Barreiras arquitetônicas e suas implicações no contexto escolar para pessoas com deficiência física e visual em um projeto educacional / Architectural barriers and their implications in the school context for people with physical and visual disabilities in an educational project

Introdução: A educação fomenta a formação das pessoas. Por tal significância, o contexto escolar deve oferecer oportunidades igualitárias. Sendo a Tecnologia Assistiva uma disciplina multiprofissional, a Terapia Ocupacional a utiliza de modo a tornar o espaço escolar menos excludente para Pessoas com Deficiência. Objetivo: Objetivou-se identificar barreiras arquitetônicas para pessoas com deficiência física e visual em um projeto educacional. Esse artigo cunhou-se durante o Estágio Curricular do Curso de Terapia Ocupacional da Universidade do Estado do Pará no contexto educacional, em uma instituição social situada na cidade de Belém-PA. Método: Trata-se de um estudo de caso de natureza descritiva, abordagem qualitativa e procedimentos documentais, utilizando registros produzidos através de diário de campo e relatórios como fonte de dados. Estruturou-se em três fases: preparação para ida à campo; observação do lócus; identificação de demandas, utilizando o Manual de Acessibilidade Espacial para Escolas: o direito à escola acessível! como parâmetro. Diante disto, o ambiente analisado foi composto por: rua em frente à escola; portão da escola à porta de entrada; recepção e salas de atendimento; corredores; escadas e rampas; salas de aula; biblioteca; auditório; sanitários; refeitório; e espaço destinado ao lazer. Resultados: Constatou-se que alguns equipamentos, espaços e alternativas à acessibilidade eram ausentes no local, dificultando a inclusão escolar. Reconhecer as barreiras arquitetônicas abre diálogo à inclusão de pessoas com deficiência em espaços educacionais, pois favorece reflexões e ações voltadas à acessibilidade e à garantia de direitos neste contexto. Conclusão: Nesse sentido, a Terapia Ocupacional pode contribuir na promoção das ocupações, em estratégias adaptativas e mudanças arquitetônicas.Palavras-Chave: Terapia Ocupacional. Educação. Acessibilidade Arquitetônica.AbstractIntroduction: Education fosters the training of individuals. For such significance, the school context must offer equal opportunities. As Assistive Technology is a multidisciplinary discipline, Occupational Therapy uses it in order to make the school space less exclusive for People with Disabilities. Objective: The objective was to identify architectural barriers for people with physical and visual disabilities in an educational project located in the city of Belém-Pa. This article was coined during the Curricular Internship of the Occupational Therapy Course at Pará State University in the educational context, in a social institution located in that municipality. Method: This is a case study of a descriptive nature, qualitative approach and documentary procedures, using records produced through field diaries and reports as a data source. It was structured in three phases: preparation for going to the field; observation of the locus; identification of demands, using the Spatial Accessibility Manual for Schools: The right to accessible school! as a parameter. Given this, the analysis of the environment was composed by: street in front of the school; school gate to the entrance door; reception and reception rooms; runners; stairs and ramps; classrooms; library; auditorium; Sanitary; refectory; and space for leisure. Results: It was found that some equipment, spaces and alternatives to accessibility were absent in the place, making inclusion difficult. Recognizing architectural barriers opens a dialogue to guarantee the rights to education for people with physical and visual disabilities. Conclusion: Therefore, Occupational Therapy in the school environment plays an important role in promoting occupations and adaptive strategies.Keywords: Occupational therapy. Education. Architectural Accessibility ResumenIntroducción: La educación fomenta la formación de las personas. Para tal trascendencia, el contexto escolar debe ofrecer igualdad de oportunidades. Dado que la Tecnología de Asistencia es una disciplina multidisciplinaria, la Terapia Ocupacional la utiliza para hacer que el espacio escolar sea menos exclusivo para las Personas con Discapacidad. Objetivo: El objetivo fue identificar barreras arquitectónicas para personas con discapacidad física y visual en un proyecto educativo ubicado en la ciudad de Belém-Pa. Este artículo fue acuñado durante la Pasantía Curricular del Curso de Terapia Ocupacional de la Universidad Estatal de Pará en el contexto educativo, en una institución social ubicada en ese municipio. Metodo: Se trata de un estudio de caso de carácter descriptivo, enfoque cualitativo y procedimientos documentales, utilizando como fuente de datos registros producidos a través de diarios e informes de campo. Se estructuró en tres fases: preparación para la salida al campo; observación del locus; identificación de demandas, utilizando el Manual de Accesibilidad Espacial para Escuelas: ¡El derecho a la escuela accesible! como parámetro. Ante esto, el análisis del entorno estuvo compuesto por: calle frente a la escuela; puerta de la escuela a la puerta de entrada; salas de recepción y recepción; corredores escaleras y rampas; salas de clase; biblioteca; sala; Sanitario; refectorio; y espacio para el ocio. Resultados: Se encontró que algunos equipamientos, espacios y alternativas de accesibilidad estaban ausentes en el lugar, lo que dificultaba la inclusión. Reconocer las barreras arquitectónicas abre un diálogo para garantizar los derechos a la educación de las personas con discapacidad física y visual. Conclusión: Por lo tanto, la Terapia Ocupacional en el entorno escolar juega un papel importante en la promoción de ocupaciones y estrategias adaptativas.Palabras clave: Terapia ocupacional. Educación. Accesibilidad Arquitectónica

Brazilian Flora 2020: Leveraging the power of a collaborative scientific network

International audienceThe shortage of reliable primary taxonomic data limits the description of biological taxa and the understanding of biodiversity patterns and processes, complicating biogeographical, ecological, and evolutionary studies. This deficit creates a significant taxonomic impediment to biodiversity research and conservation planning. The taxonomic impediment and the biodiversity crisis are widely recognized, highlighting the urgent need for reliable taxonomic data. Over the past decade, numerous countries worldwide have devoted considerable effort to Target 1 of the Global Strategy for Plant Conservation (GSPC), which called for the preparation of a working list of all known plant species by 2010 and an online world Flora by 2020. Brazil is a megadiverse country, home to more of the world's known plant species than any other country. Despite that, Flora Brasiliensis, concluded in 1906, was the last comprehensive treatment of the Brazilian flora. The lack of accurate estimates of the number of species of algae, fungi, and plants occurring in Brazil contributes to the prevailing taxonomic impediment and delays progress towards the GSPC targets. Over the past 12 years, a legion of taxonomists motivated to meet Target 1 of the GSPC, worked together to gather and integrate knowledge on the algal, plant, and fungal diversity of Brazil. Overall, a team of about 980 taxonomists joined efforts in a highly collaborative project that used cybertaxonomy to prepare an updated Flora of Brazil, showing the power of scientific collaboration to reach ambitious goals. This paper presents an overview of the Brazilian Flora 2020 and provides taxonomic and spatial updates on the algae, fungi, and plants found in one of the world's most biodiverse countries. We further identify collection gaps and summarize future goals that extend beyond 2020. Our results show that Brazil is home to 46,975 native species of algae, fungi, and plants, of which 19,669 are endemic to the country. The data compiled to date suggests that the Atlantic Rainforest might be the most diverse Brazilian domain for all plant groups except gymnosperms, which are most diverse in the Amazon. However, scientific knowledge of Brazilian diversity is still unequally distributed, with the Atlantic Rainforest and the Cerrado being the most intensively sampled and studied biomes in the country. In times of “scientific reductionism”, with botanical and mycological sciences suffering pervasive depreciation in recent decades, the first online Flora of Brazil 2020 significantly enhanced the quality and quantity of taxonomic data available for algae, fungi, and plants from Brazil. This project also made all the information freely available online, providing a firm foundation for future research and for the management, conservation, and sustainable use of the Brazilian funga and flora