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Acknowledging the importance of teacher educators being highly involved in education research in higher education, a study was conducted that characterizes the research profile of these teachers who in Portugal are responsible for curricular units strongly related to teaching practices. As a methodological procedure, CVs were analysed of all who teach courses, both in private and public institutions, for basic and secondary education, i.e. teachers to teach from the first to the twelfth grade of schooling. The data of this documentary analysis, treated by simple statistics, was complemented by case studies, where course coordinators were interviewed. The reports of the interviewees were interpreted through content analysis. Among other aspects, it was focused on participation in research projects and publications. The results show that, in general, involvement in research is low as well as the number of publications, especially in journals indexed in Scopus or on the Web of Science. This situation is justified by the lack of conditions for teacher educators to have time to conduct research, which shows the need for higher education institutions to invest in situations that contribute to professional development activities in association with research related to professional practice., Reconociendo la importancia de que, en la enseñanza superior, los formadores de maestros tengan una fuerte implicación en la investigación educativa, se realizó un estudio para caracterizar el perfil investigador de los profesores que, en Portugal, son responsables de unidades curriculares fuertemente relacionadas con la práctica docente. Como procedimiento metodológico, se analizaron las fichas curriculares de todos los profesores que imparten, en instituciones públicas y privadas, cursos de formación de maestros para la enseñanza primaria y secundaria, es decir, de 1º a 12º grado. Los datos de este análisis documental, tratados mediante estadísticas simples, se complementaron con estudios de casos, en los que se entrevistó a coordinadores de cursos, cuyos profesores tenían diferentes perfiles de investigación. Los discursos de los entrevistados se interpretaron mediante un análisis de contenido. El perfil de investigación se centró, entre otros aspectos, en la participación en proyectos y publicaciones. Los resultados muestran que, en general, la participación en la investigación es escasa y las publicaciones existentes son pocas, principalmente en revistas indexadas en Scopus o Web of Science. Esta situación se justifica por la falta de condiciones que permitan a los profesores disponer de tiempo para el ejercicio de la investigación, lo que muestra la necesidad de que las instituciones de educación superior inviertan en condiciones que contribuyan a las actividades de desarrollo profesional asociadas a la investigación relacionada con la práctica profesional docente.

Discute a atual relação da universidade com o conhecimento. Analisa as relações entre pesquisa e ensino, entendendo que a articulação do ensino à pesquisa constitui um componente essencial para impulsionar uma re-significação das atitudes de ensinar e aprender, tradicionalmente desenvolvidas na universidade. Enfoca também, a necessidade de experiências concretas de ensino pela pesquisa no âmbito da Biblioteconomia e Ciência da Informação.

Submitted by Marina Granja Arakaki (marina.arakaki@unesp.br) on 2022-02-26T13:26:20Z No. of bitstreams: 1 Panorama da Atuação em Design Gráfico na Comunicação das Universidades Públicas do Brasil.pdf: 9155641 bytes, checksum: d5cde65135f94f3ea83d1f71e1e192b7 (MD5) Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2022-02-28T19:02:56Z (GMT) No. of bitstreams: 1 araraki_mg_dr_bauru.pdf: 9155641 bytes, checksum: d5cde65135f94f3ea83d1f71e1e192b7 (MD5) Made available in DSpace on 2022-02-28T19:02:56Z (GMT). No. of bitstreams: 1 araraki_mg_dr_bauru.pdf: 9155641 bytes, checksum: d5cde65135f94f3ea83d1f71e1e192b7 (MD5) Previous issue date: 2022-02-21 O Design gráfico é uma das subáreas do Design, responsável pelo planejamento, projeto e desenvolvimento de soluções de comunicação visual adequadas à transmissão de uma mensagem. De maneira geral, entende-se que esses conhecimentos e desempenhos também são necessários para uma comunicação eficiente nas universidades públicas brasileiras. O profissional de Design gráfico frequentemente faz parte da equipe de comunicação nessas instituições, no entanto, a atuação desses profissionais na comunicação dessas universidades é muito variada, considerando desde a diversidade de nomenclaturas de cargos e atribuições nas instituições públicas e até mesmo a questão da desregulamentação da profissão. A partir do exposto, coloca-se a questão: como atuam e qual é a eficiência dos profissionais de design gráfico na comunicação das universidades públicas do Brasil? A partir desse questionamento, propõe-se uma reflexão sobre a atuação do profissional de design gráfico, com ou sem formação em design, na comunicação das universidades públicas, adotando o recorte das universidades federais públicas brasileiras. Para tanto, o estudo foi organizado em cinco principais etapas: o levantamento teórico, a pesquisa documental, a pesquisa de campo, a análise e discussão dos resultados e a elaboração do panorama da atuação em design gráfico na comunicação das universidades públicas brasileiras. No levantamento teórico buscou-se definir parâmetros para elaboração de questionários e posterior análise de seus resultados. Para isso, foram abordados temas como a comunicação nas universidades públicas e a atuação do Design gráfico nesse processo. Na pesquisa documental foi realizado o levantamento dos órgãos de comunicação nos sites das instituições, seus responsáveis e contatos. A pesquisa de campo foi organizada em duas fases, utilizando questionários. Primeiramente, foram elaboradas questões para os responsáveis pela gestão da comunicação nas universidades federais públicas do Brasil, para verificar a atuação da comunicação nas instituições e, quem são os profissionais que desempenham atividades de competência de design gráfico nesse processo. O segundo questionário foi realizado com os profissionais que atuam com o design gráfico nessas instituições. Nele, investigou-se os tipos de formação, quais são as atividades desempenhadas para comunicação, a familiaridade dos profissionais com teorias do design gráfico, e, em qual nível da “Escada do Design” eles atuam. Finalmente, na última etapa, foi realizada uma análise de conteúdo das informações obtidas. A análise, em conjunto com a descrição dos resultados, permitiu elaborar um panorama da atuação em design gráfico na comunicação das universidades públicas brasileiras. Esses resultados, suposta ou explicitamente, possibilitaram verificar que a contribuição do profissional está voltada principalmente a projetos pontuais e “estéticos”, “função estética” em detrimento das “funções práticas” e “simbólicas”, com poucos deles atuando em conjunto no planejamento das estratégias de comunicação das respectivas instituições. Graphic Design is one of the Design sub-areas responsible for planning, designing, and developing visual communication solutions suitable for message transmission. In general, it is understood that this knowledge and performance is also necessary for efficient communication in Brazilian public universities. The graphic Design professional is often part of the communication team in these institutions. However, these professionals' performance in these universities' communication affairs is very diversified, considering the nomenclature diversity of positions and attributions in public institutions. At the same time, the profession remains without a regulation office. The question arises from the above: how do graphic design professionals work in communication at public universities in Brazil? Based on this questioning, a reflection is proposed on the role of the graphic design professional, with or without training in Design, in the communication of public universities, adopting the approach of Brazilian public federal universities. Therefore, the study was organized into five main stages: theoretical survey, documental research, field research, analysis and discussion of results, and the elaboration of the panorama performance in graphic Design in the communication of Brazilian public universities. The theoretical survey defined parameters for the questionnaires' preparation and subsequent analysis of their results by addressing topics such as communication in public universities and the graphic's design role in this process. We surveyed the documentary research in the communications department using institutions' websites, contacting managers and their contacts. The field research was organized in two phases, using questionnaires initially forwarded to the responsible in charge of managing institutional communication in public federal universities in Brazil. That allowed to check the performance of communication in the institutions and the professionals who perform graphic design activities. The second questionnaire was carried out with the professionals who work with graphic Design in these institutions. It investigated their training type, which communication activities they perform, their familiarity with graphic design theories, and the Design Ladder level they perform work. Finally, we carried out a content analysis of the information obtained. These results, supposedly or explicitly, made it possible to verify that the professional's contribution is mainly focused on punctual and aesthetic projects, "aesthetic 9 function" to the detriment of "practical" and "symbolic functions", with few of them acting together in planning the communication strategies of the respective institutions

In this paper, we intend to share the path of systematization and execution of a remote course in Brazilian Portuguese as a Foreign Language (PBLE), which we taught in the second half of 2020. The offer of this course is limited to a set of actions in the internationalization process of the State University of Santa Cruz. The PBLE course, therefore, emerges as an action that enables the development of teaching, learning, and strategies for the Brazilian language in the international linguistic scenario (MOITA LOPES, 2016). In this context of internationalization and also as a result of some concerns that emerged throughout the course, especially about the necessity to revise the homogeneous ideal of the national language in a decolonial perspective, taking into account the political-linguistic constitution of Amefricanity and “Pretuguês” (GONZALEZ, 2020), we aim to discuss approaches and methodologies for teaching PBLE, as well as reflect on the process of teacher education and research in this area. With this experience, we found that teacher education and teaching of PBLE must consider the commonplace and everyday specificities of linguistic life in Brazil, taking into account the black and indigenous contributions in the formation of the Brazilian vernacular. En este trabajo, pretendemos compartir el camino de la sistematización y ejecución de un curso remoto de Portugués Brasileño como Lengua Extranjera (PBLE), que impartimos en el segundo semestre de 2020. La oferta de este curso se limita a un conjunto de acciones en el proceso de internacionalización de la Universidad Estadual de Santa Cruz. El curso PBLE, por tanto, surge como una acción que posibilita el desarrollo de estrategias de enseñanza, aprendizaje y fortalecimiento de la lengua brasileña en el escenario lingüístico internacional (MOITA LOPES, 2016). En este contexto de internacionalización y también como resultado de algunas preocupaciones que surgieron a lo largo del curso, especialmente en lo que se refiere a la necesidad de revisar el ideal homogéneo de la lengua nacional, en una perspectiva descolonial sobre la constitución político-lingüística de la Amefricanidad y el “Pretuguês” (GONZALEZ, 2020), buscamos discutir enfoques y metodologías para la enseñanza de PBLE, así como reflexionar sobre el proceso de formación e investigación docente en esta área. Con esta experiencia, encontramos que la formación docente y la enseñanza de PBLE deben considerar las especificidades comunes y cotidianas de la vida lingüística en Brasil, tomando en cuenta las contribuciones negras e indígenas en la formación de la lengua vernácula brasileña. Neste trabalho, compartilhamos o percurso de sistematização e execução de um curso remoto de Português Brasileiro como Língua Estrangeira (PBLE), por nós ministrado, no segundo semestre de 2020. A oferta desse curso está circunscrita a um conjunto de ações do processo de internacionalização da Universidade Estadual de Santa Cruz. O curso de PBLE, portanto, emerge como uma ação viabilizadora do desenvolvimento de estratégias de ensino, aprendizagem e fortalecimento da língua brasileira no cenário linguístico internacional (MOITA LOPES, 2016). Nesse contexto de internacionalização e, também, como desdobramento de algumas inquietações surgidas ao longo do referido curso, sobretudo no que se refere à necessidade de revisão do ideal homogêneo de língua nacional, numa perspectiva decolonial sobre a constituição político-linguística de amefricanidade e “Pretuguês” (GONZALEZ, 2020), objetivamos discutir abordagens e metodologias do ensino de PBLE, bem como refletir sobre o processo de formação de professores e de pesquisas nessa área. Com essa experiência, constatamos que a formação docente e o ensino de PBLE devem considerar as especificidades corriqueiras e cotidianas da vida linguística no Brasil, levando em conta as contribuições negra e indígena na formação do vernáculo brasileiro.

This essay is a contribution of the history of french universities: indeed, after the crisis of May 68, the French society began a deep process of cultural, political and social changes and we don't know a lot about it: in november 1968, the minister of Education, Edgar Faure, initiated a framework law which will put end to the old French university system of the ninetenth century. With this revolutionnay law, universities in France became officially autonomous and multiplinary. The goal of this essay is to evaluate the real consequences of this law in a long run, by focusing on a particular university: the university of Nanterre, the place where the student contestation of May 68 was born. So, in this essay, we will study, in the first part, the different ways to rule the university in this time: we will examine the presidential's function and the caracteristics of the different university cuncil, but, at the same time, we will study too the political culture of a French university, including the relationship with the central ministry, the management of internal contestations or tensions, and the balance of power between teachers and students. Then, we will consider the transformations ot the mission of the university: by this way, we will see that how new training were created, and how new laboratories and disciplines were founded. Finaly, we will analyse the sociological evolutions of the students of Nanterre, the teachers and the office staff ot the institution. To accomplish this work, we used lot of sources: university archives, archives from different teachers and presidents of university, and lot of interviews.; Cette thèse est une contribution à l'Histoire des universités françaises : en effet, après la crise de Mai 68, la société entame un profond processus de transformations sociales, politiques et culturelles : en novembre 1968, le ministre français de l’Éducation Nationale, Edgar Faure initie une loi-cadre qui va mettre fin à l'ancien système des facultés, issu du XIXème siècle. Avec cette loi radicale, les universités en France deviennent officiellement autonomes et pluridisciplinaires. Le but de cette étude est d'évaluer les conséquences réelles de la loi sur le temps long, via l'analyse concrète d'une université en particulier : l'université de Nanterre, qui a vu la contestation étudiante apparaître sur son campus en 1968. Donc, dans cette thèse, nous étudierons d'abord les aspects politiques de l'université de Nanterre après 1968 : nous analyserons la fonction de président d'université et les différents conseils, mais nous essaierons surtout de comprendre les mécanismes de la culture politique de l'université de Nanterre après 1968. Ensuite, nous examinerons la transformation des missions de l'université : en effet, nous étudierons comment de nouveaux enseignements furent créés, comment de nouvelles disciplines et laboratoires furent fondés, et nous explorerons plusieurs initiatives originales de la période comme le téléenseignement ou l'éducation permanente. Finalement, nous verrons les évolutions sociologiques des étudiants, de leurs enseignants et du personnel administratif.

Performance appraisal is one of the key management tools which identifies employees’ strengths and weaknesses. Usually, this is the major mechanism of gathering information for rewarding/training employees based on their performance, and hence a key to achieve organisational goals by creating a satisfied workforce. Therefore, this study was aimed at examining the effects of the Performance Appraisal Process on job satisfaction of the university academic staff. The information collected within one of the largest universities in the UK via questionnaires and semi-structured interviews showed that the existing appraisal process majorly aligned with the requirements of the research-excellence-framework of the UK, which is greatly concerned with research rather than teaching. Furthermore, it was found that there is no clear link between promotions, salary increments, and rewards, etc. with staff performance within the current appraisal process. Eventually, it was realised that the majority of the academic staff of the source university were dissatisfied with the current performance appraisal process, and this could be the situation in the majority of universities in the UK. Therefore, further research in this area is highly recommended to explore extensive information to create a favourable work/study environment for both staff and students within the universities.

Summarization: Geographical Information Systems (GISs) in architecture were initially limited to regional and urban development applications. Over recent years its potential has been recognized and its use has evolved to address urban planning and architectural heritage management subjects. Nevertheless, evidence shows that its use in architecture teaching is scarce and uneven. Directive 2007/2/EC, establishing the infrastructure for spatial information in the European Community (EU), is, in this way, an opportunity to develop a greater knowledge and application of GIS in the framework of higher education. In architecture, this can be achieved by problem solving based on real case scenarios, which can benefit from GIS-based techniques and analysis capabilities. In this paper, the authors aim to present a review of the use of GIS in teaching and research in architecture to assess its level in different European programmes. Experiences from three European universities (University of Seville, Spain, University of Beira Interior, Portugal, and Technical University of Crete, Greece), which are among the few in their respective countries that promote the inclusion of GIS in architectural education, particularly in the fields of urban and regional planning and architectural heritage, are compared and framed within the European scenario. The paper concludes with a reflection on the three universities’ practice compared to the leading European architecture programmes listed in the main international university rankings. Main trends of future evolution on the use of GIS in architecture teaching are also presented. Presented on: Education Sciences

This paper focuses on the differences between International Political Economy (IPE) versus Global Political Economy (GPE) in Latin America. It explores how IPE tends to be taught and researched beyond mainstream IPE but in dialogue with it. It engages with the main literature of this field to discuss the contours and extension of a transition in teaching and research. It rests upon a historical sociological approach and employs a qualitative analysis of syllabi and curricula of various masters and doctoral programs on International Relations/Studies and underlying disciplines, and is complemented with semi-structured interviews with leading scholars of IPE from across the region. The paper argues that there is a shift from mainstream IPE to a new Latin American GPE as the result of a revitalization of the field and as a response to the new regional and global challenges. New dynamics of development, conflict and a changing world order coexist with old problems, pushing our field to find new responses, demonstrating the limits of the traditional knowledge, and requiring the development of new contributions. While the shift may be minor, it is constant and steady, and is neither homogenous nor dominated by a unique vision of the field, but it is defined by heterogeneity and plurality.

When it comes to doing research, especially in Science Education, using strategies to collect and analyze data is essential. This article is the result of the analytical ideas and reflections of a master's research already completed. We use phenomenology, since this research is of a qualitative nature. A field notebook, children's drawings and the study with the soil were articulated to Science Education, in a school in the municipal public network of Parintins, in Amazonas, whose subjects were fourteen children. It is not the purpose of this work to criticize the school's teaching practice in any way. Our purpose is to contribute to the discussions and reflections on teaching and learning, pointing out some strategies that have an achievable and pedagogical potential, and that can be found in the community itself, such as soil, rock, clay, valuing students' productions (drawing and field diary) and their perception of the world and life. Quando se trata de fazer pesquisa, especialmente em Educação em Ciências, o uso de estratégias de coleta e análise de dados é essencial. Este artigo é resultado das ideias analíticas e reflexões de uma pesquisa de mestrado já concluída. Utilizamos a fenomenologia, uma vez que esta pesquisa é de natureza qualitativa. Um caderno de campo, desenhos infantis e o estudo com o solo foram articulados à Educação em Ciências, em uma escola da rede pública municipal de Parintins, no Amazonas, cujos sujeitos foram quatorze crianças. Não é objetivo deste trabalho criticar de forma alguma a prática docente da escola. Nosso propósito é contribuir com as discussões e reflexões sobre o ensino e a aprendizagem, apontando algumas estratégias que apresentam potencial pedagógico e realizável, e que podem ser encontradas na própria comunidade, como solo, pedra, argila, valorizando as produções dos alunos (desenho e diário de campo) e sua percepção do mundo e da vida.

The current article attempts to develop a critical proposal for the pedagogical reality and our “frozen” educational practices in the 21st century. The school’s knowledge-centered and examination-centered orientation, along with the imposition of power and authority through the dominant ideology, nurtures social inequalities, creates cultural and gender hierarchies, acting as an outdated/ frozen social image of a commercialized school perception for science, social relations and the expectations of young people. Our reflections are based on the principles of Critical Pedagogy, expanded through the concept of Border Pedagogy, which will allow us to cross the invisible borders of race, class, gender, identity, religion and sexual orientation, to empower individuals and transform schools and society. In this way, learning can become a highly active (practical/ effective) process, based on individual and social self-actualization and democratic understanding. An indispensable methodological tool, in this regard, is the adoption of sophisticated forms of teaching and research that are able to highlight the true lives of the oppressed and socially excluded groups in which concerns Critical Pedagogy. In addition, through our proposal we redefine the current - conventional - framework for academic research and move towards a critico-praxical approach to research and learning, with emphasis on the praxical (in the Foucauldian sense) actions (where praxis, discourse and communication are intertwined) rather than technocratic practices., Education Sciences, Vol. 2020 (2020): Special Issue 2020

In a wide-ranging interview, Professor George G. Roussas of the University of California, Davis, and Professor Debasis Bhatacharya of Visva-Bharati University, India, and a frequent visitor to UC Davis, engage Professor Francisco J. Samaniego in a discussion about his personal background, his education and the highlights of his professional career as a teacher and researcher.

Neste artigo objetivou-se compreender como se relacionam os professores dos programas de stricto sensu em Administração entre si e com os outros atores deste nível de ensino. Realizou-se um estudo de caso múltiplo por meio de entrevistas com os professores e análise documental dos currículos lattes. Verificou-se que os problemas de comunicação, a falta de articulação, a restrição de tempo, a concentração do conhecimento e a independência do pesquisador dificultam a interação entre os professores de um mesmo programa. Evidenciou-se, ainda, que as atividades de interação existentes entre os professores raramente contemplam questões de ensino. Identificou-se, ainda, os órgãos como o CNPq, as Fundações Estaduais de Fomento a Pesquisa e a CAPES como entidades que participam do campo em análise. Destacam-se ainda os padrões de conduta estimulados pelo sistema de avaliação da CAPES, por meio do estabelecimento da métrica de pontos para a publicação.

Resumo Nos últimos anos, tem-se observado crescente interesse no estudo e na utilização de técnicas quantitativas nas ciências sociais. Do mesmo modo, verifica-se a ampliação do debate acerca de seus usos e a criação de novas ferramentas e abordagens para a aplicação da metodologia quantitativa em estudos sociais e políticos. Com o objetivo de refletir sobre essas questões a partir da experiência teórica e empírica, realizamos entrevistas com dois professores/pesquisadores de diferentes gerações, que são referências importantes na área, o Prof. Dr. Nelson do Valle Silva, do Instituto de Estudos Sociais e Políticos da Universidade do Estado do Rio de Janeiro (IESP-UERJ) e o Prof. Dr. Jerônimo Muniz, da Universidade Federal de Minas Gerais (UFMG). Abstract: In recent years, it has been observed growing interest in the study and use of quantitative techniques in Social Sciences. Similarly, there is a wider debate about its uses and the creation of new tools and approaches to the application of Quantitative Methodology in social and political studies. In order to reflect on these issues from theoretical and empirical experience, we interviewed two professors / researchers from different generations who are important references in the area, Prof. Dr. Nelson do Valle Silva, of Instituto de Estudos Sociais e Políticos da Universidade do Estado do Rio de Janeiro (IESP-UERJ) and Prof. Dr. Jerônimo Muniz, of the Universidade Federal de Minas Gerais (UFMG).

This article examines highly paid academics—or top earners—employed across universities in ten European countries based on large-scale international survey data regarding the academic profession. It examines the relationships between salaries and academic behaviors and productivity, as well as the predictors of becoming an academic top earner. While, in the Anglo-Saxon countries, the university research mission typically pays off at an individual level, in Continental Europe, it pays off only in combination with administrative and related duties. Seeking future financial rewards solely through research does not seem to be a viable strategy in Europe, but seeking satisfaction in research through solving research puzzles is also becoming difficult, with the growing emphasis on the ‘relevance’ and ‘applicability’ of fundable research. Thus, both the traditional ‘investment motivation’ and ‘consumption motivation’ to perform research decrease, creating severe policy implications. The primary data come from 8,466 usable cases.

Gedruckt erschienen im Universitätsverlag der TU Berlin, ISBN 978-3-7983-3170-9 (ISSN 2196-338X), Die Schriftenreihe des Fachgebietes Lichttechnik wurde mit dem Jahresbericht 2012 begonnen. Hierüber werden auch Dissertationen, herausragende Abschlussarbeiten, Monografien, Tagungsbände sowie Forschungsberichte des Fachgebietes Lichttechnik veröffentlicht. Die Jahresberichte des Fachgebietes Lichttechnik lassen sich zurückverfolgen bis in das Jahr 1971. Sie informieren über Lehrveranstaltungen und aktuelle Forschungsvorhaben am Fachgebiet und geben einen Überblick über Mitarbeiter, Publikationen und Gremientätigkeiten. Übersichten zu Veröffentlichungen, Dissertationen und Studienarbeiten reichen sogar noch länger zurück., The series of publications of the Chair of Lighting Technology began with the Annual Report 2012. Dissertations, excellent final theses, monographs, abstract books and research reports of the chair are also published here. The first annual report of the Chair of Lighting was published in 1971. The reports inform about courses and current research projects and give an overview of the colleagues, their publications and committee work. Compilations of publications, dissertations and seminar papers go back longer.

Los estudios de Historia Medieval se vienen consolidando en Brasil, con la expansión de producciones dirigidas a la enseñanza e investigaciones académicas en este campo historiográfico, influenciadas por las conquistas de la Escuela de los Annales. En este artículo presentamos un abordaje general sobre los avances de la Historia Medieval en Brasil y el crecimiento del área de investigación en Maranhão, ligado a publicaciones, eventos y al desarrollo del Post-Graduación en las instituciones públicas del estado, UFMA (Universidad Federal do Maranhão) y UEMA (Universidad Estadual do Maranhão). Además, apuntamos caminos posibles para la enseñanza de Historia Medieval en las escuelas en el ámbito de la creencia e imaginario de la cultura local maranhense y brasileña. The studies of Medieval History have been consolidating in Maranhão with the expansion of the productions directed to the teaching and academic research in this historiographic field. In this article we present a general approach on the substantial advances of works related to this historical period in the State, seeking to underline the relevance of possible ways for the teaching and research of the Middle Ages in the context of the belief and imaginary of local culture in Maranhão.

The studies of Medieval History have been consolidating in Maranhão with the expansion of the productions directed to the teaching and academic research in this historiographic field. In this article we present a general approach on the substantial advances of works related to this historical period in the State, seeking to underline the relevance of possible ways for the teaching and research of the Middle Ages in the context of the belief and imaginary of local culture in Maranhão., Los estudios de Historia Medieval se vienen consolidando en Brasil, con la expansión de producciones dirigidas a la enseñanza e investigaciones académicas en este campo historiográfico, influenciadas por las conquistas de la Escuela de los Annales. En este artículo presentamos un abordaje general sobre los avances de la Historia Medieval en Brasil y el crecimiento del área de investigación en Maranhão, ligado a publicaciones, eventos y al desarrollo del Post-Graduación en las instituciones públicas del estado, UFMA (Universidad Federal do Maranhão) y UEMA (Universidad Estadual do Maranhão). Además, apuntamos caminos posibles para la enseñanza de Historia Medieval en las escuelas en el ámbito de la creencia e imaginario de la cultura local maranhense y brasileña.

This paper investigates factors that influence Zambian higher education lecturer’s attitude towards integrating ICTs in research and teaching. To determine these factors, we used online administered survey with a total of 163 respondents from public and private higher education institutions in Zambia. Quantitative data analysis based on descriptive and inferential statistics was used in this study. Inferential analysis was employed to investigate the relationships among variables using Pearson correlation analysis and completely randomized design. The results revealed that lack of adequate Internet bandwidth is among the major barrier or obstacle for assimilating ICTs in research and teaching for Zambian higher education lecturers. Additionally, training lecturers on the use of ICTs e.g. email, PowerPoint presentations, electronic boards and its advantages is the most important incentive to motivate lecturers to incorporate ICTs in research and teaching. Therefore, this study contributes to literature on factors that influence higher education lecturers’ attitude towards integrating ICTs in research and teaching. This study also demonstrates a positive correlation between the important factors that influence lecturers in integrating ICTs in research and teaching.

O objetivo desse artigo é contribuir empiricamente para a mensuração do atual estágio de desenvolvimento do campo específico das relações internacionais no contexto das Ciências Humanas, ao longo da década de sua consolidação, ou seja, entre 2004-2014. A hipótese é que o grau de crescimento do período de consolidação não se sustenta na mesma proporção, no entanto sua mensuração contribui para análises de cenário e perspectiva futura. The purpose of this article is to contribute empirically to the measurement of the current stage of development of the specific field of international relations in the context of the Human Sciences, throughout the decade of its consolidation, that is, between 2004 and 2014. The hypothesis is that the growth rate of the consolidation period does not support the same proportion of development, however its measurement contributes to the analysis of the scenario and future perspective., The purpose of this article is to contribute empirically to the measurement of the current stage of development of the specific field of international relations in the context of the Human Sciences, throughout the decade of its consolidation, that is, between 2004 and 2014. The hypothesis is that the growth rate of the consolidation period does not support the same proportion of development, however its measurement contributes to the analysis of the scenario and future perspective.

In a recently changing Polish academic environment – following the large-scale higher education reforms of 2009–2012 – different academic generations have to cope with different challenges. Polish academics have been strongly divided generationally, not only in terms of what they think and how they work but also in terms of what is academically expected from them following the reforms. This article explores intra-national cross-generational differences based on a combination of quantitative (surveys, N = 3704) and qualitative (interviews, N = 60) primary empirical evidence used according to the mixed-methods approach methodology and its ‘sequential’ research design. This article explores the major dimensions of the intergenerational divide between younger and older academic generations (and how they are related to both post-1989 developments and recent reforms). It shows the power of research at a micro-level of individuals, complementing the traditional research at aggregated institutional and national levels. Implications for Central European systems are shown.

The purpose of this article is to contribute empirically to the measurement of the current stage of development of the specific field of international relations in the context of the Human Sciences, throughout the decade of its consolidation, that is, between 2004 and 2014. The hypothesis is that the growth rate of the consolidation period does not support the same proportion of development, however its measurement contributes to the analysis of the scenario and future perspective., O objetivo desse artigo é contribuir empiricamente para a mensuração do atual estágio de desenvolvimento do campo específico das relações internacionais no contexto das Ciências Humanas, ao longo da década de sua consolidação, ou seja, entre 2004-2014. A hipótese é que o grau de crescimento do período de consolidação não se sustenta na mesma proporção, no entanto sua mensuração contribui para análises de cenário e perspectiva futura.

The desire to connect teaching and research to create a productive and progressive framework for student learning has become one of the most significant spaces for academic development in Higher Education over the recent past. The positive effects on student learning through the inclusion of real-life, complex and unstructured research-like activities needs to be at the core of undergraduate education, and following this paradigm the student acts as producer of knowledge instead of simply knowledge consumer. The concept underpinning 'student-as-producer' is that learning is grounded in research and research-like activities so much of what the student learns will be through their own discoveries, working in collaboration with academic advisers and other students in a supportive research-rich environment. This paper focuses on the research practices and activities during a study carried out by undergraduate students from the School of Political Science & Sociology at the National University of Ireland Galway, primarily designed as a student-as-producer project, under the guidance of an academic supervisor/facilitator. Students were placed at the centre of deliberations, design, development and implementation of the research and subsequently have become the focus of this particular reflective paper. What were their experiences at various stages of the process, what do they think were worthwhile and valueless in the practice, and what learning principles, if any, were paramount? A series of semi-structured open questions were posed to uncover pressures and barriers to their overall learning experiences resulting in some thoughtful and helpful lessons to enhance such student-centred learning in the future. peer-reviewed

El presente trabajo realiza un abordaje de los conceptos de responsabilidad social empresarial y responsabilidad social universitaria, con el fin de identificar las acciones realizadas en el marco de Proyección Social, Extensión, Docencia e Investigación en la Universidad Militar Nueva Granada (UMNG) para la incorporación del concepto de Responsabilidad Social desde la universidad. Esta construcción se llevó a cabo por medio de la revisión documental, para ello, se revisaron los diferentes conceptos que se tienen sobre responsabilidad social y responsabilidad social universitaria y luego se integraron aquellas acciones adelantas y plasmadas en los documentos y actos administrativos institucionales, teniendo en cuenta todas la partes que influyen y hacen cooperación a la Responsabilidad Social de la Universidad los cuales se definen como grupos de interés que hacen parte de la comunidad neogranadina y que participan desde su perspectiva minimizando la desigualdad social y la vulnerabilidad de las poblaciones en riesgo. The present work deals with the concepts of corporate social responsibility and university social responsibility, in order to identify the actions carried out within the framework of Social Projection, Extension, Teaching and Research at the Universidad Militar Nueva Granada (UMNG) for incorporation of the concept of Social Responsibility from the university. This construction was carried out by means of the documentary review. For this purpose, the different concepts of social responsibility and university social responsibility were reviewed, and later those integrated in the documents and institutional administrative acts were integrated. Counts all the parties that influence and make cooperation to the Social Responsibility of the University which are defined as interest groups that are part of the Neogranadine community and that participate from their perspective minimizing social inequality and the vulnerability of populations at risk.

Resumo: Neste artigo objetiva-se compreender e analisar como estudantes dos Anos Iniciais da Educação Básica, em atividade de Modelagem, resolvem situações-problema que podem requerer domínio algébrico simbólico e que linguagens fazem uso na expressão dos modelos. Os dados empíricos advieram de uma das práticas de Modelagem desenvolvidas com 16 estudantes de escola pública durante 11 horas/aula, no período de junho e julho/2015 e foram obtidos dos materiais produzidos pelos estudantes, gravações de áudio e vídeo e observação realizada durante a prática sobre a numeração do calçado de uma pessoa. No processo os estudantes propuseram modelo estabelecendo relações numéricas entre as variáveis, obtendo generalização e realizando previsões. A análise evidenciou que eles resolvem situação-problema apresentando modelos nas linguagens natural, numérica e tabular, evidenciando domínio algébrico característico do pensamento algébrico anterior à linguagem simbólica, pertinente ao nível de escolaridade, e extrapolam objetivos referentes a realização de previsão a partir do modelo. Abstract: This article aims to understand and analyze how elementary students solve problems through modeling, which may require symbolic algebra and languages to use the model's expression. The empirical data have been constructed through one of the modeling practices developed with 16 public school students for 11 hours / class, between June and July / 2015. It were obtained from materials produced by students, audio and video recordings and observation during practice on the numbers of a person's shoes. In the modeling process, the students proposed model establishing numerical relationships between variables, obtaining generalizations and making forecasts. The analysis showed that they solve the problem situation by presenting models in natural languages, in numerical and tabular formats demonstrating characteristic algebra from previous algebraic thought to the symbolic language, appropriate to the educational level, and go beyond the objectives regarding the completion of the forecast from model.

Como e em que circunstâncias processos de formação relativos ao saber ser professor podem ser desenvolvidos em uma universidade complexa? O texto aponta possíveis respostas a essa questão, a partir da análise da constituição de uma política de formação dos docentes em uma universidade pública - Universidade de São Paulo, Brasil -, cuja tradição das atividades de pesquisa se sobrepõe às de ensino. Para ampliar a compreensão da experiência empreendida, discute o significado do ensino de graduação no contexto da crise da universidade contemporânea e aponta a relevância dos docentes para assegurar o significado social da universidade. Teve como instrumentos que sustentam a análise os registros escritos e as pesquisas produzidas pelos participantes do processo (docentes, gestores, doutorandos). Considerando o marco teórico-conceitual sobre docência universitária, os resultados da análise apontam algumas contribuições para a área: a importância do enraizamento institucional de políticas de formação pedagógica de docentes universitários; a inserção destas no orçamento institucional; a diversidade de ações formativas; e a valorização da produção científica dos docentes sobre ensino. How and under what circumstances training processes regarding how to be a teacher can be developed at a complex university? The paper suggests possible answers to this question, from analysis of the establishment of a teacher education policy at a public university - University of São Paulo, Brazil - whose tradition of research activities overlaps with teaching. To broaden understanding of the undertaken experience, it discusses the meaning of higher education in the context of contemporary university crisis and analyses experiences in institutions that point the importance of teachers to ensure the social significance of university. The analysis is supported by written records and research produced by participants of the process (teachers, managers, doctoral students) as instruments. Considering a conceptual framework of university teaching, the results show some contributions to the field: importance of institutional rooting of policies for pedagogical education of university teachers; inclusion of these policies in the institutional budget; diversity of these educational activities; and enhancement of research findings of teachers about teaching. Comment et dans quelles circonstances les processus de formation concernant le "savoir être" enseignant peuvent être développés au sein d’une université complexe? Ce texte propose quelques réponses possibles à cette question, à partir de l’analyse de la constitution d’une politique de formation d’enseignants au sein d’une université publique - l’Université de São Paulo, Brésil - dont la tradition privilégie la recherche en dépit de l’enseignement. Pour mieux comprendre l’expérience réalisée, nous discutons le sens des cursus de licence dans le cadre de la crise de l’université contemporaine et analysons plusieurs expériences institutionnelles qui indiquent l´importance des enseignants pour assurer le rôle social de l´université. Les notes prises et les recherches réalisées par les participants du processus (professeurs, gestionnaires, doctorants) sont à la base de cette étude. Considérant le cadre théorique et conceptuel de l’enseignement à l’université, les résultats de l’analyse apportent quelques contributions à ce domaine: l’enracinement institutionnel des politiques de formation pédagogique des enseignants universitaires; l’inclusion de cette formation dans le budget de l´université; la diversité des actions formatives; et la valorisation de la production scientifique des professeurs sur l’enseignement.

The corporate social responsibility (CSR) movement has gathered great momentum over the past number of years is now regarded as being at its most prevalent. However, there has been a lack of attention to, and discussion of, CSR in Czech and in relation to education. The paper reports findings from a survey of CSR education (teaching and research) in the Czech Republic. It analyses the extent of CSR education, the different ways in which it is defined and the levels of teaching. The paper provides an account of the efforts that are being made to mainstream CSR teaching and of the teaching methods deployed. It considers drivers of CSR courses, particularly based on historical development and the anticipation of future success being dependent on more institutional drivers. Finally it considers main developments in CSR research both by business school faculty and students, tomorrow's researchers and the resources devoted to CSR research. The conclusion includes questions that detected further research directions.

в статье рассматривается проблема исследовательской деятельности. Авторы исследовательскую деятельность рассматривают как особый вид интеллектуально-творческой деятельности обучающихся в вузе., The problem of research. The authors of the research activities are considered as a special kind of intellectual and creative activity of students in high school.

The study discusses the origins and the creation of the Universidade do Distrito Federal (UDF) in 1935, conceived by Anísio Teixeira. It contextualizes the process in the 30s, raising questions related to education. The paper discusses the role and functions of the UDF, mainly teaching, researching, promoting and fostering culture, as well as preparing professionals and technicians of several fields, including teachers of all levels. It highlights the contributions by foreign and Brazilian academic staff in teaching and researching, discussing problems faced by that university and reasons for its extinction, in January 1939. It concludes pointing that even now the UDF still offers relevant contributions to thinking about university in Brazil. O trabalho analisa as origens e a criação da Universidade do Distrito Federal (UD F), em 1935, idealizada por Anísio Teixeira. Situa o contexto da década de 1930 e levanta questões relativas à educação. Discute o papel e as funções da UDF, enfatizando o ensino, a pesquisa, a promoção e estimulo à cultura, a formação de profissionais e técnicos em vários ramos de atividades, inclusive do magistério em todos os níveis. Destaca as contribuições de professores estrangeiros e brasileiros ao ensino e à pesquisa. Debate os problemas vivenciados por essa universidade e as razões de sua extinção, em janeiro de 1939. Conclui observando que a UDF oferece, ainda hoje, subsídios para pensar a universidade no país.

For a long time the Central University of Venezuela (UCV) was the only national institution providing professional and academic education to citizens. At present, although it shares these functions with a set of public and private institutions, it continues to produce the largest contingent of science and engineering graduates in the national domain, has the largest number of graduate programs and of researchers. Its graduates have steadily grown since 1950 and that increase has occurred to a large extent thanks to the feminine contribution. In this work we analyze women’s participation in the university life, and in the processes of doctoral formation, as well as in the research system of this premier institution., Durante mucho tiempo la Universidad Central de Venezuela (UCV) fue la única institución nacional que proporcionó formación profesional y académica a los ciudadanos. En el presente, si bien comparte estas funciones con un conjunto de instituciones públicas y privadas, continúa siendo la institución que produce el mayor contingente de egresados de las ciencias y las ingenierías en el ámbito nacional, tiene el mayor número de programas de posgrado y de investigadores. Los egresados han aumentado en forma constante desde 1950 y ese aumento se ha dado en buena medida gracias al aporte femenino. En este trabajo analizamos la participación de las mujeres en la vida universitaria y en los procesos de formación doctoral, así como en el sistema de investigación de esta institución líder.

International audience; This paper aims to bring out the role of translation in mastering a a specialized language, in terms of learning and teaching methods. Both sides of this problematic will be considered in order to exemplify the ways that we switch from one language to another (in our case the French and Romanian languages) and the problems that rise at oral and written discourses. The question is also to insist on the mediums that translators have at their disposal and the differences and convergences that exist between some of these persons. The use of translation and interpreting as mediums to accede to the universe of another tongue and of another people is also emphasized, so as to understand better how difficult it is, on one hand, and how it contributed to make very great progress in various fields, over the time and from one continent to another. This reasoning will rely on some texts, from different fields of knowledge, in order to show the convergences and the specifity of each language.; Le présent article a pour objet de mettre en évidence le rôle de la traduction dans la maîtrise d’une langue de spécialité, en termes d’apprentissage et d’enseignement. Les deux aspects de la problématique seront envisagés afin d’exemplifier les modalités de passage du français au roumain et vice-versa et les problèmes qui surgissent autant à l’oral qu’à l’écrit. Il s’agira aussi d’insister sur les supports qu’ont à disposition les traducteurs et les différences et convergences existant entre certains acteurs fondamentaux de la traduction. L’utilisation de la traduction et de l’interprétation comme moyen d’accéder à l’univers d’une autre langue et d’un autre peuple est également soulignée, afin de mieux appréhender le lourd travail qu’elles nécessitent et qui a contribué à de nombreux progrès dans divers domaines, au cours des temps et d’un continent à l’autre. Ce raisonnement s’appuiera sur des textes issus de domaines variés de la connaissance, afin de montrer les points de convergence et la spécificité de chaque langue.

This poster outlines the retroTECH program at the Georgia Tech Library, an innovative model of digital preservation in which hands-on access and campus community engagement are at the forefront.

Quando nos preparamos para celebrar, em 2006, quarenta anos da normalização da pós-graduação, em sentido estrito, no país, é pertinente registrar a contribuição de um dos educadores que canalizou o melhor de seus esforços para a pós-graduação na área da educação, no período de 1970 a 1987. Na primeira parte deste trabalho, procuramos destacar o itinerário desse educador/pensador como um intelectual consciente de sua responsabilidade com a construção da educação brasileira e o processo de democratização da educação no país. Na segunda, mostramos como percebia um programa de pós-graduação em educação stricto sensu e sua atuação em programas do Rio de Janeiro. Nos programas em que atuou como docente pesquisador Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio), Instituto de Estudos Avançados em Educação da Fundação Getúlio Vargas (IESAE-FGV) e Faculdade de Educação da Universidade Federal do Rio de Janeiro (UFRJ) , deixou suas marcas ao defender que a pós-graduação deveria buscar conciliar sempre o ensino prático com o teórico, e ao insistir que a pesquisa em educação deveria se caracterizar pela reflexão, em busca de suas raízes, suas categorias e seu processo, bem como pelo esforço de síntese. Afirmamos, enfim, que o melhor dos esforços desse educador foi canalizado para o universo acadêmico, atuando como professor, pesquisador e mestre de mestres. As we prepare to commemorate forty years of recognised postgraduate studies in Brazil in 2006, it is relevant to register the contribution of one of the educators who channelled the best of his efforts into postgraduate studies in the field of education, in the period between 1970 and 1987. In the first part of this article we seek to trace the itinerary of this educator/thinker as an intellectual aware of his responsibility for the construction of Brazilian education and the process of democratisation of education in the country. In the second part, we demonstrate how he perceived a postgraduate programme in education and his participation in programmes in Rio de Janeiro. In those programmes in which he participated as lecturer and researcher the Pontificate Catholic University of Rio de Janeiro (PUC-Rio), the Institute of Advanced Studies in Education at the Getúlio Vargas Foundation (IESAE-FGV) and the Faculty of Education of the Federal University of Rio de Janeiro (UFRJ) he left his mark by defending that postgraduate studies should always seek to conciliate practical teaching with theory, and by insisting that research in education should be characterised by reflection on its roots, its categories and its process, as well as the search for synthesis. We conclude by affirming that the best efforts of this educator were dedicated to the academic world in his role as lecturer, researcher and teacher of teachers.

O trabalho objetiva situar as origens, o percurso de construção e desenvolvimento do Instituto de Estudos Avançados em Educação (IESAE/FGV), no período de 1971 a 1990. Analisa, especialmente, a extinção desse Instituto, após cerca de 20 anos de funcionamento, com conceito A em sucessivas avaliações da CAPES e classificado por essa agência e o CNPQ entre os melhores mestrados em educação no país. Situa a posição autoritária dos dirigentes da FGV com relação à extinção do IESAE, assim como a reação de vários atores e entidades representativas da sociedade civil - professores, alunos, políticos, intelectuais etc. - que se posicionaram contra o fechamento desse Instituto pela Fundação Getúlio Vargas. Conclui mostrando que a experiência do IESAE constituiu um marco no sentido de integrar pensamento e ação no estudo e na pesquisa de nossa realidade educacional, tendo em vista seu diagnóstico e o encaminhamento de soluções.The present study aims to discuss the origins, the construction and the development of the Institute of Advanced Studies in Education (IESAE/FGV), between 1971 and 1990. It particularly focuses on the extinction of that Institute, after not only having been in action for around twenty years, but also having received the concept A in successive evaluation exercises by CAPES, as well as having been classified as one of the best Master courses by both that agency and CNPQ. It discusses the authoritarian position of the directors of the FGV concerning the extinction of the IESAE, as well as the reaction of several actors and representative entities of the civil society, such as teachers, students, politicians, intellectuals and others, against that action taken by the Getulio Vargas Foundation (FGV). It concludes by emphasising the crucial role of the IESAE experience, which represented a hallmark in the process of integration of thought and action in the study and research of our educational reality, contributing both to diagnose and to help solve its problems.

In this paper we investigate economies of scale and scope of European universities. The proposed approach builds on the notion that university production is a multi-input multi-output process different than standard production activity. The analyses are based on an interesting database which integrates the main European universities data on inputs and outputs with bibliometric data on publications, impact and collaborations. We pursue a cross-country perspective; we include subject mix and introduce a robust modeling of production trade-offs. Finally, we test the statistical significance of scale and scope and find that size and specialization have a statistical significant impact both jointly and separately, showing an inverted u-shape effect on efficiency.

In this paper, we focus on a rare scholarly theme of highly productive academics, statistically confirming their pivotal role in knowledge production across 11 systems studied. The upper 10 % of highly productive academics in 11 European countries studied (N = 17,211) provide on average almost half of all academic knowledge production. In contrast to dominating bibliometric studies of research productivity, we focus on academic attitudes, behaviors, and perceptions as predictors of becoming research top performers across European systems. Our paper provides a (large-scale and cross-country) corroboration of the systematic inequality in knowledge production, for the first time argued for by Lotka (J Wash Acad Sci 16:317–323, 1929) and de Solla Price (Little science, big science. Columbia University Press, New York, 1963). We corroborate the deep academic inequality in science and explore this segment of the academic profession. The European research elite is a highly homogeneous group of academics whose high research performance is driven by structurally similar factors, mostly individual rather than institutional. Highly productive academics are similar from a cross-national perspective, and they substantially differ intra-nationally from their lower-performing colleagues.

This paper focuses on a generational change taking place in the Polish academic profession: a change in behaviors and attitudes between two groups of academics. One was socialized to academia under the communist regime (1945-1989) and the other entered the profession in the post-1989 transition period. Academics of all age groups are beginning to learn how tough the competition for research funding is, but young academics (“academics under 40”), being the target of recent policy initiatives, need to learn faster. Current reforms present a clear preferred image for a new generation of Polish academics: highly motivated, embedded in international research networks, publishing mostly internationally, and heavily involved in the competition for academic recognition and research funding. In the long run, without such a radical approach, any international competition between young Polish academics (with a low research orientation and high teaching hours) and their young Western European colleagues (with a high research orientation and low teaching hours) seems inconceivable, as our data on the average academic productivity clearly demonstrate. The quantitative background of this paper comes from 3,704 returned questionnaires and the qualitative background from 60 semi-structured in-depth interviews. The paper takes a European comparative approach and contrasts Poland with 10 Western European countries (using 17,211 returned questionnaires).

Saúde & Tecnologia, No 1 (2008), Desde os anos oitenta que os avanços das ciências básicas e das ciências da engenharia têm dado um impulso sem precedentes à investigação médica, o que criou as condições para a afirmação da Engenharia Biomédica como ramo autónomo da Engenharia. Este novo ramo da Engenharia impôs-se em domínios que incluem a imagiologia biomédica, a bioinformática, a biotecnologia, a biomecânica, os biomateriais, a engenharia de tecidos, próteses e orgãos artificiais, a análise e modelação de sinais fisiológicos e a gestão de sistemas de saúde. Já no século XXI, o volume de saber acumulado e a motivação para acelerar desenvolvimentos científicos e tecnológicos, levou à criação e organização nas universidades de uma oferta de cursos de graduação e pós-graduação adequada em Engenharia Biomédica. Apesar do espectro muito largo da Engenharia Biomédica e dos cursos criados, é possível, mesmo ao nível de Mestrado pós-Bologna (licenciatura pré-Bologna), dar uma formação avançada que permita aos alunos realizar trabalhos de investigação complexos e com impacto clínico. Neste artigo apresentamos dois destes casos de sucesso, representativos do papel da investigação ao longo do ensino bem actual da Engenharia Biomédica. No primeiro, intitulado “Caracterização Tridimensional da Placa de Ateroma da Bifurcação Carotídea com Ultrasonografia 3D”, é apresentado um método inovador de diagnóstico da Aterosclerose, baseado na reconstrução e caracterização tridimensional da lesão aterosclerótica ao nível da bifurcação carotídea. O segundo trabalho, intitulado “Reconstrução da Frente de Onda e Simulação da Acuidade Visual no Estudo do Impacto das Aberrações Ópticas em Olhos Submetidos a Cirurgia”, apresenta uma ferramenta computacional que gera informação adicional sobre a medição da frente de onda obtida com aparelhos comerciais, permitindo estudar o impacto de aberrações ópticas na acuidade visual de diferentes olhos. Este artigo está organizado em quatro partes. A primeira parte é uma nota histórica introdutória à Engenharia Biomédica em geral. A segunda parte apresenta o que do ponto de vista de ensino superior em Engenharia Biomédica, ao nível de Mestrado Integrado de 1º e 2º ciclos, pode em geral viabilizar a fácil inserção dos estudantes na Investigação, conduzindo-os de imediato a resultados de investigação concretos. A terceira parte constitui a parte central deste artigo onde se apresentam dois exemplos ilustrativos do sucesso da formação de 5 anos em Engenharia Biomédica e da inserção da investigação, desde muito cedo, nessa formação. Por fim, na quarta secção apresentam-se as conclusões.

Teaching and research are still the two fundamental dimensions of the academic enterprise, despite the increasing role of various, as they are termed in Europe, “third mission activities” (Kwiek 2013). Few academic studies of the academic profession have addressed the nexus of teaching and research from a consistently quantitative perspective. Most comparative studies available until recently were either focused on a small cluster of countries or based on qualitative material combined with publicly available statistical data. At a European level, studies were either of a general nature and based on often incompatible national methodologies, or referred to rela-tively simple, aggregated data produced by the OECD or the EUROSTAT, the European Commission’s statistical office. This paper explores the teaching/research nexus in European systems through large-scale comparative data on the research and teaching time allocation (academic behaviors) and teaching or research role orientation (aca-demic attitudes).

In this paper we investigate economies of scale and scope of European universities. The proposed approach builds on the notion that university production is a multi-input multi-output process different than standard production activity. The analyses are based on an interesting database which integrates the main European universities data on inputs and outputs with bibliometric data on publications, impact and collaborations. We pursue a cross-country perspective; we include subject mix and introduce a robust modeling of production trade-offs. Finally, we test the statistical significance of scale and scope and find that size and specialization have a statistical significant impact both jointly and separately, showing an inverted u-shape effect on efficiency.

In this paper we investigate economies of scale and scope of European universities.The proposed approach builds on the notion that university production is a multi-input multi-output process different than standard production activity. The analyses are based on an interesting database which integrates the main European universities data on inputs and outputs with bibliometric data on publications, impact and collaborations. We pursue a cross-country perspective; we include subject mix and introduce a robust modeling of production trade-offs. Finally, we test the statistical significance of scale and scope and find that size and specialization have a statistical significant impact both jointly and separately, showing an inverted u-shape effect on efficiency.

El presente artículo describe un proyecto docente y de investigación que pretende conseguir un doble objetivo: por un lado, profundizar en determinados contenidos de la materia que se imparte suministrando a los estudiantes información relevante sobre el sistema penal que no suelen obtener habitualmente en las clases y, por otro, investigar sobre la repercusión que tiene en la opinión de estos estudiantes el contar con dicha información adicional. En concreto, se pretende utilizar algunas técnicas docentes basadas en el uso de las TIC para identificar ciertas variables que pueden influir en las actitudes punitivas de los alumnos, como por ejemplo, contar con estadísticas sobre delincuencia y población penitenciaria, conocer y reflexionar sobre lo que opinan los expertos y analizar el tratamiento de la información que realizan los medios de comunicación. This paper describes a teaching and research project that aims to achieve two objectives: first, to deepen certain contents of the subject taught to students providing them with relevant information about the penal system that they normally don’t get in the classroom; and second, to investigate on the impact that this information has on the opinion of students. Specifically, I intend to use some teaching techniques based on the use of ICT to identify certain variables that can influence punitive attitudes of students, for example, having statistics on crime and prison population, knowing and thinking about what experts say, or analizing the treatment of information carried out by the media.

Objetivamos verificar se a frequência, participação e aprendizagem em um projeto de pesquisa estariam relacionados com transformações nas metas de realização e autoconceitos de estudantes de ciências. Realizamos a pesquisa em uma escola pública, numa turma de trinta estudantes do 9º ano do Ensino Fundamental. Os estudantes investigaram os saberes de moradores do município de Benfica-PA, a respeito de plantas medicinais e suas relações com a degradação ambiental. Inicialmente, cerca de 75% da turma apresentou meta aprender e 45% apresentou autoconceito positivo. Ocorreram poucas mudanças nas metas e autoconceitos. A maioria dos estudantes teve frequência alta ou regular. Cerca de metade da turma apresentou participação baixa e aprendizagem insuficiente. O autoconceito positivo esteve associado à meta aprender e a melhores níveis de participação e aprendizagem. Tais resultados são corroborados pela literatura. Entretanto, a compreensão de outros resultados que obtivemos demanda um enfoque interpretativo diferente. We aimed to verify if attendance, participation and learning in a research project would be related to changes in achievement goals and self-concepts of science students. We conducted the investigation in a public school with a class of 30 students in 9th grade of elementary school. Students investigated the knowledge of residents from Benfica-PA, regarding medicinal plants and their relationships with environmental degradation. Initially, about 75% of the class had learning goals and 45% showed a positive self-concept. There were few changes in self-concepts and targets. Most students had a high or regular frequency. About half the class had low participation and insufficient learning. Positive self-concepts were associated with the learning goal and the highest levels of participation and learning. Although some of the results confirm the literature, they also point to difficulties in motivating students, even in a context of teaching with research.

This paper describes a teaching and research project that aims to achieve two objectives: first, to deepen certain contents of the subject taught to students providing them with relevant information about the penal system that they normally don’t get in the classroom; and second, to investigate on the impact that this information has on the opinion of students. Specifically, I intend to use some teaching techniques based on the use of ICT to identify certain variables that can influence punitive attitudes of students, for example, having statistics on crime and prison population, knowing and thinking about what experts say, or analizing the treatment of information carried out by the media. El presente artículo describe un proyecto docente y de investigación que pretende conseguir un doble objetivo: por un lado, profundizar en determinados contenidos de la materia que se imparte suministrando a los estudiantes información relevante sobre el sistema penal que no suelen obtener habitualmente en las clases y, por otro, investigar sobre la repercusión que tiene en la opinión de estos estudiantes el contar con dicha información adicional. En concreto, se pretende utilizar algunas técnicas docentes basadas en el uso de las TIC para identificar ciertas variables que pueden influir en las actitudes punitivas de los alumnos, como por ejemplo, contar con estadísticas sobre delincuencia y población penitenciaria, conocer y reflexionar sobre lo que opinan los expertos y analizar el tratamiento de la información que realizan los medios de comunicación.

In this analysis of changing academic work, working conditions and job satisfaction in Europe, we present the academics’ assessment of facilities, resources and personnel.Subsequently, an overview will be provided about the academic workload and allocation of time between the four major types of academic activities: teaching, research, service and administration. A further section will discuss job satisfaction and academics’ income. This chapter provides a general picture of the variety of views and activities in 12 European countries, where differences between junior and senior academic staff and between academics at universities and at other higher education institutions are presented, whenever relevant. As will be shown below, the facilities and resources are predominantly assessed positively by European academics, with the least positive scores for research funding. Hence, the ratings of those at universities are more positive than of those at other higher education institutions. We also note substantial differences in the assessments of junior and senior academics.

This paper discusses teaching of technical subjects in architecture, presenting two experimental activities, recently organized at Aalborg University - a two week long workshop and a one day long lecture. From the pedagogical point of view, the activities are strategically placed between conventional disciplinary courses and architectural design studios. On the one hand, this allows a better mix of theoretical lectures, exercises and design practice; on the other hand, narrow topic related to structural design may be deepened on the basis of a research-based approach to design.

The findings outlined in this paper are the result of focus groups conducted with faculty at a mid-sized Ontario university. These nine faculty, all of whom have received awards of excellence from their university for their teaching, shared their insights about how they developed as teachers over time. More specific topics explored were as follows: how they first learned about teaching; how they continue to learn about teaching; resources that might have helped early in their teaching careers at the university; and advice they have about teaching for new university teachers, mid-career teachers, and teachers approaching retirement. While many of the observations offered here are specific to Ontario and some of the literature review is North American in focus, the paper offers valuable insights into how faculty learn to be teachers which may be helpful to universities around the world. Cet article présente les résultats d’entrevues menées avec des groupes de discussion composés de membres du corps professoral d’une université ontarienne de taille moyenne. Les 9 professeurs participant ont tous reçu des prix d’excellence de leur université pour leur enseignement. Lors de ces rencontres, ils ont expliqué comment ils ont évolué à titre d’enseignants au fil du temps. Les sujets particuliers suivants ont été abordés : leurs premiers apprentissages en matière d’enseignement; leurs apprentissages subséquents; les ressources qui les ont aidés tôt dans leur carrière d’enseignant à l’université; les conseils qu’ils ont à offrir aux enseignants universitaires qui viennent de débuter leur carrière, à ceux qui sont à mi-parcours et à ceux qui approchent de la retraite. L’article fournit un aperçu utile sur la façon dont les membres du corps enseignant apprennent à devenir des enseignants. Même si bon nombre des observations présentées sont spécifiques à l’Ontario et si une partie de la recension des écrits est d’origine nord-américaine, ces informations peuvent servir aux universités à l’échelle internationale.

Esta tese resulta de uma investigação que teve por objeto as aprendizagens de docentes produzidas a partir da orientação à monografia em curso de Pedagogia. Seu foco principal de análise foi a contribuição dessas aprendizagens para a elaboração da profissionalidade docente no ensino superior, especialmente para a relação entre ensino e pesquisa. O estudo parte da concepção de que a atividade docente de orientação da monografia exige uma integração entre saber ensinar e saber pesquisar. Para enfrentar esse desafio a prática e as situações de ensino são adotadas pelo docente como campo pedagógico de aprendizagem que possibilitam constituir para si um repertório de estratégias, conhecimentos, formas de aprender e ensinar a pesquisar. A pesquisa teve como objetivo principal compreender os processos de aprendizagem para a docência universitária decorrentes da integração dos saberes do ensino e da pesquisa na atividade de orientação á monografia. De modo específico buscou: discutir a função da integração entre ensino e pesquisa no currículo de formação do pedagogo; identificar como os docentes definem a monografia e compreendem seu papel formativo no curso de Pedagogia; caracterizar as dificuldades presentes na orientação da monografia, as práticas pedagógicas desenvolvidas em seu enfrentamento, bem como os saberes docentes mobilizados nesse processo; conhecer as concepções dos docentes acerca das funções da integração entre ensino e pesquisa na formação de professores; refletir sobre o processo de aprendizagem docente diante das práticas de orientação da monografia. As categorias teóricas que deram suporte à investigação foram: saberes docentes, epistemologia da prática, profissionalidade e aprendizagem profissional da docência. A pesquisa foi realizada em curso de Pedagogia de uma Universidade Pública do Estado do Ceará, tendo como sujeitos dez professores, entre especialista, mestres e doutores, dos quais quatro são pedagogos e seis tem outras formações em disciplinas do campo das ciências da educação. A investigação baseou-se na abordagem qualitativa, com referencial teórico-metodológico na etnometodologia, sendo desenvolvida por processos sucessivos de aproximação ao campo. O estudo foi realizado no percurso temporal de 2008 a 2010 e foram utilizados os seguintes procedimentos: grupo focal, questionário, entrevista, análise documental, observação direta de sessões de defesa de monografia e registro em diário de campo. Para a análise foram importantes sobremaneira os relatos dos professores a respeito das concepções e práticas no campo da orientação e do ensino. Os resultados reafirmam a tese de que as estratégias desenvolvidas na orientação revelam a prática e a experiência como campo pedagógico de aprendizagem e servem como suporte para o desenvolvimento da ação docente, mas nem sempre contribuem para o desenvolvimento da profissionalidade necessária ao docente universitário. Ressalta-se a importância da experiência como produção de saber e como objeto privilegiado da orientação. Afirma-se ainda a necessidade do desenvolvimento da reflexividade entre os professores e da abertura para práticas dialógicas e colaborativas, um dos obstáculos para aprendizagem da orientação e para conquista de maior autonomia, de modo a transformar a orientação em atividade menos ‘desamparada’ , posto que aqui são trazidos modelos de orientação elaborados pelos docentes como esquemas práticos que organizam o seu trabalho.Em síntese, apesar das condições destacadas como difíceis para orientar, os docentes tem investido em formas de lidar com a orientação e demonstram aprender com ela.