Several initiatives have made available open educational resources, offered through educational platforms, aiming to achieve a broader audience, thus having the opportunity of democratizing knowledge. However, accessibility aspects in these resources still have many gaps. One is how to help teachers to prepare curricular contents available to all students, regardless of their limitations and disabilities. In this sense, this paper presents a digital ecosystem architecture, called SELI, that is being developed by a group of eleven European and Latin American countries. This ecosystem aims to provide an accessible learning environment and its contents, besides proper authoring tools based on recent technologies such as Blockchain, microsites, and universal accessibility guidelines.

In recent years, open educational resources have been offered in initiatives that aim to reach a wider audience, contributing to the democratization of knowledge. However, there is still a gap with regard to the accessibility of these educational resources. In this sense, this paper presents a digital ecosystem architecture, called SELI (Smart Ecosystem for Learning and Inclusion), which is being developed by a group of ten countries in Europe and Latin America. This ecosystem can be viewed in four different views (philosophical foundations, supporting infrastructure, concept and service bus). It aims to provide an accessible learning environment, involving recent technologies such as Blockchain, microsites and the use of universal accessibility guidelines.

The paper aims at presenting the most important indicators teacher preparation in the context of the developing information society. The text was written as part of the SELI project. It is the international study which seeks to answer the question about the factors determining the efficient use of ICT among the pedagogy students. This theoretical study joins the debate on the curricula and local, national and global conditions related to the education of teachers of the future. The text presents data from three countries from Latin America and the Caribbean region and one from Europe.The development of Information and Communication Technologies (ICTs) is key for any society that wishes to develop and face the local and global challenges that arise every day. However, teachers play a fundamental role in ensuring that these technologies are taught and reach the entire population adequately. During this process, an important number of challenges and problems must be faced, as a result of the current context in which the Dominican Republic, as a developing country, finds itself. In the present work we make a brief description of the main challenges and defies faced by ICT teachers.In the section referring to Ecuador, a general outline of the academic education for preservice teachers is presented. The numeric data are presented about the education system and the preparation of future teachers. The legal grounds have also been described. While discussing the conditions in Ecuador, the authors focus on the technical aspects of education, like the use of e-learning technologies. They also refer briefly to the need for lifelong learning.The purpose of this paper is to provide an overview of the way the challenges of ICT are approached in preservice teacher education in Uruguay. Initially, some background information is provided about how preservice teacher education is organized for at the different levels. Secondly, the focus is on the way Information and Communication Technologies (ICT) have been included in the preservice teacher education and training curricula and the changes that this inclusion is undergoing. The overview shows a transitioning process, from a rather disperse and fragmented approach with a variety of courses, projects and programs, to a more consistent and centralized one. The article finishes with a few conclusions and ponders some Uruguay perspectives, joining an ongoing debate around unanswered questions and identified challenges.The Polish section presents several important changes associated with the reform of the education system, which affects the professional teacher preparation. The authors also present the examples of the academic curricula for Information Technologies and Media in Education courses carried out in the Pedagogical University of Cracow.Based on the short analyses, we have noticed that despite the geographical, language and cultural differences, teacher preparation in the area of ICT use shows many common features which are the global challenges. These shared elements include: legal systems preparing teachers to perform their profession, the development of digital literacy, modernisation of the academic curricula and technical infrastructure, and motivation to use ICT solutions among the preservice teachers.

RESUMOO presente trabalho apresenta uma pesquisa empírica que visou refletir sobre a importância do ensino lúdico de língua portuguesa, através da implantação de paródias como ferramenta educacional na escola pública. Este trabalho teve por parâmetro a Lei 13.278/2016, que inclui as artes visuais, a dança, a música e o teatro nos currículos dos diversos níveis da educação básica. De base da legislação realizamos uma reflexão sobre o ensino de música na escola como um instrumento auxiliar do professor no processo de ensino e de aprendizagem dos alunos se apropriando da composição de paródias como recurso pedagógico na área da Linguagem. Defendemos a ideia de que o material criativo imprime dinamicidade ao conteúdo didático, promovendo interesse e despertando a curiosidade. A orientação metodológica utilizada é um estudo de caso de cunho descritivo qualitativo, que tem relação com a área de educação, da qual se refere, a contribuição de paródias musicais no ensino aprendizagem de alunos. A pesquisa foi realizada em duas escolas públicas da cidade de Pelotas, escolas estas situadas em diferentes localizações da cidade e uma sendo da Rede Estadual e outra da Rede Municipal. Os informantes foram os alunos do sétimo ano do Ensino Fundamental. Verificamos que a música, neste contexto, pode se configurar em um fortíssimo aliado mnemônico para a compreensão das regras de língua portuguesa, bem como para a formação do sujeito em virtude de se configurar em uma linguagem. A ludicidade se configura em um reforço pedagógico, ajudando os alunos na compreensão, memorização, oralidade, criatividade e, desta forma, resultando em um mecanismo de ensino e de aprendizagem mais eficaz.Palavras-chave: Língua portuguesa; Gênero paródia; Recurso pedagógico; Ensino e aprendizagem. ABSTRACTThis paper presents an empirical research aimed at reflecting on the importance of Portuguese teaching in a playful way, through the implementation of parodies as an educational tool in the public school. This work was based on Law 13,278 / 2016, which includes the visual arts, dancing, music and acting in the curricula of the various levels of basic education. Based on the legislation we made a reflection on the music teaching in the school as an auxiliar instrument to teacher in the process of teaching and learning of the students appropriating the composition of parodies as a pedagogical resource in the Language field. We defend the idea that creative material gives dynamic to didactic content, promoting interest and arousing curiosity. The methodological orientation used is a qualitative descriptive study of case, which is related to the area of education, which refers to the contribution of musical parodies in the teaching of student learning. The research was carried out in two public schools of the city of Pelotas, schools located in different areas of the city and one being kept by the State Network and another by the Municipal Network. The informants were made seventh-year primary school 1 IFSul -Instituto Federal de Educação, Ciência e Tecnol...

There is robust evidence of the hypochlorous acid (HClO)-mediated damage in biomolecules, and nicotine boosts the chlorination potency of HClO. We present experimental and theoretical evidence of the mechanism by which nicotine catalyzes the chlorination of pyranine. The rate constants for chlorination of pyranine by HClO were measured in the presence (5.3 × 105 mol‑1 L s-1) and absence of nicotine (4.2 × 103 mol-1 L s-1), revealing the catalytic effect of the alkaloid. Density functional theory (DFT) calculations, based on B3LYP-GD3(BJ)/6-311++G(3df,2p)/ SMD(Water)//B3LYP-GD3(BJ)/6-311++G(2d,p)/SMD(Water) level of theory, were performed and showed a decreased activation energy for chlorine transfer and hydrogen abstraction when nicotine chloramine intermediated the reaction. The atomic polar tensor (APT) charges on the chlorine atom of HClO (+0.084) were lower than the chlorine of nicotine chloramine (+0.149), revealing the higher electrophilic character of nicotine chloramine. In conclusion, the increased electrophilic nature of HClO provoked by nicotine explains its catalytic effect.