Os contos não têm fronteiras: releituras para crianças de um conto tradicional em Portugal e no Brasil

Neste estudo, de forma breve, procuramos refletir sobre as diversas manifestações da literatura tradicional e, mais concretamente, dos contos tradicionais, na atualidade. Centramos o nosso texto em releituras para crianças, em suporte livro e online, de um conto tradicional, recolhido no século XIX, por Teófilo Braga, na ilha de São Miguel, no arquipélago dos Açores, Portugal.

Search for H→γγ produced in association with top quarks and constraints on the Yukawa coupling between the top quark and the Higgs boson using data taken at 7 TeV and 8 TeV with the ATLAS detector

A search is performed for Higgs bosons produced in association with top quarks using the diphoton decay mode of the Higgs boson. Selection requirements are optimized separately for leptonic and fully hadronic final states from the top quark decays. The dataset used corresponds to an integrated luminosity of 4.5 fb−1 of proton--proton collisions at a center-of-mass energy of 7 TeV and 20.3 fb−1 at 8 TeV recorded by the ATLAS detector at the CERN Large Hadron Collider. No significant excess over the background prediction is observed and upper limits are set on the tt¯H production cross section. The observed exclusion upper limit at 95% confidence level is 6.7 times the predicted Standard Model cross section value. In addition, limits are set on the strength of the Yukawa coupling between the top quark and the Higgs boson, taking into account the dependence of the tt¯H and tH cross sections as well as the H→γγ branching fraction on the Yukawa coupling. Lower and upper limits at 95% confidence level are set at −1.3 and +8.0 times the Yukawa coupling strength in the Standard Model.

Measurement of the forward-backward asymmetry of electron and muon pair-production in pp collisions at s√ = 7 TeV with the ATLAS detector

This paper presents measurements from the ATLAS experiment of the forward-backward asymmetry in the reaction pp→Z/γ∗→l+l−, with l being electrons or muons, and the extraction of the effective weak mixing angle. The results are based on the full set of data collected in 2011 in pp collisions at the LHC at s√ = 7 TeV, corresponding to an integrated luminosity of 4.8 fb−1. The measured asymmetry values are found to be in agreement with the corresponding Standard Model predictions. The combination of the muon and electron channels yields a value of the effective weak mixing angle of 0.2308±0.0005(stat.)±0.0006(syst.)±0.0009(PDF), where the first uncertainty corresponds to data statistics, the second to systematic effects and the third to knowledge of the parton density functions. This result agrees with the current world average from the Particle Data Group fit.

Measurement of the WW+WZ cross section and limits on anomalous triple gauge couplings using final states with one lepton, missing transverse momentum, and two jets with the ATLAS detector at s√=7 TeV

The production of a W boson decaying to eν or μν in association with a W or Z boson decaying to two jets is studied using 4.6 fb−1 of proton--proton collision data at s√=7 TeV recorded with the ATLAS detector at the LHC. The combined WW+WZ cross section is measured with a significance of 3.4σ and is found to be 68±7 (stat.)±19 (syst.) pb, in agreement with the Standard Model expectation of 61.1±2.2 pb. The distribution of the transverse momentum of the dijet system is used to set limits on anomalous contributions to the triple gauge coupling vertices and on parameters of an effective-field-theory model.

Digital literacy, technology and social inclusion: making sense of one-to-one computer programmes around the world

This book was produced in the scope of a research project entitled “Navigating with ‘Magalhães’: Study on the Impact of Digital Media in Schoolchildren”. This study was conducted between May 2010 and May 2013 at the Communication and Society Research Centre, University of Minho, Portugal and it was funded by the Portuguese Foundation for Science and Technology (PTDC/CCI-COM/101381/2008).

Foreword [to Digital literacy, technology and social inclusion: making sense of one-to-one computer programmes around the world]

(Excerto) In times past, learning to read, write and do arithmetic was to get on course to earn the “writ of emancipation” in society. These skills are still essential today, but are not enough to live in society. Reading and critically understanding the world we live in, with all its complexity, difficulties and challenges, require not only other skills (learning to search for and validate information, reading with new codes and grammar, etc) but, to a certain extent, also metaskills, matrixes and mechanisms that are transversal to the different and new literacies, are necessary. They are needed not just to interpret but equally to communicate and participate in the little worlds that make up our everyday activities as well as, in a broader sense, in the world of the polis, which today is a global world.

Introduction [to Digital literacy, technology and social inclusion: making sense of one-to-one computer programmes around the world]

This book was produced in the scope of a research project entitled “Navigating with ‘Magalhães’: Study on the Impact of Digital Media in Schoolchildren”. This study was conducted between May 2010 and May 2013 at the Communication and Society Research Centre, University of Minho, Portugal and it was funded by the Portuguese Foundation for Science and Technology (PTDC/CCI-COM/101381/2008). As we shall explain in more detail later in this book, the main objective of that research project was to analyse the impact of the Portuguese government programme named ´e-escolinha´ launched in 2008 within the Technological Plan for Education. This Plan responds to the principles of the Lisbon Strategy signed in 2000 and rereleased in the Spring European Council of 2005.

The Portuguese programme one laptop per child: political, educational and social impact

In 2008, the XVII Portuguese Constitutional Government launched the ‘e.escolinha’ programme, within the Technological Plan for Education, which set out the distribution of a computer, called ‘Magalhães’, designed for chil-dren attending the 1st cycle of basic education. Suspended in 2011 by the XIX Government, this programme has allowed, however, almost 500 000 children to have access to a personal computer. It was expected that this political measure would “revolutionise” the national education system by bringing changes to the pedagogical practices of teachers and the learning processes of children and by achieving educational success, in general. Based on documental analysis and on a set of interviews with key decision-makers in conceiving, implementing and monitoring this governmental initiative, the fi rst part of this chapter presents and analyses the ‘e.escolinha’ initiative and the policies be-hind that governmental programme, seeking to disassemble those objectives and provide some insights into the relationship between discourses, rhetoric, and reality. After that, the chapter focuses on children’s uses and practices with the ‘Magalhães’ laptop, at school and at home. Based on the results of questionnaires fi lled in by approximately 1500 children from 32 First Cycle public schools of the municipality of Braga (north of Portugal) and also from questionnaires applied to their parents and teachers, this chapter intends to analyse the real impact of this initiative for children, family and school. It also seeks to discuss the contribution of this educational policy to children’s digital literacy and also to their own and their families’ social and digital inclusion. To understand if it represented an added value to teachers’ pedagogical practice is another of its aims. The fi ndings point out a major focus on technology and access rather than on uses and competences or even on social, educational and cultural change. In fact, a major conclusion is the existence of a strong gap between the policy and the practices, typical of a top-down policy design. This study is an integrant part of a research project titled “Navigating with ‘Magalhães’: Study on the Impact of Digital Media in Schoolchildren” conducted at the University of Minho, Portugal, financed by the Portuguese Foundation for Science and Technology [PTDC/CCI-COM/101381/2008] and co-funded by the European Regional Development Fund [COMPETE: FCOMP-01-0124-FEDER-009056].