The educational context requires a renewal of paradigms. Profound changes in the roles and functions of teachers and students are particularly vital. More active, cooperative and participative methodologies of learning must be privileged, breaking with magisterial education and the mere ‘transmission’ of knowledge.Informatics tools can become a major element in the educational context, promoting significant and self-regulated learning for the student, always under the adequate orientation of the teacher.In this context, the Mathematics Education Project (PmatE) was created in the University of Aveiro, with the main objective of identifying and counteracting the causes of school failure in mathematics in an innovative approach.However, the PmatE platform has not yet been subjected to the kind of systematic evaluation, especially in higher education, that would allow us to understand in what conditions the goals can be achieved.Thus, the question underlying this explanatory research is: “What impact does the platform of assisted education developed by PmatE have in the process of learning math subjects at university level?”A previous analysis (still ongoing) of the data collected through several techniques – inquiry, documental analysis and participant observation – suggests there are interesting and innovative alternatives to the dominant pedagogies in higher education (where teaching assumes almost exclusively a magisterial form), with significant advantages for the construction of knowledge and for the development of the students’ capabilities.

After more than 400 years of Portuguese colonization and a 24-year period of Indonesian occupation, Timor-Leste became a fully independent state on May 20, 2012. Independence followed a period of extreme violence caused by the Indonesians, who destroyed homes, livelihoods and infrastructure and devastated schools before leaving the country. Since 2012, the country has resorted to international aid to reconstruct the country and rebuild its education system. Following the restructuring of the basic education, the country has recently implemented a new general secondary education curriculum, through international cooperation with Portuguese institutions. This article presents the new curriculum developed and puts forward some of the challenges regarding its implementation. Based on interviews conducted with several policy makers, findings suggest challenges related with the use of Portuguese language, the scientific and pedagogical training of teachers and the pedagogical and administrative management capacity in most secondary schools.

Este artigo, resultado de uma investigação qualitativa, embora quantificada quando tal se justifique, tem como objetivo analisar e discutir as repercussões da articulação entre formação, investigação e extensão à comunidade, promovida pelo Laboratório de Educação Matemática (LEM) do campus VII da Universidade do Estado da Bahia, na formação de futuros professores de Matemática. Para a coleta de dados, aplicou-se um questionário a estudantes matriculados no último semestre do curso de licenciatura em Matemática da instituição. Os dados coletados foram sujeitos a análise de conteúdo, de acordo com categorias que emergem do próprio questionário. As conclusões deste estudo enfatizam a importância do LEM na ressignificação das conceções dos estudantes sobre a profissão docente e o ensino de Matemática. As atividades realizadas no laboratório foram essenciais para o aprimoramento das competências dos futuros professores, preparando-os para os desafios da prática docente.

The Timorese Government has embarked upon several approaches to empower national education, namely through the restructuring of the secondary education. Due to the lack of skilled professionals in education, East Timor has resorted to the support of international cooperation with institutions such as the University of Aveiro, in Portugal. In this paper, we present a starting project that aims at investigating how the new curriculum of secondary education in East Timor is being implemented, through its monitoring and short-term exploratory evaluation. At its core, this project seeks to provide constructive feedback both to the authors of the curriculum, as well as to Timorese stakeholders. Furthermore, this project constitutes a unique opportunity to closely follow, in the context of international cooperation, the process of the restructuring of an education system in a developing country, boosting the relationships between the researchers, the authors of the restructuring and the Timorese stakeholders

RESUMO O Processo Bolonha visou a reestruturar o ensino superior europeu, intensificando uma formação de qualidade e a sua uniformização. Mas esse objetivo ainda não foi alcançado. A formação dos Educadores de Infância e Professores dos anos iniciais de escolaridade é díspar, designadamente em termos das habilitações exigidas e do acesso aos cursos e sua cartografia. No que se refere a esses cursos, foram analisados, em particular, os programas das unidades curriculares relacionadas com a didática da matemática. Conclui-se principalmente pela diversidade de situações no que concerne: à (in)dependência das disciplinas; à sua distribuição no curso; ao número de European Credit Transfer System (ECTS); aos objetivos que perseguem; aos conteúdos programáticos; às metodologias e avaliação das aprendizagens preconizadas; e à bibliografia proposta.