Relatório de estágio de mestrado

O presente trabalho edificou-se como um relatório que visa a ostentação das práticas pedagógicas desenvolvidas nas vertentes de Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, em contexto de formação inicial para a docência. Segmentado em duas partes distintas, ainda que complementares, este relatório enquadra os diversos contextos educativos vivenciados, com o intuito de partilhar e descrever as etapas reflexivas das diversas práticas pedagógicas desenvolvidas. Sustentadas na observação e intervenção, as referidas práticas pedagógicas foram realizadas na Escola Básica do 1.º Ciclo com Pré-Escolar da Achada, na Sala dos Cristais, na Escola Básica do 1.º Ciclo com Pré-Escolar da Assomada, com a turma do 1.º A, e na Escola Básica do 1.º Ciclo com Pré- Escolar da Ladeira, com a turma do 3.º B. De modo a refletir de forma sustentada sobre a prática, tentou-se apoiar a intervenção no contexto educativo através do enquadramento dos principais pressupostos teóricos e metodológicos. Estes foram progressivamente aprofundados e apresentados no presente documento. O docente, enquanto investigador, deve possuir uma atitude emancipatória ao efetivar metodologicamente um projeto de Investigação-Ação. Tendo esta postura em consideração, foram desenvolvidos dois projetos, tanto no contexto de Educação Pré-Escolar com a questão orientadora “Como desenvolver uma educação para a cidadania, através da convivência democrática, no grupo da Sala dos Cristais?”, como no contexto de 1.º Ciclo do Ensino Básico, orientado pela questão “Como motivar os alunos do 1.º A para a leitura autónoma e em grande grupo?”. Para dar resposta às questões de investigação e respetivas problemáticas, foram delineadas estratégias de intervenção. Assim, este relatório é o culminar da análise da ação educativa, resultante da implementação de estratégias sustentadas na revisão literária, nos objetivos e princípios didáticos inerentes a cada prática e respetivo processo de ensino aprendizagem.The present work was built as a report that aims to show off the pedagogical practices developed in the areas of Pre-School Education and Teaching of the 1st Cycle of Basic Education, in the context of initial training for teaching. Segmented in two distinct, albeit complementary, parts of this report, it frames the different educational contexts experienced, in order to share and describe the reflexive stages of the various pedagogical practices developed. Based on observation and intervention, these pedagogical practices were carried out at the Escola Básica do 1.º Ciclo com Pré-Escolar da Achada, in the Sala dos Cristais, in the Escola Básica do 1.º Ciclo com Pré-Escolar da Assomada, with the class of 1st A, and in the Escola Básica do 1.º Ciclo com Pré-Escolar da Ladeira, with the class of 3rd B. In order to reflect in a sustained way on the practice, an attempt was made to support intervention in the educational context by framing the main theoretical and methodological assumptions. These have been progressively further developed and presented in this document. The teacher, as a researcher, must have an emancipatory attitude when carrying out an Action-Research project methodologically. Taking this posture into account, two projects were developed, both in the context of Pre-School Education with the guiding question “How to develop an education for citizenship, through democratic coexistence, in the group of Sala dos Cristais?”, as in the context of 1st Cycle of Basic Education, guided by the question “How to motivate 1st A students to read independently and in a large group?”. In order to answer the research questions and the respective problems, intervention strategies were outlined. Thus, this report is the culmination of the analysis of educational action, resulting from the implementation of strategies based on literary revision, on the objectives and didactic principles inherent to each practice and the respective teaching-learning process

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