Today’s society has valued entrepreneurship in various sectors of personal and professional life, but the school seems to forget this reality. Aware of this fact, the Portuguese Ministry of Education has created a program, from early childhood education to basic and secondary education, to develop the concept of social entrepreneurship in schools. The Porto Polytechnic Higher School of Education, as an educator of teachers and teachers of the First and Second cycle of Basic Education, joined the European UKIDS project to integrate this theme in the initial and continuous teacher training. In this article we will analyze the data obtained from a UKIDS Portuguese Partner School in the context of continuing teacher education and present some conclusions. The qualitative methodology used allowed us to conclude that the UKIDS project enhanced the valorization of individual capacities, such as creativity, self-confidence, the power of argumentation, as well as the construction of social competences, in interpersonal and group relationships, which are crucial in the formation of a child’s personality in the basic school learning process.

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Introduction Many drug-related problems are caused by drug interactions (DIs) that result from the pharmacological influence of one drug on another when taken together. DIs may have beneficial and predictable effects, but may also cause undesirable results, such as treatment ineffectiveness or serious adverse effects. There are a number of available databases with information about DIs. Although the information they provide is not always consensual, it is a useful tool in analysing the occurrence of potential drug interactions (PDIs) and in preventing unwanted or even fatal consequences for patients. Objectives To compare the convergence of two databases (Micromedex/Drugs.com) regarding the classification of DIs and their mechanism of action. Methodology A cross-sectional, descriptive and exploratory observational study was carried out using prescriptions from users with diabetes, dyslipidaemia or both pathologies from pharmacies in two districts, Porto and Braga. Information from each sample group was further analysed using two databases, Micromedex/Drugs.com. Results Of the 57 pairs whose interaction potential was analysed, 64.3% converged on the classifications in both databases. Micromedex assigns moderate potential interaction to 36 drug pairs, and of these, 28 get the same rating on Drugs.com. Regarding the major PDIs, the degree of agreement was 40%. There are 4 drug pairs with potential for major interaction at Micromedex to which Drugs.com assigns moderate PDI. Minor PDIs were found on Drugs.com in 4 drug pairs, which Micromedex rated as major or moderate. For the remaining twelve divergent rating pairs, Drugs.com does not assign them potential for interaction while Micromedex gives them potential for major or moderate PDIs. Regarding the consequences of the occurrence of PDIs, there is agreement between Micromedex and Drugs.com, except for pair AAS/Loop Diuretics. Conclusion Micromedex identifies a higher number of PDIs and assigns higher severity to a higher number.

No âmbito da Unidade Curricular de Didática da Matemática no 1.º Ciclo do Ensino Básico, do Mestrado em Ensino de 1.º Ciclo do Ensino Básico e Português e História e Geografia de Portugal do 2.º Ciclo do Ensino Básico, foi proposto a realização de um trabalho de pesquisa. O grupo escolheu investigar sobre o programa de geometria dinâmico – GeoGebra – no processo de aprendizagem e ensino da matemática no 3.º ano de escolaridade e em contexto não formal. Neste estudo experimental, foi utilizada uma metodologia de natureza qualitativa e os resultados apresentados são reveladores. As tarefas permitem a exploração bem como o aprofundamento do programa, contando ainda com os testemunhos, a fim de compreender a relevância da utilização do programa em contexto não formal, bem como a motivação dos alunos na realização. ABSTRACTWithin the scope of the Mathematics Didactics Course in the 1st Cycle of Basic Education, the master’s in teaching of 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal of 2nd Cycle of Basic Education, it was proposed to conducting a research paper. The group chose to investigate the dynamic geometry program - GeoGebra - in the process of learning and teaching mathematics in the 3rd grade and in non-formal context. In this experimental study, a qualitative methodology was used, and the results presented are revealing. The tasks allow the exploration as well as the deepening of the program, counting on the testimonies, in order to understand the relevance of the use of the program in non-formal context, as well as the motivation of the students in the accomplishment.Key-words: : Mathematics; GeoGebra; Interdisciplinarity