Geometric conditions for regularity in a time-minimum problem with constant dynamics

Continuing the earlier research on local well-posedness of a time-minimum problem associated to a closed target set C in a Hilbert space H and a convex constant dynamics F we study the Lipschitz (or, in general, Hölder) regularity of the (unique) point in C achieved from x for a minimal time. As a consequence, smoothness of the value function is proved, and an explicit formula for its derivative is given

Teacher Education, Teachers’ Work, and Justice in Education: Third Space and Mediation Epistemology

A theoretical essay, based on the results of research projects on teacher education, teachers’ work, and justice in education developed by the author, is presented. It reflects on teacher education and the epistemology of teachers’ work, and proposes a mediational and a narrative perspective towards a third space in Teacher education. An alternative mediation epistemological approach to justice in education and the epistemology of teachers’ work is presented, aiming towards an understanding of the ways in which teachers’ education has the possibility of making a difference in the construction of a more just public school

Childhood professionals' formation: an analysis of speeches within teachers' initial formation, in times of democracy in Portugal

This article was intended to summon a reflection focused on the importance that knowledge about the transformations on childhood conceptions has for the understanding of the sociabilities and subjectivities that settle on the scholar institution. Some results are presented gathered from a study which aimed to know and understand the childhood conceptions that are expressed at, or related with, first basic course teachers' initial formation, in Portugal since April 1974, endured in the scope of a PhD thesis in Educational Sciences, presented in the Faculty of Psychology and Educational Sciences of the University of Porto. The teachers' initial formation was considered in the study as the most determinant modern institution, both socially and historically, for the spreading out of the childhood conceptions included in the scientific, pedagogic and educational speeches. In this text study methodology and problematic are concisely presented, and results are shown with respect: to the identification of narratives about childhood and their articulation with narratives about scholar education and the professional component of teaching; to the social mapping of these narratives; and to the implications of childhood dimension on the construction of the professional component of teaching. Concluding remarks are that the negotiation between different types of knowledge about childhood and children, and between microactors and macroactors responsible for their scholar education becomes unavoidable. Moreover, the reflection about the impact that scholar education has on children's life and the place that teachers' initial formation occupies there reveals itself as an ethical imperative

Initial teacher education for social justice and teaching work in urban schools: An (im)pertinent reflection

This paper presents conceptions and reflections on initial teacher education for social justice based on a study that sought to identify the discourses produced in the initial education of teachers of the first and second cycles of basic education on the concept of social justice and to understand the effects of those discourses on the educational practices of teachers beginning their careers in urban schools. The study was developed in Portugal and was based on an analysis of programs offered in the curriculum for the bachelor’s degree in elementary education and the master’s degree in teaching of the first cycle of basic education (CEB) (first four years of schooling) and the second CEB (fifth and sixth school grades) and on biographical interviews with teachers of the first and second CEB who trained in the last five years and a teacher educator. The results show the inadequacy of initial teacher education in relation to the educational mandates that some of the urban schools apply to teachers’ work and that the ideology of inclusion characterizes the discourses analysed. The results also reveal that the ethical dimension of the profession is not yet seen as integrating the core curriculum, being more dependent on human sensitivity, on teachers’ initial education and on educators’ professional ideology.   Cet article présente des conceptions et des réflexions sur la formation initiale des enseignants pour la justice sociale à partir d’une étude visant à identifier les discours produits lors de cette formation. Nous avons examiné les premier et deuxième cycles de la formation de base portant sur le concept de la justice sociale pour comprendre les effets de ces discours sur les pratiques pédagogiques des enseignants qui débutent leur carrière dans des écoles en milieu urbain. Développée au Portugal, l’étude est basée, d’une part, sur une analyse des programmes offerts dans le cadre du baccalauréat en éducation au primaire et de la maitrise en éducation du premier cycle (quatre premières années de scolarité) et du deuxième cycle (5e et 6e années) et, d’autre part, sur des entrevues biographiques auprès d’enseignants formés dans les cinq dernières années et auprès d’un formateur. Les résultats démontrent l’insuffisance de la formation initiale des enseignants par rapport aux mandats éducatifs de certaines écoles en milieu urbain. L’analyse des discours révèle que l’idéologie de l’inclusion les caractérise. Finalement, les conclusions indiquent également que l’intégration du curriculum de base n’est toujours pas accomplie dans l’éthique de la profession, celle-ci s’appuyant davantage sur la sensibilité humaine, la formation initiale des enseignants et l’idéologie professionnelle des enseignants.

A formação dos profissionais para a infância: uma análise dos discursos em formação inicial de professores, em tempos de democracia em Portugal

O artigo pretende suscitar uma reflexão focalizada na importância do conhecimento sobre as transformações nas concepções de infância para a compreensão das sociabilidades e das subjectividades que se formam na instituição escolar. Apresentam-se alguns dos resultados de um estudo que pretendeu conhecer e compreender as concepções sobre a infância que se exprimem na, ou se relacionam com a, formação inicial de professores do 1º Ciclo do Ensino Básico (CEB), em Portugal, desde Abril de 1974, realizado no âmbito de um projecto de doutoramento em Ciências da Educação, apresentado na Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto. A formação inicial de professores foi perspectivada no estudo como a instituição moderna mais determinante, em termos sociais e históricos, para a divulgação das concepções sobre a infância inscritas nos discursos científicos, pedagógicos e educativos em geral. Neste texto abordam-se de forma sucinta a problemática e a metodologia do estudo e apresentam-se resultados que dizem respeito: à identificação de narrativas sobre a infância e suas articulações com narrativas sobre a educação escolar e a profissionalidade docente; ao mapeamento social dessas narrativas; e à implicação da dimensão infância na construção da profissionalidade docente. Conclui-se que o trabalho de mediação entre diferentes formas de saber sobre a infância e sobre as crianças e entre os microactores e os macroactores que são responsáveis pela sua educação escolar se torna incontornável e que a reflexão sobre o impacto da educação escolar na vida das crianças e o lugar que a formação inicial de professores aí ocupa se evidencia como um imperativo ético

Viabilidade econômica de empresas participantes de licitações públicas em empresas de economia mista: um estudo multi-caso em empresas do setor elétrico

TCC (Graduação) - Universidade Federal de Santa Catarina. Centro Socioeconômico. Curso de Ciências ContábeisCom o objetivo de aplicar de maneira eficiente os recursos arrecadados pelo governo, a administração pública se utiliza das licitações para a aquisição, contratação e administração dos bens e serviços. O presente estudo tem como objetivo analisar os critérios utilizados para avaliação da qualificação econômico-financeira das empresas participantes de licitações em empresas de economia mista do setor de energia. Os editais analisados pertencem à modalidade de pregão eletrônico, encontrados no portal do Banco do Brasil, abertos no período de 1º de janeiro de 2010 a 31 de agosto de 2010. A estratégica metodológica aplicada a esta pesquisa enquadra-se como descritiva, pois foram analisados editais das três empresas selecionadas pertencentes ao Sistema Eletrobrás, quais sejam: Eletrosul, Chesf e Furnas. A abordagem do problema é qualitativa, pois se busca analisar, compreender e interpretar os dados provenientes da pesquisa, esta também se enquadra como uma pesquisa quantitativa, em virtude de terem sido utilizados métodos estatísticos na coleta dos dados, visto alguns resultados serem apresentados em gráficos. Com relação à pesquisa de campo, reuniu-se editais da modalidade de Pregão Eletrônico, abertos no período em análise pelas três empresas. Por meio dos exames e interpretação dos dados obtidos, pôde-se concluir que as três empresas selecionadas utilizam métodos divergentes para avaliar a qualificação econômico-financeira das licitantes nos processos licitatórios, bem como apresentam editais diferentes quanto aos critérios de análise para qualificação econômico-financeira o que vem gerando grande dúvida pelos fornecedores

The potential of music in engaging students to learn english

Dissertação de mestrado em Teaching English in Primary EducationThe aims of the present teaching report, integrated in the Master of Teaching English in Primary Education, are to describe, interpret and evaluate the Intervention Project “The potential of music in engaging students to Learn English”. This project was developed with fourth-graders in a primary school. Exploring and investigating the potential of music in the classroom as a way to engage and motivate students in learning English as a second language was the main intent of the project. Its objectives were: identifying students’ attitudes towards English language learning in general and specifically their sentiment towards music, promoting students’ engagement using activities related to music, helping students develop their "learning to learn" ability, and evaluating gains and limitations of using music in the classroom. In the first stage of the project there was a period of field observation, where I was able to collect data using direct classroom observation and guided observation with the help of an observation grid. I tried to make a profile of the class in order to perceive their engagement in the English class and their attitude towards English learning and music, which was essential to start incorporating music activities in class. I used music for various purposes: to initiate and end lessons, to learn vocabulary/new lexis, to compose a verse for a song and with TPR. These different music activities were part of three didactic sequences, and after each sequence students could evaluate not only what they felt towards the music activities but also what they had learnt in that sequence. This enabled students to develop self-evaluation abilities and provided information for analysing my action. Based on the project results, I came to the conclusion that music is a very powerful tool, enabling students to learn English in a stress-free and playful way. So, music has the potential of engaging and motivating students

Superação do vitalismo e o imparável desenvolvimento da síntese orgânica

A síntese orgânica representou um marco capital no História do Química, conduzindo ao fim da filosofia vitalista que considerava que as substâncias constitutivas dos animais e das plantas eram de natureza diferente dos corpos minerais, não obedecendo as mesmas leis, nem podendo ser feitas em laboratório. Quase dois séculos volvidos, a filosofia emergente e, agora, a de uma síntese verde, ambientalmente mais sustentável