Programa em numeracia: proposta para a medida Currículo Específico Individual

The numeracy deals with the study of the ability to apply mathematical knowledge on solving everyday life problems (Goos, Geiger, & Dole, 2012; Ponte, 2002; Steen, 2001; Cockcroft, 1982) and appears to us as an essential dimension to programming in special education, for its applicability to the everyday life of individuals. For this, it seemed relevant to perceive essential competences that promote greater autonomy to the students in school-age and with profiles of functionality that express heightened difficulties in the use of skills normally associated with numeracy. In order to implementing it, it was made a content and documentary analysis, on the subject area of Mathematics, of three guiding documents: (a) Curriculum Guidelines – Presschool Education; (b) Mathematics Program – 1st Cycle; (c) Curricular Goals – Presschool and 1st Cycle. The analysis focused in the field of numeracy, i.e. were considered the contents related to the development of competences in the field of Numbers and Operationsà a????dà su????do????ai????àMo????e????àa????dàTi????eàDo????ai????àGeo????et????????àa????dàMeasu????e????e????t.àAs a result of this procedure, it has been elaborated a flexible program and with the capacity of adequacy to the most diverse profiles of functionality, in particular those that depict situations of greater complexity and gravity. The study suggests the possibility that, on the basis of available documents guiding teaching and learning, one can find a flexible and progressive program with an equivalent matrix, available for use and allowing the adoption of a reference and a common language in the context of special education.

Invisible cities: the table of contents and the labyrinths of reality

In Invisible Cities (1972), Italo Calvino contrasts a rigid outline structure with a flexible textual content. The tension comprised by the numerical structure proposed in the table of contents stands out against the set of polissemic texts which make up the subject matter of the book. The opposition between form and content point to a fruitful dichotomy in the conception of the novel linked to the theories of the open and closed work. This essay will investigate the structural construction of Invisible Cities by looking at its table of contents, seeking to discuss some models of formalistic representation proposed by the criticism and the specific contribution they may, or may not, provide. The objective is to analyse the pertinence of such theories in the light of historical and cultural approaches. Aiming to uncover possible meanings which arise from the debate, this essay will question to what extent structural complexities can be considered literary if they are not ultimately related to the culture in which a text is found.

Master's in autonomous systems: an overview of the robotics curriculum and outcomes at ISEP, Portugal

Robotics research in Portugal is increasing every year, but few students embrace it as one of their first choices for study. Until recently, job offers for engineers were plentiful, and those looking for a degree in science and technology would avoid areas considered to be demanding, like robotics. At the undergraduate level, robotics programs are still competing for a place in the classical engineering graduate curricula. Innovative and dynamic Master’s programs may offer the solution to this gap. The Master’s degree in autonomous systems at the Instituto Superior de Engenharia do Porto (ISEP), Porto, Portugal, was designed to provide a solid training in robotics and has been showing interesting results, mainly due to differences in course structure and the context in which students are welcomed to study and work

Master's in Autonomous Systems: An Overview of the Robotics Curriculum and Outcomes at ISEP, Portugal

Robotics research in Portugal is increasing every year, but few students embrace it as one of their first choices for study. Until recently, job offers for engineers were plentiful, and those looking for a degree in science and technology would avoid areas considered to be demanding, like robotics. At the undergraduate level, robotics programs are still competing for a place in the classical engineering graduate curricula. Innovative and dynamic Master's programs may offer the solution to this gap. The Master's degree in autonomous systems at the Instituto Superior de Engenharia do Porto (ISEP), Porto, Portugal, was designed to provide a solid training in robotics and has been showing interesting results, mainly due to differences in course structure and the context in which students are welcomed to study and work.