly in African population. HTLV-1 is endemic in sub-Saharan Africa. Mozambique is a country of southeastern Africa where TSP/HAM cases were reported. Recently, our group estimated the HTLV prevalence among Mozambican blood donors as 0.9%. In this work we performed a genetic analysis of HTLV-1 in blood donors and HIV/HTLV co-infected patients from Maputo, Mozambique. Our results showed the presence of three HTLV-1 clusters within the Cosmopolitan/Transcontinental subtype/subgroup. The differential rates of HIV-1/HTLV-1 co-infection in the three HTLV-1 clusters demonstrated the dynamic of the two viruses and the need for implementation of control measures focusing on both retroviruses

Prevalence and risk factors for Hepatitis C and HIV-1 infections among pregnant women in Central Brazil

<p>Abstract</p> <p>Background</p> <p>Hepatitis C (HCV) and human immunodeficiency virus (HIV) infections are a major burden to public health worldwide. Routine antenatal HIV-1 screening to prevent maternal-infant transmission is universally recommended. Our objectives were to evaluate the prevalence of and potential risk factors for HCV and HIV infection among pregnant women who attended prenatal care under the coverage of public health in Central Brazil.</p> <p>Methods</p> <p>Screening and counselling for HIV and HCV infections was offered free of charge to all pregnant women attending antenatal clinic (ANC) in the public health system, in Goiania city (~1.1 million inhabitants) during 2004–2005. Initial screening was performed on a dried blood spot collected onto standard filter paper; positive or indeterminate results were confirmed by a second blood sample. HCV infection was defined as a positive or indeterminate sample (EIA test) and confirmed HCV-RNA technique. HIV infection was defined according to standard criteria. Factors associated with HIV and HCV infections were identified with logistic regression. The number needed to screen (NNS) to prevent one case of infant HIV infection was calculated using the Monte Carlo simulation method.</p> <p>Results</p> <p>A total of 28,561 pregnant women were screened for HCV and HIV-1 in ANC. Mean maternal age was 23.9 years (SD = 5.6), with 45% of the women experiencing their first pregnancy. Prevalence of HCV infection was 0.15% (95% CI 0.11%–0.20%), and the risk increased with age (p < 0.01). The prevalence of anti-HIV infection was 0.09% (95% CI 0.06%–0.14%). Black women had a 4.9-fold (95% CI 1.42–16.95) greater risk of HIV-1 infection compared to non-black women. NNS to prevent one case of infant HIV infection ranged from 4,141 to 13,928.</p> <p>Conclusion</p> <p>The prevalence of HIV and HCV infections were low among pregnant women, with high acceptability rates in the opt-in strategy in primary care. Older maternal age was a risk factor for HCV and antenatal HCV testing does not fulfill the requirements for screening recommendation. The finding of higher risk of HIV-1 infection among black women despite being in consonance with the HIV-1 ethnic pattern in some American regions cannot be ruled out to be a surrogate marker of socio-economic condition.</p