Gyrification, cortical and subcortical morphometry in neurofibromatosis type 1: an uneven profile of developmental abnormalities.

Background: Neurofibromatosis type 1 (NF1) is a monogenic disorder associated with cognitive impairments. In order to understand how mutations in the NF1 gene impact brain structure it is essential to characterize in detail the brain structural abnormalities in patients with NF1. Previous studies have reported contradictory findings and have focused only on volumetric measurements. Here, we investigated the volumes of subcortical structures and the composite dimensions of the cortex through analysis of cortical volume, cortical thickness, cortical surface area and gyrification. Methods: We studied 14 children with NF1 and 14 typically developing children matched for age, gender, IQ and right/left-handedness. Regional subcortical volumes and cortical gyral measurements were obtained using the FreeSurfer software. Between-group differences were evaluated while controlling for the increase in total intracranial volume observed in NF1. Results: Subcortical analysis revealed disproportionately larger thalami, right caudate and middle corpus callosum in patients with NF1. Cortical analyses on volume, thickness and surface area were however not indicative of significant alterations in patients. Interestingly, patients with NF1 had significantly lower gyrification indices than typically developing children primarily in the frontal and temporal lobes, but also affecting the insula, cingulate cortex, parietal and occipital regions. Conclusions: The neuroanatomic abnormalities observed were localized to specific brain regions, indicating that particular areas might constitute selective targets for NF1 gene mutations. Furthermore, the lower gyrification indices were accompanied by a disproportionate increase in brain size without the corresponding increase in folding in patients with NF1. Taken together these findings suggest that specific neurodevelopmental processes, such as gyrification, are more vulnerable to NF1 dysfunction than others. The identified changes in brain organization are consistent with the patterns of cognitive dysfunction in the NF1 phenotype. © 2013 Violante et al

Interactive Teaching Across Culture and Technology

Remember the time when you had a teacher in front of a blackboard endlessly talking, sometimes in a rambling way to students? Those days are gone. This project is a proof of that and aims at palliating students’ boredom. Interactive Teaching Materials across Culture and Technology (INTACT) intends to present an alternative way in the teaching paradigm as it intends to be a resourceful tool in the teaching/learning process. Both teachers and students can work together cooperatively and collaboratively, two different ways well explained by Mary Glynn and Ildikó Szabó further ahead. Teachers will no longer become the centre of learning but they will become guides and facilitators throughout all the learning process. Students can learn from their teachers but the latter can also learn from the former. The novelty here is that learners are engaged online in a different set of activities and among students. Therefore, the INTACT platform caters for an online collaborative learning community comprised of both students and teachers. As Sarolta Lipóczi so well puts it, the crux of the matter is ‘learning to learn too’. The teaching paradigm is changing and we are witnessing different approaches and techniques in pedagogical matters. In this context, at the basis of the INTACT project is a display of a wide array of new techniques and methodologies that account for active learning based on multimodal teaching and learning resources. Students will thus interact cognitively and in a constructivist way with different materials, such as visuals, texts, audio, to name a few. INTACT offers students and teachers options so that they can choose several actions in the course of the learning unit, for instance watch, browse, select, compare and manipulate all the resources available. Bearing in mind this short introduction to the project, in Part 2 Mary Glynn and Ildikó Szabó give us a better definition of INTACT and the educational arguments underlying its foundation. They also focus on the difference between collaborative and cooperative learning and on the importance of bilingualism and the advantages of CLIL, now one of the trendiest bilingual teaching methods, In part 2, we find a sample of resources ranging from Biology to second language learning. In the first learning unit, Toni Cramer and Steffen Schaal from the University of Education-Ludwigsburg, Germany, conceived an 8-lesson unit plan on the Human Immune System. Through these 8 lessons, students will learn how to explain blood types, to describe the parts of the human immune system model and collect data and interpret the spreading of diseases using adequate simulations, among other useful knowledge. The second and the third learning units are targeted at primary school students. The authors’ main purpose, Mary Glynn, from St. Patrick’s College in Dublin and Mariangeles Caballero from Universidad Complutense – Faculty of Education in Madrid, respectively, is to enhance students’ knowledge on science and technology by exploring and applying scientific ideas and concepts. Magnetism and the Human Circulatory system are therefore the proposals presented by the authors. Framed in the Geography programme of the 7th grade of the 3rd cycle of the basic education, for a target audience aged 12-13 years old, Maria Antónia Martins, from Emídio Garcia Secondary School in Bragança-Portugal, conceived the fourth learning unit on Elements and Climate factors regarding the Translational Motion and the Seasons of the Year. The temperature element was chosen to be studied throughout 3 lessons. In the course of these, students should not only be capable of relating the diurnal and annual variation of the temperature according to the movements of the earth but also to understand the relation between the annual variation of the temperature and the latitude of the place. The fifth and the sixth learning units aim at improving foreign language and social skills while at the same time students are taken back in time, thus broadening their knowledge on culture and history. Through the most suggestive title: ‘Legends and heroes – To be a Knight in King Arthur’s court’, Ildikó Szabó, from the Kecskemét College, Teacher Training Faculty in Hungary, takes us on a tour through medieval times meeting the needs of several learning styles, such as acoustic, kinaesthetic and visual. Sarolta Lipóczi, also from the Kecskemét College, Teacher Training Faculty, conceived the sixth learning unit titled ‘Mozart as a child and his travels’ a way to learn German as a foreign language. In this unit, primary school students are given the story of a famous musician born in Austria. Students thus develop cultural knowledge and language competences through exciting learning objects and activities. In part 3, Birgit May, Annika Jokiaho and Vítor Gonçalves, with the collaboration of José Exposto make a brief overview of the INTACT platform, explaining the methods adopted and highlighting more technical issues related to results achieved during the the project. Subchapter 3.2. reflects on good practices resulting from the whole project. It also records the national teams’ experience in working with the others for accomplishing the various tasks as well as the numerous unexpected and unavoidable problems that came up in the three years during which the project was completed. Being all said, we truly hope that this ebook can become an appetiser to the project, largely to make both students and teachers frequent users of the interactive platform

Teaching Crossroads: 11th IPB Erasmus Week

In the wake of the latest news regarding IPB’s award for best Polytechnic Institute in Portugal, we would like to congratulate the IPB community who has always striven for the quality of the institution within the national and international academic milieu. We are, undoubtedly, bowled over by the 1st place in the national context (out of the 27 national institutions under evaluation) and the 7th position in the international scope. In fact, it is worth mentioning that the IPB has won this award, three years in a row, being in a leading position in the ranking promoted and sponsored by the European Union. This year’s edition has selected and evaluated over 1300 world higher education institutions. Teaching Crossroads intends thus to give a watershed contribution to the IPB’s successful and most valued pathway. Numbers indicate that Teaching Crossroads has had over 2550 downloads since it first came out. But let’s cut to the chase. Once again, we are delighted to present the 5th number of Teaching Crossroads. This wholly calculated and well-sustained editorial adventure started in 2012 when the first number of Teaching Crossroads first saw the light. This year’s publication includes the areas of Human Geography/anthropology, Information Technology and Forensics and Language and culture, focusing on minority languages. Alongside this, as in the two last previous numbers, we’ve included the specific area for International mobility, Intensive Programmes and Erasmus+ Mobility of Individuals, being the latter financed by the European Union within the Erasmus+ Programme, whereas the former is sponsored uniquely by the foreign partner institution, in this case, Lillebaelt Academy in Denmark. These types of programmes convey very positive and overarching ideas, resonant in cross-cultural and educational benefits, valuable for all the involved partners. We would very kindheartedly like to thank the authors for having contributed with much enlightening and serious articles on a wide array of areas. Pablo M. Orduna Pórtus’s article focuses on border culture and heritage management. The author’s study is placed on two borderlands of the Iberian Peninsula: Roncal Valley (Navarre) and Riverbanks of Douro. Going beyond the linear or physical conception of the border, the author centres his study on the metaphysical and symbolic ideas of the frontier that sustain his anthropological analysis. Michal Popdora manages to find evidence for his proposal of a new conception of teaching Image Processing, based on the student-centered approach. A hands-on experience on a Project-based Learning methodology sustains the teaching project. Grounded on “a forensic-flavored style”, using the author’s own words, he shows how students can become engaged in a highly effective learning process. Cláudia Martins is already a confirmed habitué of this publication, as in every Erasmus Week she delivers a lecture on Portuguese language and culture to visiting teaching and non-teaching staff. This time, the author decided to delve into a Portugal’s official language, Mirandese, spoken in a small designated area in the northeastern part of Portugal, Miranda do Douro and its surrounding area. The author gives account of some thought-provoking facts about the language, from the origin and the survival of the language, however still a minority language, up to the moment when it was acknowledged Portugal’s second official language, together with the challenges that nowadays faces. Luís Frölen Ribeiro, João Eduardo Ribeiro, Carlos Casimiro Costa, António Duarte, Carlos Andrade from the Polytechnic Institute and Arne Svinth, John Madsen, Morten Thomsen, Kent Smidstrup, Carsten John Jacobsen from the Lillebaelt Academy, in Denmark, participate in a joint project which they describe, outlining the main goals and gains of the project. To overcome teaching difficulties regarding the engineering degrees, a 12-ECTS joint course from Lillebaelt Academy and Polytechnic Institute of Bragança was created based on the Danish model. The course Product Development and Industrial Processing was hence created. Rui Pedro Lopes presents an insightful and acute account of the Internationalization programmes in Higher Education in Europe. At one go, the author describes his own experience as a visiting lecturer, within the Erasmus+ programme, to Università Politecnica delle Marche in Ancona, Italy, in a Master’s degree in computer science, bringing to light a personal reflection on the goals and benefits of the mobility for both students and teachers. Finally, the author puts forth some suggestions that would improve the whole mobility process. We sincerely hope to have stimulated you to keep on reading, upholding the belief that these texts can represent valuable sources for both teachers and students in their research work

Teaching Crossroads: 10th IPB Erasmus Week

This is the fourth number of a project which started in 2011 when the idea of publishing the lectures delivered by guest teachers in our Erasmus Week came up. This annual event is organised by the Polytechnic Institute of Bragança (IPB) and takes place normally in the beginning of May. The title was not difficult to find as the main purpose with this publication was to include every research and teaching areas fitting a multidisciplinary journal with a very specific European approach, however centred in Portugal, at the IPB. Therefore Teaching Crossroads was born aiming at reaching the largest number of readers within both the Portuguese and the international academic community. In the first three years of publication, we published more than 30 articles including areas as different as business sciences and law, agricultural sciences and natural resources, chemistry, multimedia, tourism, nursing and health care, economics, education, information technology and applied sciences, but yet so far-reaching. Always intending to improve the quality and rigour of this journal, the two last numbers have already been peer-reviewed. This is now the number regarding the 10th Erasmus Week that took place in May 2014. This year, the focus of our attention is placed on Education and Chemistry. Concerning the whole publication, we present you with a brief description of each article. Astrid Ebenberger focuses on the Austrian Educational system, demonstrating how it has been influenced by early 20th century pedagogues, namely Ellen Key, Maria Montessori and Helen Parkhurst, whose ideas and actions became paramount in the transformation of the educational system in Austria. The author also puts forth an outline of further developments of teacher education, drawing some critical guidelines regarding the sustainability of the Austrian education system in the future. Cláudia Martins, who lectures a seminar on the Portuguese language and culture to the guest teaching and non-teaching staff during our Erasmus Weeks, enlightens us about cognitive linguistics, particularly focusing on figurative language and tropes. Metaphors are here the crux of the matter and the author shows how they are omnipresent in languages in our daily lives. That is, one needs to understand metaphors as conceptual sources that reveal crucial for the understanding of the semantic meaning of both synchronic and diachronic cultural and social categories and concepts that define human experience and therefore language. The author focuses on the area of Portuguese food expressions serving us delightful metaphors, getting our taste buds tingling at the Portuguese language and culture. Kamil Mielnik gives us an account of the Polish gymnasium, 3rd Cycle of Basic Education or junior high school, for pupils aged 13 to 16, with regard to the Common European Framework of Reference for Languages (CEFR), while he also describes formative assessment and its features, as well as the European Language Portfolio, explaining ultimately how the latter can strongly support self-regulated learning in Polish Gymnasium. Katarzyna Morena deals with a very common problem as far as learning a new language is concerned, that is language anxiety. The author focuses on the speaking skill by highlighting problems and effects associated with speaking in front of the others, either in a formal or informal context. In the study the author carried out, some strategies are presented so that teachers can teach their students how to overcome anxiety problems. Elżbieta Wojaczyńska demonstrates in her article how the area of organic chemistry can appear to be fairly pertinent in our daily lives be it, for instance, on pharmaceutical, cosmetic, or agrochemical industries. Even though we’re not aware of it or never question the existence of the product compounds, this is of the utmost importance for health issues. Therefore, the author focuses on the methods of preparation of nonracemic sulfoxides and examples of their various applications in asymmetric synthesis as chiral substrates and inducers, organocatalysts or in complexes with different metals. We would like to seize the opportunity to thank all the contributors that so far have participated in the consolidation of Teaching Crossroads, namely authors and reviewers. It is also worth mentioning the helpful and valuable work of Soraia Maduro, the designer of the most appealing and well-adjusted cover, and Atilano Suarez who sets the book layout in a very perfectionist way. Being all said, we are once more proud of making interesting and relevant studies available to the academic community, not only to the IPB, but also to the rest of the European and other international universities, IPB partners in the educational promotion and cooperation. Therefore, we wish you a very enjoyable and meaningful readin

Teaching Crossroads: 8th IPB Erasmus Week

We are proud to present the second number of Teaching Crossroads, within the 8th IPB Erasmus week which took place in May 2012. This publication is the result of the papers delivered during our Erasmus Week that is becoming increasingly popular among teaching and non-teaching staff from several Erasmus partner Universities. Similarly to last year, we are continuing the publication of Teaching Crossroads whose main purpose is to reach students and teaching staff of the IPB (Polytechnic Institute of Bragança) and of other IPB partner universities. With this in view, the authors also made an attempt to present material in a manner which can be readily grasped by students and non-specialists. Likewise, we also believe it is important to have a written register of what is being studied by some researchers in Europe and make it available to students. Bearing in mind the open spirit of this publication, everyone is invited to participate with their papers delivered during the Erasmus Week at the IPB. The result was pleasantly rewarding as we had enthusiastic participants who very willingly made their texts available for publication. The organisation of the Erasmus week has been a tradition since started in 2005 aiming at a more efficient collaboration with our European partners so that they would become more familiar with the IPB campus, its schools, the city and the region. During the IPB Erasmus Week, the Institute organises teaching and staff training (STT) and the seminars arranged under Staff Teaching Assignment (STA) that are scheduled and introduced in the regular timetable of Bachelors and Masters’ degrees classes. Having now participated in the Erasmus mobility programme for more than twelve years, the IPB is acknowledged as one of the Portuguese institutions that promotes students and teaching mobility the most, positioning IPB on the top of the European HEIs and on a high level in the current international scene. The review of these articles has been thorough, yet some unexpected flaws may still occur. Nevertheless, the content of the texts remains intact, without distorting the aims of the texts, and the references are the authors’ own responsibility. Therefore, we accept no liabilities for any error or theoretical inconsistency or any missing information. The research areas are quite multidisciplinary, touching on areas as different as business sciences and law, agricultural sciences and natural resources, chemistry, multimedia and education. These areas comply with the areas of study that the IPB has on offer. This publication is hence rather beneficial for our students, as well as teachers and researchers. Ziemowit Kukulski, with his customary precision, expands on a topic that is truly current and relevant nowadays: ‘The elimination of double taxation in juridical sense from Polish perspective’. Notwithstanding the fact that the study focused on a particular country, the author is also concerned with comparing both the Polish and the Portuguese juridical taxation framework. Rosa Vásquez presents a study on how the environment plays an important role in the economy and can contribute to making the business sector more dynamic. Emphasising the importance of state policies that affect the environment, her text outlines the different instruments available to public administration in order to enable environmental control of productive activities and promote good conduct in favour of environmental conservation. Bodgan Vlad Avarvarei presents the results of an analysis of commodity for some yoghurt assortments sold on Iasi market, in Romania. The author also aims to inform the consumers regarding not only all the information which must be marked on, such as fat content, nutritive value, shelf life, storage temperature, etc., but also to give some hints on the product design. Mario de la Fuente Lloreda gives a lesson on different ways of Spanish viticulture, exposing examples of one of the most emblematic D.O. (denominación de origen, i.e. protected designation of origin) quality brands and their evolution up to today. Igor Barényi’s text delves into spectral analysis, focusing on the description of several spectroscopic methods to examine chemical composition of metal and alloys. Esteban Galán-Cubillo takes us on a tour to the use of systems of virtual scenography, along with the use of other digital technologies. Cláudia Martins’s text gives us a very insightful glimpse on Portuguese meteorological adages and proverbs bearing the highly suggestive title ‘Nine months of winter, three months of scorching hell’. Besides that, the author also presents a thorough linguistic explanation on fixed language, ranging from collocations to idiomatic expressions, based on several keynote authors, with a particular focus on pragmatic phrases, i.e. proverbs and adages. Jan Michalko makes an introduction to Cyber Space Economics and its relevance for such an important area as education or even training of citizens as it is in the case of public services for increasing levels of e-government. The author also emphasises the importance of Internet applications that provide a number of opportunities for education, communication and business. Slawomir Sztajer presents a deep reflection on religion, establishing a link between cognition and religion. The author expands on this new approach of religion, explaining and interpreting religious phenomena from the perspective of cognitive science. The ingredients for a gainful and stimulating reading are now served. We hope that this publication works for the interest of many students and teachers who find here information for their own studies and learn a bit more about the countries referred to here, sharing learning experiences and scientific knowledge, as well as cultural heritage. That is also the essence of the Erasmus programme

Teaching Crossroads: 13th and 14th IPB Erasmus Weeks

The Polytechnic Institute of Bragança (IPB) has been organising its Erasmus Week since 2004. It is held yearly in May, normally during the second week of May. The Erasmus week’s main purposes are three-fold. First, the IPB aims at enforcing closer, more dynamic and more efficient institutional relations amongst the European Higher Education Institutions. Lectures are then organised and introduced in both undergraduate and master classes in accordance with the area of interest. Meetings with directors of the 5 IPB schools and Erasmus coordinators are also scheduled. The second and third goals, which naturally derive from the first, are to facilitate familiarity with the IPB campus, its schools and with the cities of Bragança and Mirandela, where the IPB schools are settled, and with the surrounding area, namely the Montesinho Natural Park and the Alto Douro Wine Region (UNESCO World Heritage). This information can be found on the IPB International Relations Office website. Overall, all these three goals lie behind what is considered an umbrella goal which is to promote the IPB in its numerous valences and strengthen the mobility ties with the different European Higher Institutions which have established cooperation agreements with the IPB. This has revealed fruitful and far-reaching as more than 20 partner countries visit us every year. If one takes into account the two last editions’ numbers, Poland is the country with a higher percentage of participants (37.1% and 29%), followed by Spain (11.4% and 15.9%), France, Romania and Czech Republic1. Regarding the lectures delivered during this week, teachers show a high level of satisfaction and find it rather rewarding according to the evaluation results obtained every year. One of the most visible results of these lectures is the publication of Teaching Crossroads. It started being published aiming ultimately at the dissemination of the research work that was presented at the IPB. We then extended it to all activities related to Teachers Erasmus+ mobility and international projects. The idea was not only to disseminate studies from other European researchers but also to give to the IPB teaching staff the opportunity to publish their research work and what they presented during their mobility. So far, the adhesion to this project has been rather steady and compliant with the publication’s main goal. In hindsight, this project, which started in 2011, continues to persevere in its academic path, making thus available to students and teachers the most valuable research studies and relevant data in regard to a myriad of study areas which underlie the spirit of Higher Education, multifaceted, multilayered and plural. In Higher Education we hope never to be at a crossroads, but we dare to constantly thrive when faced with obstacles and embrace the challenges of knowledge. All areas of study are important and meaningful and must be continually promoted. This has been the leading motto of Teaching Crossroads since its very beginning. This would have never been possible without the valuable help of regular contributors to whom we are very grateful, from the authors, the reviewers, the designer to the IPB Image Services. A thanking note must also go to the IPB which has embraced this project by agreeing to publish it. As a result of the close cooperation work with the researchers who submitted their proposals to blind review, we selected five texts from diverse areas but nonetheless complementary. As such, this year, areas of study vary from comparative literature, education, social education and sociology, finance to business and entrepreneurship. A brief summary of each is presented next. María Antonia Mezquita Fernández, whose research has been focusing on the modern subject of ecocriticism bearing in mind the new approach to the close relationship between environmental issues and literature, a concern that always permeated literature, discusses the ecocritical identity in the light of literary figures and their poetical messages regarding nature. By highlighting and comparing two British poets, William Wordsworth and Dylan Thomas, and a Spanish poet, Claudio Rodríguez, the author introduces an ecocritical stance to the analysis of the poems under discussion. Sharing the common ground of nature, the poems are worth reading due to the powerful messages they convey, not only bearing in mind the period when they were written but because the topics explored resonate with the environmental defenders’ main principles. What the author brings to the fore of discussion is a thought-provocative, challenging and relevant essay which found in literature its main driving force to call the attention to the importance of the defence of nature in a time where environmental issues, such as global warming and the melting of glaciers, are at the centre of the world’s political agenda, despite the constant scepticism that still persists to endure. Beata Sufa & Anna Szkolak-Stępień delve into the idea of creativity fostered within the teaching context, by both teachers and students. In their article entitled “Creative Teacher-Creative Pupil – a Study Report”, the authors argue that, having in mind all the technological advances and (advanced) use of learning technology, the new conditions of school and learning context require new challenges to the way the teaching-learning process is dealt with. The teacher’s creative attitude will thus become paramount for children’s development of creativity which will help them to improve communication skills. Kazimiera Król studies the phenomenon of begging in Poland, analyzing the spatial and social framework of such reality which results from many factors and underlies consequences to the places chosen for begging and to the beggars themselves. The author puts forth an empirical study bearing in mind the age, gender, civil status and nationality of mendicants, presenting thus in-depth data which allow her to reach interesting and relevant conclusions regarding the whole phenomenon of begging in nowadays Poland. Eliza Komierzyńska-Orlińska sheds some light on a common unknown part of the financial system to the majority of people, which is the security of the banking system. When one deposits or withdraws money one is never aware of (or simply does not care about) how our money is held safe or how the banks protect their assets. The article “Security of the Banking System in Poland. Fundamental Assumptions” deals precisely with security issues within the Polish banking system highlighting the crucial role of the central bank in the whole process of surveillance and regulation. Legal issues are therefore discussed. By using simple and straightforward language, the author is able to reach a non-specialist audience who will become more informed about this issue in a rather clear way. Erik Kubička focuses on organizational culture explaining how well-succeeded, renowned, top companies in the technology sector foster effectiveness in the work environment. In this regard, the author describes several technological companies, such as Google, Apple and IBM, just to name a few. Innovation, informal leadership, less red tape and closer contact with the workers are features that are common to all these companies which represent the key to their success.info:eu-repo/semantics/publishedVersio

II Colóquio Internacional de Línguas Estrangeiras: livro de resumos

Contém os resumos do II Colóquio Internacional de Línguas Estrangeiras: livro de resumos, realizado na Escola Superior de Educação do Instituto Politécnico de Bragança nos dia 12 e 13 de Outubro de 201

Sistema de produção para a cultura do abacaxi no Estado de Rondônia.

Esta publicação reúne orientações técnicas resultantes da ação dialógica entre a pesquisa agrícola, a extensão rural e a experiência de produtores. São apresentados as seguintes informações sobre o sistema de produção do abacaxi: Aspectos climáticos; Solos: Escolha da área, Amostragem do solo, Preparo do solo; Cultivares; Produção de mudas, Manejo convencional das mudas, Plantio: Época de plantio, Forma de plantio, Espaçamento e densidade; Consorciação de culturas; Florescimento e indução artificial; Principais doenças do abacaxizeiro: Fusariose ou gomose do abacaxizeiro, Podridão-negra-dos-frutos, Podridão-das-raizes; Principais pragas do abacaxizeiro: Broca-do-fruto Strymon megarus (Lepidoptera: Lecaenidae), Broca-do-talo Castnia icarus (Cramer, 1775) ( Lepidoptera: Castniidae), Cochonilha Dysmicoccus brevipes (Cockerell, 1893) (Hemiptera: Pseudococcidae), Percevejo-do-abacaxi Thlastocoris laetus (Hemiptera: Coreidae), Ácaro-alaranjado Dolichotetrannychus floridanus (Banks, 1900) (Acari: Tenuipalpidae); Plantas daninhas; Irrigação; Colheita e pós colheita: Determinação do ponto de colheita, Colheita, Classificação dos frutos, Embalagem, Transporte, Comercialização; Manejo da soca (segundo ciclo); Avaliação econômica: Cultivo do abacaxi em Guajará-Mirim – RO, junho de 2007.bitstream/CPAF-RO-2010/12238/1/sp-27-abacaxi.pdfDemais autores desta publicação: Alaerto Luiz Marcolan; Cléberson de Freitas Fernandes; José Edny de Lima Ramos; José Nilton Medeiros Costa; José Roberto Vieira Júnior; Samuel José de Magalhães Oliveira

5th International Conference on Teacher Education

O Encontro Internacional de Formação na Docência (INCTE) tem, para a sua quinta edição, seis objetivos que exigem aos seus participantes paixão, crítica racional e criatividade. A paixão dá o ânimo para a persistência na procura teórica e metodológica das melhores questões e das melhores respostas aos problemas. A crítica racional permite-nos o escrutínio apurado de todo o conhecimento e dos métodos utilizados. A criatividade leva-nos a colocar questões inesperadas e a percorrer caminhos diferentes. Os seis objetivos do V INCTE são desafios difíceis para a Educação e Formação, mas são necessários e têm o condão de questionarem o que se julga saber e a suposta correção da prática educativa. O V INCTE continuará a ser um tempo e um espaço de liberdade para problematizar, debater, refletir, analisar, aprofundar e criar. Neste sentido, a Escola Superior de Educação do Instituto Politécnico de Bragança tem todo o prazer na organização de um evento imprescindível e de referência internacional!The International Conference on Teacher Education (INCTE), in its 5th edition, underlies six aims that require from their participants passion, rational criticism and ingenuity. Passion motivates enduring theoretical and methodological search of the best questions and answers to the problems. Rational criticism substantiates a thorough inquiry of all knowledge and research methods. Ingenuity makes us ask unforeseen questions and leads us down diversified knowledge paths. The 5th INCTE six aims, despite being especially challenging within the area of Education and Training, are much needed and they question presumed knowledge and the so-called educational practice correction. The 5th INCTE shall continue to be a space and time for free discussion, questioning, debate and reflection, analysis and creation. To that end, the School of Education of the Polytechnic Institute of Bragança is delighted to organise such a compelling and renowned event.info:eu-repo/semantics/publishedVersio

Culturas, Identidades e Litero-Línguas Estrangeiras; atas do I Colóquio Internacional de Línguas Estrangeiras (CILE)

Num mundo indubitavelmente global, a aprendizagem de línguas estrangeiras (LE) revela-se cada vez mais imprescindível e urgente. A crescente mobilidade internacional a par da consequente cidadania europeia e mundial concorrem para a promoção inevitável da diversidade linguística e para o desenvolvimento de competências comunicativas e interculturais, tão apregoadas pelos órgãos de governação educativa europeus. Neste contexto, o Conselho da Europa, com a criação do Portefólio Europeu de Línguas, incentiva a aprendizagem de várias línguas estrangeiras não só dentro e fora do sistema escolar, mas também como meio de facilitar a mobilidade global, implicando inevitáveis e necessárias adaptações linguísticas ao país de acolhimento. Neste sentido, o processo ensino/aprendizagem das línguas estrangeiras deve ter também em conta a necessidade de incorporar elementos culturais e literários na prática letiva pela sua pertinência no desenvolvimento de competências linguísticas. Também o Quadro Comum Europeu de Referência para as Línguas (QECR) veio impor transparência, uniformidade e coerência nos níveis de competência a alcançar nas línguas estrangeiras com vista a uma aprendizagem cada vez mais próxima de contextos reais de comunicação, sustentada por uma abordagem comunicativa. Além disso, novos métodos de ensino pretendem melhorar eficazmente a relação dos aprendentes com as línguas estrangeiras. Desta forma, colocam-se novos desafios ao ensino das línguas estrangeiras não apenas em Portugal, mas também a nível europeu, visando potenciar a relação sociolinguística e cultural que subjaz à aprendizagem das línguas estrangeiras. Neste contexto, o Colóquio Internacional de Línguas Estrangeiras (CILE) foi pensado e organizado no sentido de se constituir como uma visão abrangente sobre as múltiplas facetas das línguas estrangeiras, que vai para além de questões meramente linguísticas. “De uma língua para a outra: perceções culturais e linguísticas” constituiu, portanto a grande linha orientadora do Colóquio. As expressões culturais, literárias e artísticas fluem natural e inevitavelmente das línguas, daí a facilidade em atribuir um duplo sentido à sigla CILE que pode também simbolizar culturas e identidades, assim como a fusão das literaturas e línguas estrangeiras, consubstanciada no neologismo litero-línguas. Este volume resulta, portanto, das comunicações apresentadas no I CILE (2015) e norteia-se pelos seguintes objetivos: reunir investigação no sentido de discutir questões da atualidade no domínio das línguas e nas suas diversas manifestações; dar voz a tendências recentes no ensino das línguas; partilhar experiências de ensino; refletir sobre os desafios do ensino das línguas estrangeiras não apenas em Portugal, como a nível internacional; debater o uso da LE como ferramenta de sobrevivência para uma integração no mundo novo, problematizando, nesta sequência, a questão identitária. Pelas razões infra expostas, organizamos o presente volume tendo em conta as diferentes áreas interdisciplinares que guiam a prática das LE. Assim, os artigos obedecem à seguinte disposição temática: Cultura e literatura: • “Jorge Semprun et Elie Wiesel: le choix du français pour témoigner une expérience concentrationnaire”, Ana Maria Alves • “Estudios Culturales y ELE: ¿matrimonio de conveniencia?”, Blanca Ripoll Sintes • “George Orwell’s “Politics and the English Language”. Euphemisms and metaphors in wartime Britain”, Elisabete Mendes Silva Didática das línguas: • “Mindful (Re)Considerations for Young Learner English Classes”, María del Carmen Arau Ribeiro • “Terminologie et didactique des langues : le mariage est-il possible pour un meilleur enseignement de la traduction?”, Christine Deschamps Estudos de caso no ensino de Línguas Estrangeiras: • “The ReCLes.pt CLIL Project in Practice: Teaching with results in Higher Education”, María del Carmen Arau Ribeiro, Margarida Morgado, Isabel Chumbo, Ana Gonçalves, Manuel Moreira da Silva e Margarida Coelho, • “Evaluating Projects involving ICT and Task-Based Language Teaching”, María del Carmen Arau Ribeiro, Maria Paula Martins das Neves, Luísa Queiroz de Campos e Walter Best • “Needs of Higher Education Students as regards Language Examinations”, Cristina Perez-Guillot e Julia Zabala-Delgado Novas tecnologias na sala de aula: • “Las Nuevas Tecnologías para el Desarrollo de la Expresión Oral Fuera del Aula”, Tamara Aller Carrera • “Twitter in the Language Learning classroom at the university: an experimentation for Dynamic and Authentic Assessment”, Annamaria Cacchioneinfo:eu-repo/semantics/publishedVersio