Da assimilação à conquista do direito à diferença : educação escolar indígena no Brasil

Monografia (graduação)—Universidade de Brasília, Instituto de Ciências Sociais, Departamento de Antropologia, 2013.Este trabalho de revisão bibliográfica tem o objetivo principal de mostrar detalhes da educação escolar indígena no Brasil. Divido em três capítulos, ele abordará o trajeto histórico da educação escolar indígena desde o período colonial, com a colonização jesuíta, até a Constituição Brasileira de 1988. Também fará uma análise de como essa educação se iniciou no período da colonização luso-brasileira e de como a Igreja Católica, com a Companhia de Jesus, se tornou um dos principais agentes da escolarização dos índios. Continuando, mostrará, num primeiro momento, o surgimento do movimento indígena no Brasil e seus desdobramentos nos tempos atuais. Além disso, discorrerá de como esse movimento se originou e sua articulação com múltiplos segmentos da sociedade nacional, além de falar que a luta pelos direitos indígenas não pode ser desvinculada do contexto histórico da resistência à ditadura militar. Por fim, abordará o processo de formação dos professores indígenas e a influência que estes trouxeram na educação diferenciada, analisando as políticas implantadas pelo Ministério da Educação para a formação de tais professores e a visão destes sobre o sistema educacional indígena. __________________________________________________________________________ ABSTRACTThis paper aims to present details about the education of indigenous peoples in Brazil. Divided into three chapters, it will approach the historical trajectory of the education of indigenes since the colonial period, with the Jesuitical colonization, until the publication of the Brazilian Constitution of 1988. We will also analyze how this education took place during the colonial period and how the Catholic Church, along with the Society of Jesus, became one of the main agents responsible for the education of Indians. Moreover, we will show the emerging of the indigenous movement in Brazil and its current unfolding. Later on, we will discuss how this movement began and the nature of its articulation with multiple segments of the national society. We will also expose our belief that the fight for indigenous rights cannot be detached from the historical context of the military dictatorship. Finally, we will tackle the process underwent by indigenous teachers in order for them to get their teaching licenses, and the influence that they brought to special education. This will be done through the analysis of the policies implemented by the Education Ministry for the development of teachers and of the opinion of these teachers regarding the indigenous educational system

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