Many real-world problems involve decision-making. Such scenarios rely on cost or performance measures to assess the quality of solutions and are often modeled as optimization problems. Their solution involves the mathematical formulation of the problem and, in some cases, the adoption of heuristic algorithms. This study presents a case study that applies mathematical programming and the iterated greedy metaheuristic to solve a urban planning problem in a university campus. To this end, the scenario was modeled as the capacitated p-median problem and different instances were generated. The results indicate that the exact approach is capable of solving small instances, while the iterated greedy provides good solutions for larger instances. Moreover, the metaheuristic produces high-quality solutions in less time than the exact method, demonstrating its feasibility for real-world urban planning scenarios.

This article reports and analyzes the development, implementation, and evaluation of a pedagogical approach for teaching the photoelectric effect in Basic Education, grounded in Vygotsky’s Theory of Mediation (TMV) and methodologically supported by Project-Based Learning (PBL). Through a translational analysis that bridges academic research (basic or applied) to teaching-learning processes, practical activities were integrated to foster student engagement in applying concepts from this Physics topic to understanding contemporary phenomena and technologies. The results indicated that the integration of TMV and PBL, combined with translational analysis in a didactic sequence for teaching the photoelectric effect, produced satisfactory outcomes in strengthening the relationship between theory and practice. Additionally, it fostered the development of socio-interactionist competencies and skills, anchored in the relationship between thought, language, and the social formation of the mind. These include reflexivity, creativity, active collaboration, and critical thinking. Further research, involving other Physics topics, larger scales, and incorporating more PBL procedures as well as evaluation tools and indicators rooted in TMV, could extend the reach and improve the methods and outcomes of this proposal.

The aim of this scoping review was to learn about the materials and methods of Brazilian research which has employed neurofeedback in experiments involving attention over the last ten years. Neurofeedback is a transdisciplinary therapeutic technique that has shown promising results in the assessment and rehabilitation of attention in the contexts of mental health, education, sports and professional performance. We searched Google Scholar for Brazilian publications in Portuguese, with the words “neurofeedback” or “neurobiofeedback” and “atenção” or “TDAH” in the titles, from 2015 to 2024, and filtered the formats article, thesis, dissertation, undergraduate course conclusion paper and presentation in events, resulting in six publications. The main results show a lack of relevant information regarding the reproducibility and replicability of experiments, and the vulnerability of Brazilian researchers due to their dependence on a single country as supplier of technologies. The main contribution of this study to its field is the suggestion to develop national technologies and the call to improve experiment records.

This article focuses on the figure and musical work of Carlos Paredes and takes a brief journey through his life. An unquestionable symbol of the Portuguese guitar, a composer with rare creative resources, he started from traditional identity elements and from Coimbra's fado, and he foresaw new horizons and sound atmospheres that were so unique and distinct, so collective and, truly, so ours. An accomplice of freedom, Carlos Paredes draws on his context and his experiences for a composition that is so genuine and rooted in the land in constant perpetual movement linked to the green years. His importance reserves him a prominent place in the history of popular music in Portugal and his legacy transcends borders and carries characteristic and expressive sound movements in the form of nostalgia. Carlos Paredes' work is universal, a landmark in the Portuguese musical tradition and part of the collective memory of the people and their identity as cultural heritage. His work, inseparable from the guitar, the musician and the music, reinvented a particular musical language that popularised him without vanity and inscribed the Portuguese guitar in the four corners of the world.

Brazil is the third country among the five countries with the highest number of cases of type 1 diabetes mellitus (DM1) in children and adolescents. Although this subtype is more common in these stages of life, type 2 has been increasing due to overweight and obesity. Flavonoids, phenolic compounds widely present in the plant kingdom, have anti-hyperglycemic, antioxidant and anti-inflammatory actions. The National School Feeding Program offers specialized care for students with special dietary needs, with differentiated menus and actions of Food and Nutrition Education (FNE) aimed at promoting health. This study aimed to discuss the benefits of flavonoids for the care of DM1 in school-aged children and elucidate the importance of EAN to spread knowledge about these substances. An integrative literature review was carried out, with selected through the databases Scientific Electronic Library Online - SciELO, Public Medline - PubMed, cross references through these articles, documents from the Ministry of Education and the Ministry of Development and Social Assistance and Fight against Hunger, as well as data from the Brazilian Institute of Geography and Statistics, the American Diabetes Association and the Brazilian Society of Diabetes. Flavonoids can act on DM by several mechanisms, such as modulation of the insulin signaling pathway, inflammation inhibition, lipotoxicity and oxidative stress. Thus, the consumption of flavonoids should be encouraged and EAN actions are effective to raise awareness about their benefits.

The present study aimed to describe an experience report on the construction and validation of children's stories, entitled “AceiTEA diferença”, which means “Accept the difference”. The story is a narrative of everyday school life that presents the characteristics of autism spectrum disorder. To construct the material, the CTM3 Method was used. The validation process was carried out through the analysis of three expert judges in an Open Educational Products Validation Session. After the validation session, the adjustments suggested by the evaluators were made. It is believed that the story can instruct parents and teachers to seek solutions and adaptations so that autistic students can actively participate in school activities.

Este artigo apresenta um recorte do estudo sobre uma estratégia de ensino e aprendizagem aplicada aos discentes do curso de Engenharia Química, na disciplina de Materiais e Corrosão, visando investigar formas de apoiar o processo educacional, utilizando metodologias ativas como abordagem à aprendizagem criativa e à aprendizagem baseada em problemas envolvendo a programação de experimentos para laboratórios virtuais. A estratégia construída busca promover a aprendizagem centrada no estudante, a autonomia, o trabalho em equipe e o desenvolvimento das competências gerais necessárias e instituídas pelas Diretrizes Curriculares Nacionais dos cursos de Graduação em Engenharia. Com isso, observou-se a intervenção para analisar o processo de aprendizagem dos estudantes enquanto desenvolvedores e protagonistas do próprio conhecimento. O método de pesquisa é um estudo de caso com abordagem qualitativa. Os resultados demonstraram que a aprendizagem de uma linguagem de programação visual em blocos pode ajudar no desenvolvimento de experimentos virtuais, mesmo por pessoas com pouco conhecimento de computação, sendo desenvolvidas as competências gerais das DCNs e a aprendizagem dos conceitos da disciplina de forma facilitada e motivadora.

Genetics Concepts (GCs) as received a great deal of attention in recent times due to its importance in human being development and society wellbeing at large. However, recent advancements in genetics, have sparked significant public controversy, in areas like reproductive cloning, ordering genetically modified infants, genetic therapy, modification of animals and crops species, organs farming, and sex determination. Also, available reports have shown that students exhibited negative attitude to GCs, while previous interventions failed to incorporate socioscietific issues into the teaching of GCs. In this regard, it is important to raise genetics literate citizens who will be equipped with the fundamental information, positive attitude and skills needed in genetics using Constructive Controversy Strategy (CCS). The study was anchored to situated learning theory, while the pretest-posttest control group quasi-experimental design using 2x3 factorial matrix was adopted. An intact class of secondary school two science students from six public school was randomly assigned to CCS (121) and conventional strategy (119). Five instruments were used. Data were analysed using analysis of covariance at 0.05 level of significance. There was a significant main effects of treatment on student’ attitude (F(1;215)=4.42; partial η2=0.02) to GCs. The participants exposed to CCS had better attitude to GCs (60.85) than those taught with CS (55.15). Genetics self-efficacy had significant main effect on students’ attitude to GCs (F(2;214)= 3.12; partial η2=0.03), in favour of participants with low genetics self-efficacy. Treatment and self-efficacy had significant interaction effect on students’ attitude to GCs (F(2; 213) = 3.04; partial η2 = 0.05). Constructive controversy strategy enhanced secondary school students’ genetics concepts in Oyo State, Nigeria. Biology teachers should adopt this strategy in teaching genetics concepts and related socioscientic issues in genetics concepts.

This article aims to investigate the Flipped Classroom (FC), an active teaching and learning methodology, based on Blended Learning, in the context of continuing education for basic education teachers, as a support for the implementation of educational policies focused on innovation through the use of digital technologies and active methodologies. For this purpose, a Systematic Literature Review (SLR) was conducted, following the protocol proposed by Kitchenham (2004). After developing the protocol, which included formulating research questions, creating a search string, and defining inclusion and exclusion criteria, the data were collected, tabulated, and analyzed. The results indicate that the FC has been underutilized in continuing education for public basic education teachers, being more commonly applied in initial teacher training. However, the advantages of using FC in continuing education contexts are evident, as it can contribute to improving professional practice. Based on these findings and in light of Brazilian legislative frameworks that emphasize the importance of investment in continuing teacher education, it is concluded that FC is a viable alternative to integrate into the methodologies used in such training processes, especially due to the flexibility of time and space and the sharing of knowledge that the methodology offers.