The joint reflection between teachers from different areas, and with different backgrounds, on the strategies to be implemented in some course units, with the aim of building a scenario that fosters learning and, in parallel, allows the development of transversal skills, led to the idealization of a teaching proposal in which, in addition to valuing learning in a real work context, it was intended to promote the exchange of knowledge acquired by the students from different course units.The proposal in question involved the course units of Mechanical Technology I and Manufacturing Processes I, of the 2nd year of the Bachelor in Mechanical Engineering and in Technology and Industrial Management, respectively, and the course unit of Safety and Environment of the 1th year of the Higher Professional Technical Course in Mechanical Technology and Vehicles.Summing up, in addition to two study visits to companies in the field of metallomechanics, there was an exchange of knowledge between students. In this context, undergraduate students were given the role of conducting communication sessions that would clarify some of the mechanical processes observed in companies. Similarly, to the students of the Higher Professional Technical Course were tasked with sharing about the hazards and risks inherent in the real work context in the visited companies and the respective awareness of the means of protection to be used.The analysis and evaluation of the experience carried out was based on the observations of the teachers of the classes, in the productions developed by the students, in the intermediate questionnaires that were carried out after the visits, more directed to the expectations and learning carried out and, in a final questionnaire, in which students were asked for their opinion on various aspects related to the developed experience. In this sense, in addition to describing the project carried out, it is intended to focus on some of the opinions/perceptions of teachers and students involved about the contribution of the experience to the promotion of learning.

Given the specificity of the Higher Professional Technical Courses (CTeSP) of Portuguese Polytechnic Institutes, it is important that in the course units related to these courses is promoted, whenever possible, a more contextualized learning environment, less theoretical and more connected to practice. In order to respond to this approach, in the Safety and Environment course unit, integrated in the CTeSP in Mechanical Technology and Vehicles, was followed a methodology that involved the interconnection of this course unit with the one of Automotive Materials Processing I of the same course. It should be noted that, in recent years, it is common for students to carry out a practical group work in the area of Safety and hygiene at work, where they analyse, in a real context, the hazards and risks associated with working with machine tools of the Mechanical Technology laboratory of the institution where they attend the course. As in the 2nd semester, students still attend the Automotive Materials Processing I course unit, where they produce a metal piece using industrial machines, also in the same laboratory, it was considered relevant to take advantage of the work they were developing in that course unit and make a connection with the Safety work. In this sense, in the 2020/2021 school year, it was proposed that students identify hazards and risks associated with the production of the metal piece they were developing, as well as establish preventive and control measures associated with its production (engineering, collective protection and safety signs measures; personal protective equipment; work organization and administrative control; training and information). From the analysis performed, the students created a PowerPoint® presentation to show their productions and present their conclusions to the class. In general, students easily adhered to the proposed task, having committed themselves to its implementation, which was visible in the final assessment, since all those who participated in the work were approved in the course unit. In the student's opinion, the connection between the two course units, motivated them more to carry out the group work, facilitated their learning and helped them to better understand the application of Safety concepts to the practice of mechanics (79.2%, 75% and 83.3% agree or totally agree, respectively). Carrying out the group work, allowed them to know their difficulties, overcome some of them and improve their arguments (79.2%, 83.3% and 95.8% agree or totally agree, respectively). It is considered that the learning resulting from this contextualized work can be useful, in order to promote a greater exchange between course units, and a greater awareness for the application of the course contents in a real context. The experience carried out can be easily replicated to other CTeSP and can significantly contribute as a learning factor for the internship that integrates the study plan of these courses.

Challenged with the existence of increasingly heterogeneous classes in higher education, it is imperative that the teacher reflects on his practice and worries about the learning environment of the curricular units that he/she teaches. This paper describes a teaching experience developed in the Mechanical Technology II course unit, of the degree in Mechanical Engineering, in the 2016/2017 and 2017/2018 academic years. The main objective of the experiment was to achieve a greater involvement of students in the theoretical component of the course unit. Thus, the students were assigned the responsibility of presenting the theoretical subjects in the classes instead of being presented by the teacher as was usual in other years. In addition, in each class, a debate was held on the presentations and the students made a brief written evaluation of the subject. Evaluating the experience, through a questionnaire, the students generally agreed that it was positive for their learning. This is corroborated by the results of the evaluation, since, compared to previous years, there was a significant improvement in the students' classifications in the theoretical component of the course unit.

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O objetivo deste estudo foi analisar o impacto da toxicidade dos fluxos de ordens – Volume-Synchronized Probability of informed trading (VPIN) – dos contratos futuros de DI e de Dólar Comercial negociados na Brasil Bolsa Balcão (B3) sobre a liquidez de mercado desses ativos – representada pelo bid-ask spread. Argumenta-se que a assimetria de informações entre os agentes participantes de uma transação gera um desequilíbrio entre as ordens lançadas, o que afeta a liquidez dos títulos. Empiricamente, utilizaram-se dados intradiários de contratos futuros de DI e Dólar Comercial negociados na B3 de setembro de 2018 a agosto de 2019 para estimar um modelo de regressão linear múltipla e analisar esse relacionamento. Os resultados encontrados mostraram que a relação entre a VPIN e o bid-ask spread foi significante e positiva nos modelos estimados para ambos os contratos. Dessa forma, concluiu-se que a VPIN é um dos fatores que impactam a liquidez nas negociações de DI Futuro e Dólar Comercial Futuro, ou seja, quanto maior a toxicidade do fluxo de ordens (maior grau de assimetria informacional), menor a liquidez dos títulos negociados.