A abordagem dos componentes físico-naturais nas aulas de Geografia em escolas públicas de Taguatinga-Distrito Federal

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Humanas, Departamento de Geografia, Programa de Pós-graduação, 2018.A relação entre sociedade e natureza é essencial à Geografia inclusive em sua versão escolar. Os conteúdos ensinados na escola são aqueles considerados relevantes à compreensão da espacialidade. Neste sentido, o ensino dos componentes físico-naturais é importante para habilitar os alunos a fazerem a leitura da realidade numa perspectiva geográfica, pois tanto os elementos naturais, quanto a maneira como as sociedades se apropriam deles, são fundamentais na estruturação do espaço. Sendo assim, o objetivo geral desta investigação foi analisar a abordagem que os professores de Geografia do Ensino Médio em escolas públicas de Taguatinga, no Distrito Federal, conferiam aos componentes físico-naturais e aos conteúdos a eles relacionados. Taguatinga é uma das 31 Regiões Administrativas do Distrito Federal. De sua área original se desmembraram outras regiões administrativas como Samambaia, Ceilândia, Águas Claras e Vicente Pires, com as quais mantém uma relação dinâmica e polariza parte importante das atividades econômicas, sociais e culturais, se constituindo na segunda centralidade mais importante na estruturação urbana do Distrito Federal. Em números absolutos é a segunda região administrativa em estudantes matriculados no Ensino Médio e proporcionalmente a sua população a primeira. Essa aglomeração expressiva definiu a escolha de duas escolas públicas dessa região que trabalhavam com este nível de ensino. Como última etapa da Educação Básica, o Ensino Médio é o momento de revisitar e consolidar conhecimentos, e uma oportunidade de construir e reconstruir caminhos de aprendizagem. Esta investigação é de natureza qualitativa e usou como instrumentos para produzir as informações empíricas entrevistas semiestruturadas e exercícios de problematização. Além disso, foram analisados também, os planos de ensino elaborados pelos professores. Os resultados encontrados após análise e discussões revelaram que: os componentes físico-naturais de modo geral são abordados de forma descritiva, informativa e fragmentária; falta clareza conceitual no tratamento dos temas e conteúdos que envolvem os componentes físico-naturais; a formação inicial e continuada dos professores tem um efeito decisivo em sua prática pedagógica, principalmente no que se refere à (re) construção pedagógica de conteúdos. Por tudo isto, a formação inicial deve ser melhorada e garantidas as oportunidades de construção pedagógica de conteúdos nos vários campos da geografia, ampliando a qualidade profissional docente. Além disso, a formação continuada deve ser fortalecida e incentivada, a favor das boas práticas pedagógicas, de modo a identificar problemas, desenvolver possibilidades e (re) orientar condutas e, no caso da Geografia Escolar, se constituir no modo pelo qual serão realizadas análises espaciais, como via de formação da criticidade do aluno, para o processo de leitura do mundo.The relation between society and nature is essential to Geography even in its School version. The contents taught at school are those considered relevant to the understanding of spatiality. In that sense, the teaching of physical-natural components is important to enable students to read reality from a geographical perspective, since both natural elements and the way in which societies appropriate them are fundamental in the structuring of space. Thus, the general objective of this research was to analyze the approach that Public High School Geography teachers from Taguatinga, in the Federal District, conferred to the physical-natural components and related contents. Taguatinga is one of the 31 Administrative Regions of the Federal District. Other administrative regions, such as Samambaia, Ceilândia, Águas Claras and Vicente Pires, were dismembered from its original area, with which it maintains a dynamic relationship and polarizes an important part of the economic, social and cultural activities, being the second most important centrality in the urban structuring of Federal District.In absolute numbers it is the second administrative region in students enrolled in High School and proportionally its population the first. This expressive agglomeration defined the choice of two public schools in this region that worked with this level of education. As the last stage of Basic Education, High School is the time to revisit and consolidate knowledge, and an opportunity to build and rebuild learning paths. It is an investigation of qualitative nature that used as instruments to produce the empirical information semi-structured interviews and problematization exercises. In addition, we also analyzed the teaching plans elaborated by the teachers. The results found after analysing and discussing revealed that: the physical-natural components in general are approached in a descriptive, informative and fragmentary way; lack conceptual clarity in the treatment of the themes and contents that involve the physical-natural components; initial and continuous formation of teachers has a decisive effect on their pedagogical practice, especially with regard to the pedagogical (re) construction of contents. For all that, initial training should be improved and the opportunities of pedagogical construction of content in several fields of geography should be guaranteed, thus increasing the professional quality of teaching. In addition, continuing education should be strengthened and encouraged in favor of good pedagogical practices in order to identify problems, develop possibilities and (re) guide conduct and, in the case of School Geography, be the way in which space analysis will be carried out, as a way of forming the criticality of the student, for the process of reading the world

POSSIBILIDADES DIDÁTICO-PEDAGÓGICAS SOBRE O ENSINO DE CERRADO NAS AULAS DE GEOGRAFIA NA EDUCAÇÃO BÁSICA

O objetivo deste texto é analisar as possibilidades de abordagens da apropriação e utilização do Cerrado na Região Centro-Oeste, especialmente, ao que se refere ao conteúdo e possibilidades didático-pedagógicas nas aulas de Geografia na Educação Básica. A abordagem adotada é qualitativa e os procedimentos utilizados foram a pesquisa bibliográfica e a análise das informações que subsidiaram reflexões dos autores. Foi possível concluir que o trabalho com a categoria espaço geográfico e os conceitos operacionais da Geografia fornece um conjunto de possibilidades e indica necessidades de mudanças que precisam se efetivar nas práticas docentes de Geografia na Educação Básica. Essa construção do conhecimento permite a compreensão do Cerrado na Região Centro-Oeste como um ambiente com biodiversidade e sociodiversidade, que se relacionam e se cruzam compondo combinações únicas que dotam esse espaço de especificidades, e possibilita uma mudança radical de mentalidade, do modo de vida, das relações de produção e substituição da lógica da destruição por um desenvolvimento mias justo e harmonioso

O ensino remoto no Brasil em tempos de pandemia: diálogos acerca da qualidade e do direito e acesso à educação

O objetivo deste artigo é discutir sobre a qualidade e o direito e acesso à educação a partir da organi-zação do trabalho escolar das secretarias estaduais de educação no contexto de pandemia da Covid-19 no Brasil. Para tanto, utilizou-se como metodologias a pesquisa documental e a análise de páginas eletrônicas de instituições representativas ao objeto de estudo desse trabalho. Os resultados evidenciaram que o ensino remoto é excludente e agrava a qualidade da educação pública e a desigualdade educacional, em razão de não garantir a aprendiza-gem, a qualidade e o direito e/ou a igualdade de acesso à educação para todos os estudantes. Logo, os sistemas educacionais têm um grande desafio no pós-pandemia: o de reparar as perdas acarretadas pelo formato escolar dessa conjuntura. Isso demanda investimentos substanciais na Educação Básica, planejamento e uma organização cuidadosa do trabalho pedagógico

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

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

Safety and efficacy of the ChAdOx1 nCoV-19 vaccine (AZD1222) against SARS-CoV-2: an interim analysis of four randomised controlled trials in Brazil, South Africa, and the UK.

BACKGROUND: A safe and efficacious vaccine against severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), if deployed with high coverage, could contribute to the control of the COVID-19 pandemic. We evaluated the safety and efficacy of the ChAdOx1 nCoV-19 vaccine in a pooled interim analysis of four trials. METHODS: This analysis includes data from four ongoing blinded, randomised, controlled trials done across the UK, Brazil, and South Africa. Participants aged 18 years and older were randomly assigned (1:1) to ChAdOx1 nCoV-19 vaccine or control (meningococcal group A, C, W, and Y conjugate vaccine or saline). Participants in the ChAdOx1 nCoV-19 group received two doses containing 5 × 1010 viral particles (standard dose; SD/SD cohort); a subset in the UK trial received a half dose as their first dose (low dose) and a standard dose as their second dose (LD/SD cohort). The primary efficacy analysis included symptomatic COVID-19 in seronegative participants with a nucleic acid amplification test-positive swab more than 14 days after a second dose of vaccine. Participants were analysed according to treatment received, with data cutoff on Nov 4, 2020. Vaccine efficacy was calculated as 1 - relative risk derived from a robust Poisson regression model adjusted for age. Studies are registered at ISRCTN89951424 and ClinicalTrials.gov, NCT04324606, NCT04400838, and NCT04444674. FINDINGS: Between April 23 and Nov 4, 2020, 23 848 participants were enrolled and 11 636 participants (7548 in the UK, 4088 in Brazil) were included in the interim primary efficacy analysis. In participants who received two standard doses, vaccine efficacy was 62·1% (95% CI 41·0-75·7; 27 [0·6%] of 4440 in the ChAdOx1 nCoV-19 group vs71 [1·6%] of 4455 in the control group) and in participants who received a low dose followed by a standard dose, efficacy was 90·0% (67·4-97·0; three [0·2%] of 1367 vs 30 [2·2%] of 1374; pinteraction=0·010). Overall vaccine efficacy across both groups was 70·4% (95·8% CI 54·8-80·6; 30 [0·5%] of 5807 vs 101 [1·7%] of 5829). From 21 days after the first dose, there were ten cases hospitalised for COVID-19, all in the control arm; two were classified as severe COVID-19, including one death. There were 74 341 person-months of safety follow-up (median 3·4 months, IQR 1·3-4·8): 175 severe adverse events occurred in 168 participants, 84 events in the ChAdOx1 nCoV-19 group and 91 in the control group. Three events were classified as possibly related to a vaccine: one in the ChAdOx1 nCoV-19 group, one in the control group, and one in a participant who remains masked to group allocation. INTERPRETATION: ChAdOx1 nCoV-19 has an acceptable safety profile and has been found to be efficacious against symptomatic COVID-19 in this interim analysis of ongoing clinical trials. FUNDING: UK Research and Innovation, National Institutes for Health Research (NIHR), Coalition for Epidemic Preparedness Innovations, Bill & Melinda Gates Foundation, Lemann Foundation, Rede D'Or, Brava and Telles Foundation, NIHR Oxford Biomedical Research Centre, Thames Valley and South Midland's NIHR Clinical Research Network, and AstraZeneca

Safety and efficacy of the ChAdOx1 nCoV-19 vaccine (AZD1222) against SARS-CoV-2: an interim analysis of four randomised controlled trials in Brazil, South Africa, and the UK

Background A safe and efficacious vaccine against severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), if deployed with high coverage, could contribute to the control of the COVID-19 pandemic. We evaluated the safety and efficacy of the ChAdOx1 nCoV-19 vaccine in a pooled interim analysis of four trials. Methods This analysis includes data from four ongoing blinded, randomised, controlled trials done across the UK, Brazil, and South Africa. Participants aged 18 years and older were randomly assigned (1:1) to ChAdOx1 nCoV-19 vaccine or control (meningococcal group A, C, W, and Y conjugate vaccine or saline). Participants in the ChAdOx1 nCoV-19 group received two doses containing 5 × 1010 viral particles (standard dose; SD/SD cohort); a subset in the UK trial received a half dose as their first dose (low dose) and a standard dose as their second dose (LD/SD cohort). The primary efficacy analysis included symptomatic COVID-19 in seronegative participants with a nucleic acid amplification test-positive swab more than 14 days after a second dose of vaccine. Participants were analysed according to treatment received, with data cutoff on Nov 4, 2020. Vaccine efficacy was calculated as 1 - relative risk derived from a robust Poisson regression model adjusted for age. Studies are registered at ISRCTN89951424 and ClinicalTrials.gov, NCT04324606, NCT04400838, and NCT04444674. Findings Between April 23 and Nov 4, 2020, 23 848 participants were enrolled and 11 636 participants (7548 in the UK, 4088 in Brazil) were included in the interim primary efficacy analysis. In participants who received two standard doses, vaccine efficacy was 62·1% (95% CI 41·0–75·7; 27 [0·6%] of 4440 in the ChAdOx1 nCoV-19 group vs71 [1·6%] of 4455 in the control group) and in participants who received a low dose followed by a standard dose, efficacy was 90·0% (67·4–97·0; three [0·2%] of 1367 vs 30 [2·2%] of 1374; pinteraction=0·010). Overall vaccine efficacy across both groups was 70·4% (95·8% CI 54·8–80·6; 30 [0·5%] of 5807 vs 101 [1·7%] of 5829). From 21 days after the first dose, there were ten cases hospitalised for COVID-19, all in the control arm; two were classified as severe COVID-19, including one death. There were 74 341 person-months of safety follow-up (median 3·4 months, IQR 1·3–4·8): 175 severe adverse events occurred in 168 participants, 84 events in the ChAdOx1 nCoV-19 group and 91 in the control group. Three events were classified as possibly related to a vaccine: one in the ChAdOx1 nCoV-19 group, one in the control group, and one in a participant who remains masked to group allocation. Interpretation ChAdOx1 nCoV-19 has an acceptable safety profile and has been found to be efficacious against symptomatic COVID-19 in this interim analysis of ongoing clinical trials