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Abstract Spatio-temporal variation in the quantity and quality of resources available to insects influence the strength and direction of interactions with plants, ultimately affecting the preference of insects and also plant performance. Florivory encompasses the consumption of floral resources and has both direct and indirect effects on plant reproduction and performance. In this study, we evaluated how synchronic flowering of phylogenetic-related plant species blooming in an urban landscape affected insect florivores. Flowers from six plant species belonging to the Bignoniaceae family were sampled and florivory was measured as the frequency of attacked flowers (florivory incidence) as well as the amount of floral area removed (florivory intensity). We detected species-specific variation in florivory incidence and intensity in the urban landscape and our spatial analysis indicated that plants that were close (< 200 m apart) and in simultaneous blooming had significantly correlated levels of florivory than plants that were far apart (almost 1 km). Our data indicates complex relationships between insects and flowers and we suggest that a throughout evaluation of insect community and dispersal ability is necessary to understand the patterns of florivory in trees, as well as its effects on plant reproduction and insect attraction.

Tropical tree-climbing lianas form paths that benefit foraging of dominant ants which might protect the host tree against herbivores. In contrast, lianas are often associated with negative effects on growth and reproduction of host trees due to light obstruction, structural stress and other negative effects. It is unclear if dominant ants could mitigate the negative effects of lianas on host plants. We investigated how lianas and carton nest ants (Azteca chartifex) affected herbivory and reproductive structures of the host tree Byrsonima sericea. Considering 68 trees, almost half of them were naturally colonized by A. chartifex nests (32 trees). We removed lianas from half of the trees (34), establishing a factorial sampling design between A. chartifex and liana presence. We sampled ants and leaf herbivory before and after removing lianas, and measured plant fitness in two consecutive years after removing lianas. Liana removal had no effect on A. chartifex foraging, on leaf herbivory and flower-fruit conversion of host plants. However, A. chartifex decreased leaf herbivory and increased B. sericea flower-fruit conversion irrespective of lianas presence. A noticeable positive effect of ants was detected only in the second year of the experiment, consistently on all plants at each experimental level. The reproductive conditions of the first year resulted in most plants with more than 75% flower-to-fruit conversion success, regardless of the presence of A. chartifex, a success sustained only on those ant-colonized plants in the second year. Our results contribute to understanding multi-trophic interactions in tropical forest canopies as we demonstrated i) that dominant arboreal ants can benefit plants even in a non-obligatory interaction and ii) that the influence of lianas on its host tree is context-dependent, presenting even neutral effects depending on habitat type and species involved.

Although automation is not a novelty, high hopes are currently pinned on more and more ingenious devices built with Artificial Intelligence (AI). AI has become a key discussion point in the agendas of governments and multinational agencies, with particular interest in educational applications. This article explores parallels between ideas surrounding AI in education and conceptions proposed in the 17th century by Jan Amos Comenius, known as the father of modern education. Drawing upon illustrations from ongoing research that takes metaphor as its core analytical category, the piece assumes that metaphors are not mere stylistic elements, but strategic persuasive devices. Comenius’ dachography, a portmanteau coined in his 1657 Didactica Magna to describe an inclusive educational system, relies heavily on metaphors that suggest remarkable similarities with contemporary EdTech rhetoric, especially on AI-related developments. Whilst exemplifying that ideas and premises entailed in current discourses on EdTech may hark back to centuries-old ideas, the paper argues that, despite taking on varying, contextually situated linguistic expressions, underlying metaphors appear to have endured from Comenius’ time to support the advent of an educational system poised to automate teaching and, thus, dispense with a key part of his scheme: the teacher. In closing, the piece suggests that we may need to acknowledge the contingent nature of teaching and learning, perhaps accepting that key aspects of what makes us human may always resist engineering.

Although automation is not a novelty, high hopes are currently pinned on more and more ingenious devices built with Artificial Intelligence (AI). AI has become a key discussion point in the agendas of governments and multinational agencies, with particular interest in educational applications. This article explores parallels between ideas surrounding AI in education and conceptions proposed in the 17th century by Jan Amos Comenius, known as the father of modern education. Drawing upon illustrations from ongoing research that takes metaphor as its core analytical category, the piece assumes that metaphors are not mere stylistic elements, but strategic persuasive devices. Comenius' "didachography," a portmanteau coined in his 1657 "Didactica Magna" to describe an inclusive educational system, relies heavily on metaphors that suggest remarkable similarities with contemporary EdTech rhetoric, especially on AI-related developments. Whilst exemplifying that ideas and premises entailed in current discourses on EdTech may hark back to centuries-old ideas, the paper argues that, despite taking on varying, contextually situated linguistic expressions, underlying metaphors appear to have endured from Comenius' time to support the advent of an educational system poised to automate teaching and, thus, dispense with a key part of his scheme: the teacher. In closing, the piece suggests that we may need to acknowledge the contingent nature of teaching and learning, perhaps accepting that key aspects of what makes us human may always resist engineering.

In the current National Education Plan (2014-2024), the word technology appears repeatedly in the description of strategies proposed to support the goals defined in the document. Although the term tool is not explicitly included in the text, the idea of technology as tool is widely disseminated in academic and marketing discourses on educational technology. This image can be viewed as a fundamental (Perelman Tyteca-Olbrecht) or conceptual (Lakoff Johnson) metaphor, that is, a metaphor that encapsulates certain ways of perceiving, thinking and relating to the world, and, thus, structures thought and action. This article discusses the metaphor of technology as tool as an insidious and doubly dangerous conception since, whilst it supports a view of technology as neutral, expressed in a perspective on the impacts of certain artefacts as depending only on their uses, the metaphor reflects a reductionist perspective on the relationship between human and technical. The text discusses the ways in which this metaphor supports conceptions of technology that need to be examined, as the simplistic and uncritical view it promotes tends to obscure fundamental questions regarding the multiple contexts of production and consumption of artefacts created by an industry with agendas and interests that are primarily commercial.

RESUMO: O movimento dos Recursos Educacionais Abertos (REA) já completou mais de 15 anos. No Brasil, em particular, o sucesso do movimento pode ser ilustrado com a inclusão de REA no Plano Nacional de Educação (PNE) 2014-2024. Porém, o documento apresenta esses recursos como uma categoria de tecnologias educacionais, posicionadas no texto como ferramentas ou artefatos neutros. Este artigo examina tal posicionamento a partir de uma discussão de REA em uma perspectiva que destaca questões históricas, políticas e ideológicas. Reitera-se a ideia de que a espinhosa relação entre a educação e a tecnologia requer análises que destaquem aspectos contextuais e considerem relações com o tempo presente e a história.

Os discursos hegemônicos sobre as Tecnologias de Informação e Comunicação (TIC) na Educação apresentam-nas como “ferramentas” essenciais à ampliação do acesso à Educação Superior (ES) em um contexto caracterizado pela globalização econômica e demandas por qualificação profissional continuada. Nessa perspectiva, a ES enfrenta o desafio de ampliar os números de matrículas adotando “soluções” técnicas para garantir a “qualidade” e a “relevância” de sua oferta. Há, entretanto, uma lacuna significativa entre tais discursos generalistas e a realidade. Este artigo constitui um recorte de um estudo de caso cujo objetivo geral foi examinar concepções e práticas docentes com as TIC na ES. Tomando como campo uma instituição de ES privada, coletaram-se dados por meio de questionários, observação participante e entrevistas. A presente discussão baseia-se em uma análise de conteúdo temática das 11 entrevistas conduzidas com docentes, adotando como fundamentação literatura da área da Docência Superior e textos críticos da Tecnologia Educacional. Os achados sugerem que, apesar das indicações de clara preocupação com a didática, concretizam-se formas de “inovação” com o uso de novos artefatos para apoiar práticas previamente conduzidas e focalizadas, basicamente, na “transmissão” de conhecimento. A situação explica-se, parcialmente, por contingências como falta de tempo, carência de formação específica e o “solucionismo” que caracteriza algumas ações e demandas institucionais relacionadas às TIC. Por outro lado, há indícios de práticas que sugerem enorme comprometimento com os alunos, o trabalho e a própria instituição. Assim, reitera-se a necessidade de estudos empíricos que desafiem discursos generalistas e, principalmente, a culpabilização do professor.

Este artigo constitui um recorte de uma pesquisa que teve como objetivo geral analisar as concepções e práticas relativas à produção de vídeo na Educação Básica. Apresenta um panorama da discussão acadêmica sobre o vídeo na escola a partir dos achados de uma revisão de literatura levantada na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), complementado com buscas conduzidas no portal Capes Periódicos. Foram selecionados e analisados 35 trabalhos que abordam diferentes aspectos relativos à produção de vídeo na escola. O objetivo inicial era identificar o modus operandi dos usos do vídeo na escola e esclarecer os espaços-tempo onde são conduzidas as atividades. Os achados sugerem que as experiências relatadas não têm diferenças significativas se realizadas dentro ou fora de sala de aula, em aulas regulares ou em oficinas extraclasse. As maiores distinções percebidas nos estudos dizem respeito às diferentes ênfases dos elementos relativos à atividade de produção de vídeos. Ainda que partam de construtos teóricos, metodologias e ênfases diferentes, os estudos analisados sugerem um consenso acerca dos ganhos do trabalho com o vídeo na escola, ou seja, trata-se de atividade construtiva e propiciadora de um grande desenvolvimento do potencial dos jovens. PALAVRAS-CHAVE: TIC na Educação; Vídeo Digital; Educação Básica; Revisão de Literatura

AbstractHuman T cell lymphotropic virus type 1 (HTLV-1)-associated infective dermatitis (ID) is a chronic, severe and recurrent eczema occurring during childhood in patients vertically infected with HTLV-1. HTLV-1-associated myelopathy/tropical spastic paraparesia (HAM/ TSP) is slow and progressive. We report the case of an adolescent female from a non-endemic area for HTLV-1 who presents ID and, most likely, associated HAM/TSP.

Resumo Este artigo examina concepções, práticas e perspectivas de um grupo de jovens do ensino médio (EM) sobre como aprendem com as tecnologias de informação e comunicação (TIC). Apresenta uma discussão fundamentada em empiria, constituída por dezenove desenhos e catorze entrevistas, parte do corpo de dados coletado em uma pesquisa mais ampla que objetivou explorar possibilidades abertas pela integração da ideia de ambientes pessoais de aprendizagem (APA) no EM integrado. Baseia-se em uma análise semiótica social que tomou como ferramental teórico-metodológico a gramática de Gunther Kress e Theo van Leeuwen. A discussão sugere que, nas representações de seus respectivos APA, as quais apontam para os usos que fazem das TIC em suas práticas de aprendizagem, incluindo plataformas de redes sociais, já legitimamente aceitas em seu repertório de recursos de apoio ao trabalho escolar, os jovens não parecem apresentar usos surpreendentes de artefatos digitais. De fato, os desenhos aparentam ser caracterizados pela ausência de ações criativas e formas de engajamento produtivo com seu entorno imediato e com o mundo: os jovens parecem posicionar-se, predominantemente, como receptores, sugerindo que suas apropriações dessas tecnologias na aprendizagem são fortemente mediadas por elementos de uma cultura escolar tradicional e hierarquizada. Ao sugerir um cenário que parece marcado pela reprodução de relações usuais da educação bancária, fundamentada na pedagogia da transmissão, a discussão aponta para limites da utilidade da categoria nativos digitais, desafiando expectativas prometeicas e descontextualizadas do potencial transformador das TIC.

Este texto investiga os concursos realizados pela Brasiliana, em 1957 e 1958, com o objetivo de selecionar o título que viria a ser publicado como o número 300 da coleção. O processo de realização dos concursos coloca a Brasiliana, uma das mais importantes coleções do país no século XX, como palco de disputas intelectuais intensas que, em grande medida, refletem o processo de reconfiguração do campo intelectual brasileiro em curso naquele período. E demonstra que as coleções – aparentemente homogêneas, regulares e coerentes –, revelam, se analisadas em seu processo de elaboração, fortes disputas entre seus organizadores.

Temporal triangular alopecia, also referred as congenital triangular alopecia, is an uncommon dermatosis of unknown etiology. It is characterized by a non-scarring, circumscribed alopecia often located unilaterally in the frontotemporal region. It usually emerges at ages 2-9 years. Alopecia areata is the main differential diagnosis, especially in atypical cases. Dermoscopy is a noninvasive procedure that helps distinguish temporal triangular alopecia from aloepecia areata. Such procedure prevents invasive diagnostic methods as well as ineffective treatments.

This article seeks to analyse the historiographical controversy, which started in 1972, between Sérgio Buarque de Holanda and Carlos Guilherme Mota about texts written throughout their careers, especially those produced for, respectively, the collection História Geral da Civilização Brasileira (General History of Brazilian Civilisation, HGCB), published by Difel, and the collection Debates, published by Perspectiva. Our aim is to understand the extensions of this conflict through an “ethnography” of the books and of the conflicts they produced.

This article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological 'solutionism', reflected in gradually stronger policy demands for efficiencies to be improved through 'innovation', has supported a relentless marketisation of the country's educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of 'new' ideas offered in an ever-expanding market. Based on the notion of 'conceptual metaphors', which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation.

Nearly two decades have passed since the Open Educational Resources (OER) movement was launched. Its success in Brazil can be illustrated with the establishment of a UNESCO Chair in Open Education in 2014, in one of the country's most prestigious universities. Crucially, OER were included in the 2014-2024 "National Education Plan," a key piece of national educational legislation, as a category of educational technologies framed as tools. Assuming metaphors such as this play a key role in the ways we think, speak and act, this article presents a critical perspective on OER in Brazil. Examining the implications of the main metaphors used to construe OER in local media and academic sources, the text argues that these metaphors reflect hegemonic discourses on educational technology, concealing the non-neutrality of technological artefacts, obscuring issues concerning curriculum and pedagogy, and overlooking actual local needs. The article discusses issues concerning local OER advocacy, positioned in respect to specificities of a context where education, albeit a constitutionally established right, may be poised to undergo radical changes in the near future.

Butterflies can serve as important indicators of environmental health. They are found in various locations and are sensitive to small changes in the environment. By studying butterfly communities, researchers can gain insights into the current state of the environment and the impact of human activities. For example, deforestation can lead to changes in butterfly species and even their extinction. Understanding these impacts can help researchers propose conservation actions to protect both specific species and the overall environment. [Extracted from the article]