Information literacy in Portugal : A perspective from European Higher Education Area

This paper takes as its general reference the European Higher Education Area (EHEA), whose creation endeavoured an educational approach across all the European Union countries. A new educational model must foresee the development of new skills and information skills constitute one of the most important requirements that university students need in the Information Era. These skills were effectively prioritized in the conception of the European educational model and, consequently, they should have an impact on the teaching-learning process. So, it is important to know and understand how these students are prepared in terms of competences and skills, regarding the access to, use, (re)production, and diffusion of information gathered and applied in different contexts. It is also necessary to establish a connection between training and the acquisition of information skills prior to university, during the university attendance period and at the end of the university degree. This configures a comprehensive approach that will consider the educational context, the students' informational behaviour and their personal and social contexts and demands.An ongoing research project, that supports the present paper, has incorporated these elements and they are positioned at the core of the work. It configures an information behaviour study focused on the issue of information literacy in the current Portuguese and European learning models, the determination of the contextually acquired competences, and the intrinsic abilities to search for and use information. The theoretical-practical model in development will contribute to setting a strategy that will support the effort of Portuguese universities in this field

O ENSINO DE GEOGRAFIA E HISTÓRIA NA EDUCAÇÃO DE JOVENS E ADULTOS: UM RELATO DE EXPERIÊNCIA EM ARARAQUARA

O presente artigo tem como objetivo apresentar o ensino de História e Geografia em uma unidade escolar de Educação de Jovens e Adultos no município de Araraquara, interior do Estado de São Paulo. As observações relatadas nesse trabalho são fruto do estágio da licenciatura em Ciências Sociais realizado no segundo semestre de 2019. Após contextualização do ambiente escolar, expomos algumas das particularidades observadas nas aulas das referidas disciplinas, bem como seu conteúdo e a didática. Notou-se que aspectos da educação “bancária” (FREIRE, 2013) e da falta de autonomia e planejamento das aulas se fazem presentes nas práticas de ensino presenciadas.&nbsp

Explorando problemas geométricos históricos utilizando a geometria dinâmica

-O presente trabalho visa relatar, parcialmente, o andamento da pesquisa desenvolvida no âmbito da educação Matemática e a utilização do computador na sala de aula. Com o objetivo de desenvolver atividades voltadas para alunos do Ensino Fundamental, utilizamos o software Geogebra . A principal característica desse software é a possibilidade de movimentarmos construções geométricas e estudar suas particularidades de maneira rigorosa e, ao mesmo tempo, lúdica. Em nossas observações podemos constatar o interesse dos alunos por atividades mais desafiadoras, criativas e interativas. Sendo assim, começamos a desenvolver tais atividades tendo como suporte a pesquisa em livros, internet e no próprio cotidiano, com destaque para algumas atividades já aplicadas em sala de aula, com resultados interessantes as quais desejamos apresentar, a saber: Trimapa, Pistão do motor a explosão, Desigualdade Triangular e Circulando

O ENSINO DE GEOGRAFIA E HISTÓRIA NA EDUCAÇÃO DE JOVENS E ADULTOS: UM RELATO DE EXPERIÊNCIA EM ARARAQUARA

O presente artigo tem como objetivo apresentar o ensino de História e Geografia em uma unidade escolar de Educação de Jovens e Adultos no município de Araraquara, interior do Estado de São Paulo. As observações relatadas nesse trabalho são fruto do estágio da licenciatura em Ciências Sociais realizado no segundo semestre de 2019. Após contextualização do ambiente escolar, expomos algumas das particularidades observadas nas aulas das referidas disciplinas, bem como seu conteúdo e a didática. Notou-se que aspectos da educação “bancária” (FREIRE, 2013) e da falta de autonomia e planejamento das aulas se fazem presentes nas práticas de ensino presenciadas.&nbsp

Information literacy in Portugal : A perspective from European Higher Education Area

This paper takes as its general reference the European Higher Education Area (EHEA), whose creation endeavoured an educational approach across all the European Union countries. A new educational model must foresee the development of new skills and information skills constitute one of the most important requirements that university students need in the Information Era. These skills were effectively prioritized in the conception of the European educational model and, consequently, they should have an impact on the teaching-learning process. So, it is important to know and understand how these students are prepared in terms of competences and skills, regarding the access to, use, (re)production, and diffusion of information gathered and applied in different contexts. It is also necessary to establish a connection between training and the acquisition of information skills prior to university, during the university attendance period and at the end of the university degree. This configures a comprehensive approach that will consider the educational context, the students' informational behaviour and their personal and social contexts and demands. An ongoing research project, that supports the present paper, has incorporated these elements and they are positioned at the core of the work. It configures an information behaviour study focused on the issue of information literacy in the current Portuguese and European learning models, the determination of the contextually acquired competences, and the intrinsic abilities to search for and use information. The theoretical-practical model in development will contribute to setting a strategy that will support the effort of Portuguese universities in this field

In vitro quantitative comparison of erosive potential of infant mouthwashes on glass ionomer cement

The widespread use of mouthwashes, specially in children, is a concern, since the long-term use may modify the topography of dental materials. However, this process still unclear regarding the wear related to infant mouthwashes on glass ionomer cement. Thus, the purpose of this investigation was evaluate the erosive potential of infant mouthwashes on glass ionomer cement specimens. Forty round-shaped specimens were divided into 4 groups (N=10) and submitted to erosive cycling for 15 days, being exposed 2X/day in the following children?s active agents mouthwash solutions: G1- cetylpyridinium chloride, G2- xylitol and triclosan and G3 - Malva sylvestris and xylitol. Prior to cycling, the specimens were submitted to the surface roughness measurement. After erosive cycling, the specimens were reanalyzed, and calculated the increase of roughness (?Ra). Additionally, it was adopted distilled water as a negative control (G4). As an extra analysis, the mouthwashes had their pH values measured. The results were submitted to T-test and ANOVA followed by Tukey test at 5%. In relation to pH values, G2 presented the most acidic pH value (pH = 6.83) in comparison to other substances. Regarding the comparison of the final roughness values (R) among the groups, it was verified that the mouthwashes showed significant roughness increase in comparison to control group, especially to G3 group (Rf = 1.67 ± 0.14) as well the ?Ra values with statistical difference in comparison to distilled water. Still, with exception of control group outcome, an increase of roughness of each mouthwash was verified after the studied period. Active agents present in infant mouthwashes were capable of roughness increased of glass ionomer cement surface, demonstrating an erosive potential of this material largely used in pediatric dentistry

Integração dos sistemas do transporte público intermunicipal do Rio Grande do Norte: Análise da declaração de demanda

A análise da demanda de transportes é uma das principais formas de gerenciamento do transporte público e causa impactos arrecadatórios importantes para a gestão pública. Desse modo, este estudo objetivou avaliar a demanda do transporte público intermunicipal do Rio Grande do Norte, no período de janeiro de 2019 a julho de 2022, em três categorias de usuários: passagens inteiras, meias passagens e gratuidades, baseando-se na hipótese de que a integração dos sistemas de demanda pode identificar viés de subdeclaração ao cruzar dados declarados de demanda, presentes no Sistema de Gestão de Informações de Transportes (GISIT), e os dados reais de demanda do Sistema de Bilhetagem Eletrônica, obtidos pelo software TDMax Reports. O acesso aos bancos de dados do transporte público foi disponibilizado pelo Departamento de Estradas de Rodagem do Rio Grande do Norte (DER/RN). Os resultados demonstraram subdeclaração da demanda do transporte público do RN, observada para 41,74% da frota

Carbon stocks and pools in relation to the texture of kaolinitic soils from the brazilian east coast

Extremely kaolinitic soils of Tertiary age elevations on the Brazilian east coast present a wide range of texture, which is recognized as one of the main factors controlling the soil organic matter contents. This study aimed to investigate the organic C storage of different compartments of kaolinitic soils. The studied soils had a wide particle size gradient, were under native forest vegetation, and located on Brazil’s eastern coast (Coruripe - CF, Umbaúba - UF, Nova Viçosa - VF, Sooretama - SF, and Itaboraí - IF). The forest cover of all sites allows to record soil properties reference values for a land use condition closer to that of the original sites. We determined soil organic C (SOC) content and SOC stock up to a depth of 1 m, C of topsoil (0.00-0.08 m), aggregate size classes, and dissolved organic carbon (DOC) of the soil surface horizon (A horizon). Soil C stocks at the 0.00-1.00 m depth ranged from 105 to 137 Mg ha-1 and were not regulated by soil texture. The SF soils stored more C up to a depth of 1 m, while lower mean C stocks were found for UF and CF soils. Soil texture was not a reliable index to predict the C contents of the aggregate size classes of the 0.00-0.08 m layer (within each class and in total, using equivalent soil mass of the classes). The most clayey soils had a high percentage of 2-4 mm aggregates and, as a consequence, high aggregate stability indices, which are positively correlated to silt plus clay contents of the soil surface horizon. The proportion of DOC in relation to the total organic C of the surface soil horizon was high for IF and UF areas, which are the less preserved forest fragments among all studied fragments