The avian retinothalamofugal pathway reaches the telencephalon in an area known as visual wulst. A close functional analogy between this area and the early visual cortex of mammals has been established in owls. The goal of the present study was to assess quantitatively the directional selectivity and motion integration capability of visual wulst neurones, aspects that have not been previously investigated. We recorded extracellularly from a total of 101 cells in awake burrowing owls. From this sample, 88% of the units exhibited modulated directional responses to sinusoidal gratings, with a mean direction index of 0.74 +/- 0.03 and tuning bandwidth of 28 +/- 1.16 degrees . A direction index higher than 0.5 was observed in 66% of the cells, thereby qualifying them as direction selective. Motion integration was tested with moving plaids, made by adding two sinusoidal gratings of different orientations. We found that 80% of direction-selective cells responded optimally to the motion direction of the component gratings, whereas none responded to the global motion of plaids, whose direction was intermediate to that of the gratings. The remaining 20% were unclassifiable. The strength of component motion selectivity rapidly increased over a 200 ms period following stimulus onset, maintaining a relatively sustained profile thereafter. Overall, our data suggest that, as in the mammalian primary visual cortex, the visual wulst neurones of owls signal the local orientated features of a moving object. How and where these potentially ambiguous signals are integrated in the owl brain might be important for understanding the mechanisms underlying global motion perception.

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La Base Nacional Común Curricular brasileña [BNCC], creada entre 2015 y 2018, está constituida por documentos curriculares determinados, cuyo proceso de construcción presentó fuertes componentes políticos y fue centro de conflictos y tensiones en el contexto educativo del país. El enfoque de ciclo de políticas, formulado por Ball, ha sido usado con frecuencia por investigadores de políticas curriculares, entre otros campos. Este enfoque es una tendencia metodológica relevante para la comprensión de procesos de reforma curricular a partir de los contextos de producción e influencia de la BNCC, así como de los paradigmas que dirigieron esa construcción y de las tensiones ideológicas producto de la participación de organismos multilaterales. Para lograr tal objetivo, este artículo presenta un análisis de las posiciones provenientes de documentos públicos y de entrevistas con un representante de la Sociedad Brasileña de Educación Matemática en momentos específicos durante el proceso de construcción del documento establecido para el aprendizaje de matemáticas en Brasil. Los análisis evidenciaron una necesidad de reflexionar sobre los modelos verticales, las voces silenciadas y los contenidos matemáticos como instrumentos de gestión y performatividad impresos en la reforma.

The construction of the National Common Curricular Base (NCCB) for the area of Mathematics and its High School Technologies in Brazil and the last update of the Mathematics Program for High School in Paraguay are prescribed curriculum documents in force for the teaching of Mathematics in these countries. The construction of each one of them exposed intense political elements and has been a constant target of conflicts and tensions in these countries. The policy cycle approach, established by sociologist Stephen J. Ball and collaborators, has usually been applied by curriculum policy researchers, as well as from other sectors. Therefore, it has been configured in an important methodological bias for the understanding of the documents' approval processes from the contexts of production and influence, as well as the standards that guided this construction and the ideological constraints that emanate from the involvement of multilateral organisms. In order to achieve this objective, this article presents a comparative analysis of documents in specific circumstances during the processes of the recent reforms of the prescribed documents for mathematical learning in Brazil and Paraguay. It starts from the methodological phases of Comparative Education, summarized by Pilz (2012), by which it reflected on the vertical models and the reductionism and emptying of the area, as well as the contents as instruments of management and performance to meet the varied demands of the globalized world. The theoretical hybridization carried out in the study also pointed to a greater number of specific competences prescribed for the teaching of Mathematics in Brazil, and in Paraguay, a curriculum that prioritizes more functional Mathematics.

The article in question deals with the construction process of the Mathematical Curriculum Programs and Goals for Basic Education, concluded in 2013, and the Essential Apprenticeships concluded in 2018, in Portugal, prescribed curricular documents, whose constructions showed political components and which are being the subject of many conflicts and tensions in the context of the country. For the study, the policy cycle approach, formulated by Stephen J. Ball and collaborators, has been frequently used by curricular policy researchers, among other fields, configuring a relevant methodological bias for understanding the approval processes of documents from the contexts of production and influence, as well as the paradigms that guided these constructions and the ideological constraints that result from the international reform agenda. To achieve this objective, positions were analyzed through public letters and reports from entities at specific times during the processes of recent reforms of the documents prescribed for mathematical learning in Portugal. The study raised reflections on the vertical models, redemptions of curriculum documents that are no longer in force, the contents as instruments of management and performance, as well as the silencing of voices of educational entities during the reform processes.

ResumoNo artigo em tela, objetivou-se a análise da Base Nacional Comum Curricular (BNCC), na área Matemática, que emergiu no Brasil e foi consolidada após um processo de consultas públicas e debates. Os aportes teóricos adotados para a análise foram Bishop (1999), que propôs competências matemáticas básicas para a formação do cidadão, Doll (1997), que sugeriu alguns critérios para a organização do currículo, e Silva (2009), que o ampliou em outros critérios, dividindo-os em dois grandes blocos, sendo o primeiro relacionado à seleção dos conteúdos, e o segundo relacionado à organização curricular. Os referenciais foram adotados para a análise da coerência da prescrição para os Anos Finais do Ensino Fundamental, relacionando seus indícios e suas conexões com o quadro preliminar do Projeto Matemática 2030, que visa, dentre outras coisas, estabelecer critérios para a análise dos programas destinados às futuras gerações de alunos. Os critérios e suas conexões auxiliam na compreensão de tendências e impactos de reformas nos documentos prescritos para Matemática no Brasil e em outros países. Os resultados suscitaram uma visão multicultural restrita às unidades Álgebra e Probabilidade e Estatística ao relacionarem os objetos de conhecimento à percepção do sentido dos conteúdos para uso social e acesso à cidadania. Palavras-chave: Base Nacional Comum Curricular. Habilidades. Critérios de Análise. Anos Finais do Ensino Fundamental. Matemática. Abstract The objective of this paper is to analyze the National Curricular Common Base (NCCB), Mathematical area, which emerges in Brazil and was consolidated after a process of public consultations and debates. The theoretical contributions adopted for the analysis were Bishop, who proposes basic mathematical skills for the formation of the citizen, Doll, that suggests criteria for the organization of the curriculum, and Silva, that expands in others, dividing them into two large blocks, being the first related to the selection of contents and the other to the curricular organization. The references were adopted for the analysis of the consistency of the prescription for the Final Years of Elementary Teaching, relating their indications and their connections with the preliminary framework of the Mathematics 2030 Project, which aims, among other things, to establish criteria for the analysis of the programs destined to future generations of students. The criteria and their connections help in understanding the trends and impacts of reforms in the documents prescribed for Mathematics in Brazil and in other countries. The results gave rise to a multicultural view restricted to the units Algebra and Probability and Statistics, relating the objects of knowledge to the perception of the meaning of the contents for social use and access to citizenship. Keywords: National Curricular Common Core. Skills. Criteria of Analysis. Final Years of Elementary School. Mathematics.

This article intends to try to understand the curriculum acts of two Mathematics teachers of Basic Education from public schools in the District of Lisbon in Portugal and two teachers from the Municipal network of the city of Rio de Janeiro in Brazil about the use of digital technologies from recent curriculum reforms in countries. The case study has a qualitative methodological bias and analyzes of the discourses of these teachers were carried out, which showed the dynamics of digital technologies in the approach to interdisciplinarity through curriculum flexibility in contexts of mathematical and non-mathematical practices. The dissonance between the teachers' curriculum acts, Mathematics Education and the current curriculum proposals in the countries emerged, as well as the need to expand studies and research in the scope of Digital Literacy and Computational Thinking, so that practices are promoted that develop students' autonomy and creative process.