A PRÁTICA DA CONTAÇÃO DE HISTÓRIAS DURANTE A PANDEMIA

This work is a result of one of the subprojects developed by scholarship holders of the Institutional Teaching Iniciation Scholarship Program (PIBID) about initial reading instruction and literacy which sub-themes are tell stories to the pupils of the initial primary grades of two public schools in Cascavel - PR. The research aimed to analyze the importance of storytelling during child development and how its practice contributed as to the formation of new readers, as for the methodological enrichment of the storyteller teacher, since the practice of this activity can be used as a mean of knowledge mediation from stories that reflect social issues. It also sought to reflect on the new methodological guidelines implemented on education during the COVID-19 pandemic, as well as to describe through an experience report the results of the developed activity. For the theoretical discussion, a bibliographic survey was carried out by using authors who had approached the relation between storytelling and the children development, of these, it is possible to highlight, Cardoso (2016); Waterfall (2014); Freire (1989) and Sanches (2016). It has been noted that the pandemic and the social isolation extension dramatically changed people's way of life. Regarding to Brazilian education system changes, it was realized that with the implementation of online classes, many students had difficulties about how to adapt to these changes and how to deal with a lot of emotions at the same time (anxiety, stress, demotivation), and in this aspect the present study, which also deals with the relation of storytelling and learning, has proved to be an effective alternative both by promoting the well-being of those involved, bringing closer the bonds among family, school and teacher, and by making possible to the educators to transmit through the story reflections about social issues in a playful way.Este artigo é resultado de um dos subprojetos desenvolvidos por bolsistas do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) na temática de alfabetização e letramento e que teve por subtemática a contação de histórias aos alunos das séries iniciais do ensino fundamental de duas escolas públicas no município de Cascavel - PR. A pesquisa teve por objetivo analisar a importância da contação de histórias durante o desenvolvimento infantil e como sua prática contribui tanto para a formação de novos leitores, quanto para o enriquecimento metodológico do professor contador, uma vez que a prática desta atividade pode ser instrumento de mediação do conhecimento a partir de histórias que reflitam acerca das questões sociais. Buscou-se também refletir sobre os novos encaminhamentos metodológicos implementados na educação durante a pandemia da COVID-19, assim como descrever por meio de relato de experiência os resultados da atividade desenvolvida. Para a discussão teórica, realizou-se um levantamento bibliográfico utilizando autores que abordassem a relação entre contação de histórias e o desenvolvimento da criança, dentre os quais é possível destacar, Cardoso (2016); Cachoeira (2014); Freire (1989) e Sanches (2016). Foi possível observar que o surgimento da pandemia e a extensão do isolamento social alteraram drasticamente o modo de vida das pessoas. Quanto às mudanças no sistema educacional brasileiro, percebeu-se que até mesmo com a implementação de aulas remotas muitos alunos tiveram dificuldades de se adaptar às mudanças e lidar com tantas emoções ao mesmo tempo (ansiedade, estresse, desmotivação), e nesse quesito o presente estudo que aborda também a relação da contação de histórias com a aprendizagem, apresentou uma alternativa eficaz tanto para promover o bem-estar dos envolvidos, aproximando os vínculos entre família, escola e professor, quanto para possibilitar ao educador transmitir por meio da história reflexões sobre questões sociais de maneira lúdica

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Núcleos de Ensino da Unesp: artigos 2010: volume 4: as disciplinas escolares, os temas transversais e o processo de educação

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP

Núcleos de Ensino da Unesp: artigos 2008

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq