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The present work is part of a broader research that seeks to identify the previous perceptions of mathematics teachers in initial and continuing education on teacher education from a significant and critical perspective. Through a case study, adopting Bardin's content analysis as a methodological framework, these perceptions are analyzed from the perspective of meaningful and critical learning, arguing about the implications of the results for teaching practice. The analyzed data were collected during the development of a workshop on teacher education, with emphasis on the participation of mathematics degree students, residents of the Pedagogical Residency Program, working collaboratively with the basic school teachers as preceptors of that program. Among the perceptions identified, we concluded that it is necessary to expand teacher education further to encourage the exchange of experiences and critical reflection on the very practice of the professionals involved in the proposed continuing education. The results also indicate that it is possible to observe that the participants still need to recognize themselves as professionals in teaching and learning actions. [ABSTRACT FROM AUTHOR]

The Revista de la Universidad Técnica del Estado (1969–1973) was an academic periodical publication. Its aim was to disseminate the institution’s processes of transformation, which drew from the university reform movement. The periodical was immersed in the period of political transition, from the Christian democratic regime of Eduardo Frei Montalva to the socialist government programs of Salvador Allende. Its editorial production and printing processes were handled by the Universidad Técnica del Estado’s editorial department and graphic workshop, respectively—areas of the university whose work extended beyond institutional walls. This article aims to establish a dialogue between the publication and its political-educational context through reviewing a variety of topics, authors, and writing styles. Finally, it seeks to make visible the dynamics and experiences of the journal’s design work through analyzing visual production (covers and part-title pages) and the previously unpublished testimonials of the group of designers responsible for each issue. [ABSTRACT FROM AUTHOR]

This paper introduces the notion of Online Instrumental Orchestration as an adaptation of the instrumental orchestration model in remote-emergency teaching and for the future of online education. The characteristics already pointed out in Instrumental Orchestration and the differences emanating from this teaching structure, in which the geographic space of the classroom expands, invading the personal space of teachers and students, are taken up. Specific aspects of the online didactic configuration are discussed and indicated from the data collected in a project of six online workshops developed within the scope of the GERE - Study Group on Resources for Education and in the Project GERE on Tuesdays, experienced as an extension project. The analysis brings the evolution of aspects of adaptation of IO online in the workshops. We clarify the flexibility, the change in the classroom geography, the need to understand the articulation between instrumental orchestrations and the protocols of course participants, monitors, and educators. These artefacts help prepare the part of the classroom in the students' place, the asynchronous orchestrations, and the connections that the students must follow at each workshop stage. [ABSTRACT FROM AUTHOR]

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With the progress of the archaeological research we are conducting, it is finally possible to present a first overview of Braga's glassmaking activity in the first six centuries of our era, not only in terms of the impact of glassware production and marketing on the local economy but also regarding the socioeconomic relations generated by this activity. We now know that secondary glass production, made in small workshops from imported raw glass or cullet, was more pervasive and widespread than previously thought, competing for space and status with potteries, blacksmiths and other handicrafts. Bracara Augusta, with its three glass workshops identified so far, is another perfect example of the rediscovery of glass and its importance in the economy and daily life of the Roman people. [ABSTRACT FROM AUTHOR]