Retratos do docente no ensino superior online: pedagogias e tecnologias

O desenvolvimento tecnológico, bem como as exigências da sociedade e do mercado de trabalho impelem para a mudança dos ambientes de aprendizagem. Estas mudanças passam pela redefinição de papéis, formas de interação e promoção do trabalho colaborativo e da aprendizagem em rede. É, pois evidente que, o redimensionamento dos cenários educativos implica alterações e redefinição do papel e das funções do professor, de modo a adaptar-se às caraterísticas deste tipo de ensino (Goulão, 2012; Baran, Correia, Thompson, 2011). Dito de outro modo, as modificações do contexto implicam alterações e redefinições do papel e das funções do professor, exigindo esforços de adaptação às caraterísticas de um tipo de ensino ajustado aos ambientes digitais de aprendizagem.info:eu-repo/semantics/publishedVersio

Doors that digital opened in education research

In today's network societies, constantly changing through the evolution of virtual environments and digital technologies, individual and collective dimensions integrate complex, dynamic, and innovative processes. Complexity here refers to an ecosystem of networks with interconnected and interdependent elements. In this context, the mechanistic, rational, and fragmented paradigm tends to run out, emerging an approach based on the connection and convergence of previously fragmented knowledge into a new multidimensional, transdisciplinary and global approach. In such context of complexity, collaboration emerges as a promoter of the development of a critical, reflective, transformative view. Virtual environments and digital technologies expand the possibilities of collaboration, its results, and impacts. But they also add complexity. Educational research is not outside of such dynamics. The purpose of this text is to present a contribution to the discussion of this issue. The new virtual learning invironments come from these digital scenarios, do facilitate the pedagogical and interactive intentionality, as they promote co-learning and co-investigation. The objective of this chapter is to analyze the pedagogical elements that constitute an open and collaborative investigation in such virtual and networked environments. We will carry out this analysis using a qualitative approach, focusing on discussions coming from online training, learning communities and innovative interfaces. With this empirical framework, it is possible to highlight innovative and complex issues that pedagogical strategies for co-investigation require.info:eu-repo/semantics/publishedVersio

Transcriptomic leaf profiling reveals differential responses of the two most traded coffee species to elevated [co2]

PTDC/ASP-AGR/31257/2017 UIDB/00239/2020 UIDP/04035/2020 UID/AGR/04129/2020 UIDB/04551/2020 CRA-RED-00053-16As atmospheric [CO2] continues to rise to unprecedented levels, understanding its impact on plants is imperative to improve crop performance and sustainability under future climate conditions. In this context, transcriptional changes promoted by elevated CO2 (eCO2) were studied in genotypes from the two major traded coffee species: the allopolyploid Coffea arabica (Icatu) and its diploid parent, C. canephora (CL153). While Icatu expressed more genes than CL153, a higher number of differentially expressed genes were found in CL153 as a response to eCO2. Although many genes were found to be commonly expressed by the two genotypes under eCO2, unique genes and pathways differed between them, with CL153 showing more enriched GO terms and metabolic pathways than Icatu. Divergent functional categories and significantly enriched pathways were found in these genotypes, which altogether supports contrasting responses to eCO2. A considerable number of genes linked to coffee physiological and biochemical responses were found to be affected by eCO2 with the significant upregulation of photosynthetic, antioxidant, and lipidic genes. This supports the absence of photosynthesis down-regulation and, therefore, the maintenance of increased photosynthetic potential promoted by eCO2 in these coffee genotypes.publishersversionpublishe

Superimposed impacts of enhanced [CO2] and high temperature on the photosynthetic metabolism of C. arabica and C. canephora genotypes.

Summary: Coffee crop has been predicted to become threatened by future climate changes and global warming conditions. Yet, the long-term effects of elevated [CO2] on this plant remain to be fully elucidated. In this context, this work aims at linking coffee biochemical responses to environmental changes of [CO2] and temperature on genotypes from the two major producing species, using the photosynthetic metabolism as probe to evaluate the plant acclimation ability. Potted plants from C. arabica cv. IPR 108 and of C. canephora cv. Conilon Clone 153 were grown under environmental controlled conditions, either at 380 or 700 ?L CO2 L-1 air, for 1 year, without water, nutrient or root development restrictions. After that the temperature was gradually increased from 25/20 ºC (day/night) up to 42/34 ºC. The effects of elevated [CO2] and enhanced temperature on the photosynthetic structures were assessed through the characterization of the lipid components of chloroplast membranes, whereas the leaf metabolic performance was evaluated through the thylakoid electron transport rates (involving both photosystem (PS) I and II), and the activities of enzymes (ribulose 1,5-biphosphate carboxylase/oxygenase and ribulose 5-phosphate kinase), as well as through stable isotopes of C and N. The activities of respiratory enzymes (NADH-dependent malate dehydrogenase and pyruvate kinase) were also analyzed. The results pointed for a higher functional status along the experiment in the plants grown under elevated [CO2], with special relevance at 37 and 42ºC in IPR108. These results could be related to the qualitative changes of the membrane lipid matrix that might have helped to preserve suitable membrane fluidity for the membrane bound events (e.g., thylakoid electron transport). The PSs and enzyme data reflect an enhancement of the energetic metabolism (both photosynthesis and respiration), mostly, until 31 ºC for IPR108 and 37 ºC for CL153 at normal [CO2]. Yet, under enhanced [CO2] it was found an increase in the temperature (to 37 ºC) at which maximal values of some parameters in IPR108 (MDH, PSs activities, RuBisCO) were observed, concomitantly with the maintenance of high performance in other parameters when compared to the 380 plants. Under the highest temperature (42 ºC) the enzymes were the most sensitive point, displaying the strongest reductions, irrespective of genotype and [CO2] treatments. The temperature promoted changes in leaf ?13C, irrespective of genotype and [CO2], reflecting a decrease in WUE with heat. The changes in ?15N values may indicate different limitation steps of N assimilation, requiring further investigation. It was concluded that the coffee plants grown under elevated [CO2] apparently showed a better endurance to high temperatures, what is quite relevant in a context of predicted climate changes and global warming scenarios

A glimpse of climate change impact on C. Arabica L. and C. Canephora Pierre ex A. Froehner physiology: the combined effects of enhanced growth CO2 and temperature.

Summary: The effective impact of climate changes on the coffee plant physiology, promoted by enhanced air [CO2] and global warming remain to be fully elucidated through biological studies. Therefore, this work aims at linking important coffee physiological responses to environmental changes of enhanced growth [CO2] and temperature on genotypes from the two major producing species. Potted plants from C. arabica cv. IPR 108 and of C. canephora cv. Conilon Clone 153 were grown under environmental controlled conditions, either at 380 or 700 ?L CO2 L-1 air, for 1 year, without water, nutrient or root development restrictions. After that the temperature was gradually increased from 25/20 ºC (day/night) up to 42/34 ºC. The long-term impacts of enhanced growth [CO2] and enhanced temperature on the photosynthetic functioning were assessed at 25/20 ºC, 31/25 ºC, 37/30 ºC and 42/34 ºC, through leaf gas exchanges (rates of net photosynthesis, Pn, stomatal conductance, gs, transpiration, Tr, and photosynthetic capacity, Amax), instantaneous water use efficiency (iWUE), fluorescence parameters (photochemical efficiency of the photosystem II under dark, Fv/Fm, and light, Fv?/Fm?, conditions, as well as the photochemical, qP, and non-photochemical, NPQ, quenchings, and quantum yield of the linear electron transport, ?e), photosynthetic pigments (chlorophyll and carotenoids) and some molecules with antioxidant role (ascorbate and ?-tocopherol). The results showed that enhanced [CO2] stimulates photosynthetic functioning, without negative down-regulation. Minor impacts were found in the photochemical performance until 37 ºC, but extensive impacts were shown at 42 ºC, especially in IPR108. Remarkable was the finding that enhanced [CO2] preserved a higher functional status (Pn, Amax, Fo, Fv/Fm) at high temperatures (37 and 42 ºC), what seems quite relevant under the predicted climate changes and global warming scenarios

Thylakoid lipids changes may account for photosynthetic acclimation ability of two coffea species subjected to heat.

Summary: Coffee is one of the world?s most traded agricultural products, and its production could be threatened by global warming. The aim of this work was to evaluate the effects of heat on photosynthetic activity and thylakoid membrane lipid dynamics, on genotypes of the two major coffee producing species. Potted plants from C. arabica L. cv. IPR108 and C. canephora Pierre Ex A. Froehner cv. Conilon Clone 153 were grown for 1 year under controlled conditions of temperature (25/20ºC, day/night), irradiance (650-800 ?mol m-2 s-1), RH (75%), photoperiod (12 h), and 380 ?L CO2 L-1. Thereafter, temperature was gradually raised to 42/34ºC (0.5ºC/ day), with a 7 days stabilization step at 31, 37 and 42ºC. Studies focused modifications of thylakoid lipid composition and photosynthetic performance. In CL153 photosynthetic capacity (Amax) was not affected until 42ºC (40% reduction). In IPR108 it was reduced 35 and 57% at 37ºC at 42ºC, respectively. Thylakoid electron transport rate for photosystems (PS) I and II increased (ca. 10-25%) up to 37ºC in both genotypes. At 42ºC only IPR108 presented depressed activities on PSII (15%) and PSI (18%). Under 37 and 42ºC, CL153 plants presented digalactosyldiacylglycerol (DGDG) (ca. 42%) and monogalactosyldiacylglycerol (MGDG) (28-34%) increases, while IPR108 showed higher MGDG at all temperatures. In CL153 less unsaturated DGDG and phosphatidylglycerol (PG) along with stable or increased DGDG/MGDG ratio, may have contributed to sustain thylakoid electron flow at 37ºC and even 42ºC. IPR108 displayed a strong PG rise at all temperatures, in accordance with enhanced PSs activity

Planning the future exploitation of ornamental stones in Portugal using a weighed multi-dimensional approach

ABSTRACT: Portugal is one of the world's leading producers of ornamental stones and, in the last 50 years, this economic sector registered an annual national average growth of 4%. However, the lack of land-use policies that effectively safeguard the access of extractive industry to the places where these resources occur, current and foreseen production is at risk, compromising the contribution of this sector to the national economy and to the supply of forthcoming generations. The multi-dimensional methodology reported in Mateus et al. (2017) was applied to describe the present-day situation, allowing to objectively identify the tracts hosting ornamental stone resources whose access should be safeguarded, therefore avoiding their sterilisation when confronted to other land-use options. A database on the available geological information concerning 65 ornamental stone tracts, covering 0.43% of mainland Portugal, was built. Among the 54 active exploitation centres and 11 potential areas (for which there is no production data), only 21 tracts (0.07% of mainland Portugal) were classified as of "public importance", meaning they have an intrinsic value that should by itself support a safeguarding decision on their current and future access. According to the weighed criteria used, several promising tracts were not included in this short group. However, these promising tracts do not overcame the threshold due to the shortage of data about regional exploration surveys or on the resource itself, which reflects difficulties in gathering harmonised geological information for all the listed tracts. Thus, two simulation scenarios were completed, corresponding to an increase in knowledge resulting from regional exploration or local, comprehensive geological studies. As a result of these simulated scenarios, the total number of tracts qualified as of "public importance" increased to 41 (0.24% of mainland Portugal). These results highlight the urgent need to supplement the available geological information, contributing to the establishment of a credible and stable mining plan for the Portuguese ornamental stones sector, thus strengthening its sustainability in the short and long term.info:eu-repo/semantics/publishedVersio

Respondendo aos desafios formativos da era digital: o Curso de Formação para a Docência Online

A evolução tecnológica e o advento da Internet propiciaram o surgimento de uma sociedade em rede marcada por mudanças acentuadas na economia e no mercado de trabalho, impulsionando o nascimento de novos paradigmas, modelos, processos de comunicação educacional e cenários de aprendizagem. Sendo a educação em rede um processo que se caracteriza pela utilização de plataformas, de interfaces online, de recursos educacionais abertos ou redes sociais, torna-se necessário fomentar práticas pedagógicas ativas e construtivistas que sustentem um conhecimento coletivo e uma aprendizagem colaborativa. Na realidade, a adoção de ambientes online no campo da educação já deu provas do seu potencial. Trata-se agora de ensinar os indivíduos a aprender recorrendo a metodologias flexíveis e inclusivas, onde se integrem diferentes recursos didáticos, conteúdos dinâmicos e interativos, onde se diversifiquem os canais de comunicação e as formas de trabalhar. Mas para que isso aconteça é necessário que os professores possam dar uma resposta efetiva aos desafios que a introdução das tecnologias de informação e comunicação colocam. Concretamente, reforçando as suas competências e os seus conhecimentos científicos, pedagógico-didáticos, e sobretudo, tecnológicos. Deverão, pois, ser desencadeados processos educativos destinados a melhorar e a desenvolver a sua qualidade profissional, recorrendo a modelos de formação que se coadunem com as dinâmicas pedagógicas da web social como o modelo TPACK (Conhecimento Tecnológico Pedagógico de Conteúdo), que enfatiza novas formas de conhecimento que resultam da interligação entre três conhecimentos: Conhecimento Pedagógico do Conteúdo (PCK), Conhecimento Técnico do Conteúdo (TCK) e o Conhecimento Técnico Pedagógico do Conteúdo (TPK). Foi com esse intuito que a Universidade Aberta (UAb) concebeu o Curso de Formação para a Docência Online, especificamente voltado para o ensino superior que aqui apresentamos e analisamos com o objetivo de contribuir para a discussão da qualidade deste tipo de ofertas formativas.info:eu-repo/semantics/publishedVersio