Docentes de asignaturas en línea de cursos híbridos: Adhesión, cambio de paradigma y capacitación

L'Ordenança núm. 4059 del Ministeri d'Educació (MEC, 2004) del Brasil va permetre l'oferiment d'assignatures en línia en els cursos superiors presencials, que es poden convertir, d'aquesta manera, en cursos híbrids (semipresencials), i la Universitat Estácio de Sá - UNESA ha acceptat aquest repte. Per a això era necessari incorporar professors presencials al projecte i capacitar-los per a aquesta nova pràctica docent. En aquest estudi hem investigat els factors que influeixen a l'hora de l'adhesió del docent a les assignatures en línia dels cursos híbrids, els canvis de paradigma que afecten aquests professors i també el perfil del docent en línia. A més, en aquest estudi s'ha elaborat un model de capacitació del docent en línia per a contribuir a l'adhesió i canvi de paradigma dels professors, i també per a una millora general del procés d'ensenyament-aprenentatge en la institució. Com a resultat de la investigació s'ha aconseguit observar que els principals factors que promouen l'adhesió dels docents són l'obertura d'un nou mercat de treball, atès que és el que motiva més la incorporació de professorat en línia, i el suport de l'equip d'ensenyament a distància, que és el que facilita més la permanència del professor en línia. També es va observar que la gran quantitat d'alumnes per professor que es produeix en l'entorn virtual d'aprenentatge és el que dificulta més la permanència del professor en línia. Pel que fa als canvis de paradigmes, es refereixen principalment al paper de l'alumne com a agent autònom i al paper del docent com a facilitador en el procés d'ensenyament i aprenentatge. En relació amb el model de capacitació docent que s'ha d'implantar per a promoure l'adhesió i el canvi de paradigma del docent en línia, es va observar, entre altres atributs, que el model ha de ser un sistema obert i holístic que incorpori les contingències a partir d'un diagnòstic continu de necessitats de capacitació i que ha de basar-se en competències, utilitzar metodologies actives en un ambient virtual d'aprenentatge i tenir procediments d'avaluació contínua. Amb els resultats obtinguts pensem que aquest estudi pot contribuir a ampliar les investigacions existents sobre l'ensenyament híbrid a nivell universitari.La Ordenanza n.º 4059 del Ministerio de Educación (MEC, 2004) de Brasil posibilitó el ofrecimiento de asignaturas en línea en los cursos superiores presenciales, que se pueden convertir así en cursos híbridos (blended learning) y la Universidad Estácio de Sá - UNESA aceptó este reto. Para ello fue necesario incorporar profesores presenciales al proyecto y capacitarlos para esta nueva práctica docente. En este estudio investigamos los factores que influyen en la adhesión del docente a las asignaturas en línea de los cursos híbridos, los cambios de paradigma que afectan a estos profesores y también el perfil del docente en línea. Además, en este estudio se elaboró un modelo de capacitación del docente en línea para contribuir a la adhesión y cambio de paradigma de los profesores, así como para una mejora general del proceso de enseñanza-aprendizaje en la institución. Como resultado de la investigación se logró observar que los principales factores que promueven la adhesión de los docentes son la apertura de un nuevo mercado de trabajo, pues es lo que más motiva la incorporación del profesor en línea, y el apoyo del equipo de educación a distancia, que es lo que más facilita la permanencia del profesor en línea. Se observó también que la gran cantidad de alumnos por profesor que se da en el ambiente virtual de aprendizaje es lo que más dificulta la permanencia del profesor en línea. En cuanto a los paradigmas cambiados, estos se refieren principalmente al papel del alumno como agente autónomo y al papel del docente como facilitador en el proceso de enseñanza y aprendizaje. Con relación al modelo de capacitación docente que se debe implementar para promover la adhesión y el cambio de paradigma del docente en línea, se observó, entre otros atributos, que el modelo debe ser un sistema abierto y holístico que incorpore las contingencias a partir de un diagnóstico continuo de necesidades de capacitación y que debe basarse en competencias, utilizar metodologías activas en un ambiente virtual de aprendizaje y poseer procedimientos de evaluación continua. Con los resultados obtenidos creemos que este estudio puede contribuir a ampliar las investigaciones existentes sobre la enseñanza híbrida a nivel universitario.Ordinance No. 4059 of the Brazilian Ministry of Education (MEC, 2004) allowed online courses to be offered for traditional face-to-face higher education majors, converting them into blended learning courses. The Universidade Estácio de Sá (UNESA) accepted this challenge. To achieve this goal, it was necessary to include traditional face-to-face teachers in the project and train them for this new style of teaching. This study investigates the profile of online teachers, the factors that influences their adoption of online courses using blended learning and also the paradigm shifts affecting these teachers. As a result of the research, a training model has been developed for these teachers in order to optimize the teaching and learning process in the schools. This work has allowed us to observe that the most critical factors promoting traditional face-to-face teachers' adoption of online learning is the ability to enter a new market full of job opportunities, and that it is the support of the distance-learning team that most encourages teachers to stay in the program. In addition, results show that the large amount of students that exist per teacher in virtual learning environments is what most deters teachers from sticking with the online program. In regard to paradigm shifts, analysis showed that these mainly deal with the role of the student as an independent agent and the role of the teacher as a facilitator in the learning process. On the subject of the training model that needs to be implemented to promote the adoption of online learning and a paradigm shift among traditional face-to-face teachers, it was observed that, among other attributes, the model needs to be an open and holistic system that incorporates contingencies from a continuous diagnosis of the necessary training areas. Furthermore, it should be based on skills, use active methodologies in a virtual learning environment and possess procedures for ongoing evaluation. Thanks to these results, this paper will contribute to the enhancement of existing research on blended learning in the higher education market

Catálogo Taxonômico da Fauna do Brasil: setting the baseline knowledge on the animal diversity in Brazil

The limited temporal completeness and taxonomic accuracy of species lists, made available in a traditional manner in scientific publications, has always represented a problem. These lists are invariably limited to a few taxonomic groups and do not represent up-to-date knowledge of all species and classifications. In this context, the Brazilian megadiverse fauna is no exception, and the Catálogo Taxonômico da Fauna do Brasil (CTFB) (http://fauna.jbrj.gov.br/), made public in 2015, represents a database on biodiversity anchored on a list of valid and expertly recognized scientific names of animals in Brazil. The CTFB is updated in near real time by a team of more than 800 specialists. By January 1, 2024, the CTFB compiled 133,691 nominal species, with 125,138 that were considered valid. Most of the valid species were arthropods (82.3%, with more than 102,000 species) and chordates (7.69%, with over 11,000 species). These taxa were followed by a cluster composed of Mollusca (3,567 species), Platyhelminthes (2,292 species), Annelida (1,833 species), and Nematoda (1,447 species). All remaining groups had less than 1,000 species reported in Brazil, with Cnidaria (831 species), Porifera (628 species), Rotifera (606 species), and Bryozoa (520 species) representing those with more than 500 species. Analysis of the CTFB database can facilitate and direct efforts towards the discovery of new species in Brazil, but it is also fundamental in providing the best available list of valid nominal species to users, including those in science, health, conservation efforts, and any initiative involving animals. The importance of the CTFB is evidenced by the elevated number of citations in the scientific literature in diverse areas of biology, law, anthropology, education, forensic science, and veterinary science, among others

Docentes de asignaturas en línea de cursos híbridos: Adhesión, cambio de paradigma y capacitación

L'Ordenança núm. 4059 del Ministeri d'Educació (MEC, 2004) del Brasil va permetre l'oferiment d'assignatures en línia en els cursos superiors presencials, que es poden convertir, d'aquesta manera, en cursos híbrids (semipresencials), i la Universitat Estácio de Sá - UNESA ha acceptat aquest repte. Per a això era necessari incorporar professors presencials al projecte i capacitar-los per a aquesta nova pràctica docent. En aquest estudi hem investigat els factors que influeixen a l'hora de l'adhesió del docent a les assignatures en línia dels cursos híbrids, els canvis de paradigma que afecten aquests professors i també el perfil del docent en línia. A més, en aquest estudi s'ha elaborat un model de capacitació del docent en línia per a contribuir a l'adhesió i canvi de paradigma dels professors, i també per a una millora general del procés d'ensenyament-aprenentatge en la institució. Com a resultat de la investigació s'ha aconseguit observar que els principals factors que promouen l'adhesió dels docents són l'obertura d'un nou mercat de treball, atès que és el que motiva més la incorporació de professorat en línia, i el suport de l'equip d'ensenyament a distància, que és el que facilita més la permanència del professor en línia. També es va observar que la gran quantitat d'alumnes per professor que es produeix en l'entorn virtual d'aprenentatge és el que dificulta més la permanència del professor en línia. Pel que fa als canvis de paradigmes, es refereixen principalment al paper de l'alumne com a agent autònom i al paper del docent com a facilitador en el procés d'ensenyament i aprenentatge. En relació amb el model de capacitació docent que s'ha d'implantar per a promoure l'adhesió i el canvi de paradigma del docent en línia, es va observar, entre altres atributs, que el model ha de ser un sistema obert i holístic que incorpori les contingències a partir d'un diagnòstic continu de necessitats de capacitació i que ha de basar-se en competències, utilitzar metodologies actives en un ambient virtual d'aprenentatge i tenir procediments d'avaluació contínua. Amb els resultats obtinguts pensem que aquest estudi pot contribuir a ampliar les investigacions existents sobre l'ensenyament híbrid a nivell universitari.La Ordenanza n.º 4059 del Ministerio de Educación (MEC, 2004) de Brasil posibilitó el ofrecimiento de asignaturas en línea en los cursos superiores presenciales, que se pueden convertir así en cursos híbridos (blended learning) y la Universidad Estácio de Sá - UNESA aceptó este reto. Para ello fue necesario incorporar profesores presenciales al proyecto y capacitarlos para esta nueva práctica docente. En este estudio investigamos los factores que influyen en la adhesión del docente a las asignaturas en línea de los cursos híbridos, los cambios de paradigma que afectan a estos profesores y también el perfil del docente en línea. Además, en este estudio se elaboró un modelo de capacitación del docente en línea para contribuir a la adhesión y cambio de paradigma de los profesores, así como para una mejora general del proceso de enseñanza-aprendizaje en la institución. Como resultado de la investigación se logró observar que los principales factores que promueven la adhesión de los docentes son la apertura de un nuevo mercado de trabajo, pues es lo que más motiva la incorporación del profesor en línea, y el apoyo del equipo de educación a distancia, que es lo que más facilita la permanencia del profesor en línea. Se observó también que la gran cantidad de alumnos por profesor que se da en el ambiente virtual de aprendizaje es lo que más dificulta la permanencia del profesor en línea. En cuanto a los paradigmas cambiados, estos se refieren principalmente al papel del alumno como agente autónomo y al papel del docente como facilitador en el proceso de enseñanza y aprendizaje. Con relación al modelo de capacitación docente que se debe implementar para promover la adhesión y el cambio de paradigma del docente en línea, se observó, entre otros atributos, que el modelo debe ser un sistema abierto y holístico que incorpore las contingencias a partir de un diagnóstico continuo de necesidades de capacitación y que debe basarse en competencias, utilizar metodologías activas en un ambiente virtual de aprendizaje y poseer procedimientos de evaluación continua. Con los resultados obtenidos creemos que este estudio puede contribuir a ampliar las investigaciones existentes sobre la enseñanza híbrida a nivel universitario.Ordinance No. 4059 of the Brazilian Ministry of Education (MEC, 2004) allowed online courses to be offered for traditional face-to-face higher education majors, converting them into blended learning courses. The Universidade Estácio de Sá (UNESA) accepted this challenge. To achieve this goal, it was necessary to include traditional face-to-face teachers in the project and train them for this new style of teaching. This study investigates the profile of online teachers, the factors that influences their adoption of online courses using blended learning and also the paradigm shifts affecting these teachers. As a result of the research, a training model has been developed for these teachers in order to optimize the teaching and learning process in the schools. This work has allowed us to observe that the most critical factors promoting traditional face-to-face teachers' adoption of online learning is the ability to enter a new market full of job opportunities, and that it is the support of the distance-learning team that most encourages teachers to stay in the program. In addition, results show that the large amount of students that exist per teacher in virtual learning environments is what most deters teachers from sticking with the online program. In regard to paradigm shifts, analysis showed that these mainly deal with the role of the student as an independent agent and the role of the teacher as a facilitator in the learning process. On the subject of the training model that needs to be implemented to promote the adoption of online learning and a paradigm shift among traditional face-to-face teachers, it was observed that, among other attributes, the model needs to be an open and holistic system that incorporates contingencies from a continuous diagnosis of the necessary training areas. Furthermore, it should be based on skills, use active methodologies in a virtual learning environment and possess procedures for ongoing evaluation. Thanks to these results, this paper will contribute to the enhancement of existing research on blended learning in the higher education market

Universidades abertas da terceira idade

Na perspectiva de que todos devem estar preparados para enfrentar e solucionar a problemática do envelhecimento populacional, a Universidade Católica de Brasília criou no ano de 2001, a Universidade Aberta de Terceira idade, consolidando seu esforço em prol de um processo de envelhecimento digno. Neste texto faz-se uma análise histórica da evolução da criação das universidades abertas da terceira idade em nível mundial e brasileiro culminando com a criação da citada Universidade na Universidade Católica de BrasiliaFrom the perspective that everyone must be prepared to face and to solve people aging problematic, in 2001 the Catholic University of Brasilia created the Age Open University, endorsing its effort to a deserving aging process. This work does an historical analysis of the evolution of world and Brazilian Age Open Universities creation until the creation moment of such University at the Catholic University of Brasíli

Analisando as pesquisas em educação especial no Brasil Analysing research in special education in Brazil

Nosso objetivo foi examinar a articulação lógica entre o problema e a proposição teórico-metodológica das produções na área da Educação Especial, focando os seus pressupostos epistemológicos. Nos fundamentamos nos pressupostos das tendências empírico-analítica, fenomenológica-hermenêutica, crítico-dialética e do paradigma da complexidade. O procedimento adotado foi interpretar todas as dissertações/teses produzidas nos Programas de Pós-Graduação em Educação e Educação Especial do Brasil, que versam sobre Educação Especial, produzidas nos anos de 2001, 2002 e 2003, disponíveis no banco de teses da CAPES. Encontramos as tendências empírica, fenomenológica e dialética. Os equívocos encontrados foram a não inserção da pesquisa entre as produções na área; ausência de criticidade; não posicionamento numa determinada concepção de educação; construção teórica fundamentada em concepções diferentes; falta de coerência nos pressupostos teórico-metodológicos; não explicitação metodológica; não descrição dos procedimentos éticos; e má elaboração dos resumos. Concluímos pela necessidade da melhoria das dissertações/teses para que possamos avançar na produção de conhecimento na área da Educação Especial.<br>Our objective was to analyze the logical articulation between the problem and the theoretical-methodological proposal of studies in the field of Special Education, focusing on the epistemological issues. We based our study on the empiric-analytical tendencies, phenomenology-hermeneutic, critical-dialectical and the complexity paradigm. The procedure that was adopted was interpreting all dissertations/thesis produced in Post-Graduate programs in Education and Special Education in Brazil, which focus on Special Education, produced in 2001, 2002 and 2003, available online at CAPES' thesis database. We found empirical, phenomenological and dialectic tendencies. The errors encountered included the failure to include the research among the productions in the field; lack of critical approach; lack of making explicit what educational conception the study was based on; theoretical construction based on different conceptions; lack of coherence in the theoretical-methodological proposals; lack of methodological specification; absence of ethical procedural descriptions; and poorly written abstracts. We came to the conclusion that improvements in theses /dissertations are necessary so as to continually move forward in the production of knowledge in the field of Special Education

Neotropical freshwater fisheries : A dataset of occurrence and abundance of freshwater fishes in the Neotropics

The Neotropical region hosts 4225 freshwater fish species, ranking first among the world's most diverse regions for freshwater fishes. Our NEOTROPICAL FRESHWATER FISHES data set is the first to produce a large-scale Neotropical freshwater fish inventory, covering the entire Neotropical region from Mexico and the Caribbean in the north to the southern limits in Argentina, Paraguay, Chile, and Uruguay. We compiled 185,787 distribution records, with unique georeferenced coordinates, for the 4225 species, represented by occurrence and abundance data. The number of species for the most numerous orders are as follows: Characiformes (1289), Siluriformes (1384), Cichliformes (354), Cyprinodontiformes (245), and Gymnotiformes (135). The most recorded species was the characid Astyanax fasciatus (4696 records). We registered 116,802 distribution records for native species, compared to 1802 distribution records for nonnative species. The main aim of the NEOTROPICAL FRESHWATER FISHES data set was to make these occurrence and abundance data accessible for international researchers to develop ecological and macroecological studies, from local to regional scales, with focal fish species, families, or orders. We anticipate that the NEOTROPICAL FRESHWATER FISHES data set will be valuable for studies on a wide range of ecological processes, such as trophic cascades, fishery pressure, the effects of habitat loss and fragmentation, and the impacts of species invasion and climate change. There are no copyright restrictions on the data, and please cite this data paper when using the data in publications

NEOTROPICAL ALIEN MAMMALS: a data set of occurrence and abundance of alien mammals in the Neotropics

Biological invasion is one of the main threats to native biodiversity. For a species to become invasive, it must be voluntarily or involuntarily introduced by humans into a nonnative habitat. Mammals were among first taxa to be introduced worldwide for game, meat, and labor, yet the number of species introduced in the Neotropics remains unknown. In this data set, we make available occurrence and abundance data on mammal species that (1) transposed a geographical barrier and (2) were voluntarily or involuntarily introduced by humans into the Neotropics. Our data set is composed of 73,738 historical and current georeferenced records on alien mammal species of which around 96% correspond to occurrence data on 77 species belonging to eight orders and 26 families. Data cover 26 continental countries in the Neotropics, ranging from Mexico and its frontier regions (southern Florida and coastal-central Florida in the southeast United States) to Argentina, Paraguay, Chile, and Uruguay, and the 13 countries of Caribbean islands. Our data set also includes neotropical species (e.g., Callithrix sp., Myocastor coypus, Nasua nasua) considered alien in particular areas of Neotropics. The most numerous species in terms of records are from Bos sp. (n = 37,782), Sus scrofa (n = 6,730), and Canis familiaris (n = 10,084); 17 species were represented by only one record (e.g., Syncerus caffer, Cervus timorensis, Cervus unicolor, Canis latrans). Primates have the highest number of species in the data set (n = 20 species), partly because of uncertainties regarding taxonomic identification of the genera Callithrix, which includes the species Callithrix aurita, Callithrix flaviceps, Callithrix geoffroyi, Callithrix jacchus, Callithrix kuhlii, Callithrix penicillata, and their hybrids. This unique data set will be a valuable source of information on invasion risk assessments, biodiversity redistribution and conservation-related research. There are no copyright restrictions. Please cite this data paper when using the data in publications. We also request that researchers and teachers inform us on how they are using the data

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

Observation of Long-Range, Near-Side Angular Correlations in Proton-Proton Collisions at the LHC

Results on two-particle angular correlations for charged particles emitted in proton-proton collisions at center-of-mass energies of 0.9, 2.36, and 7 TeV are presented, using data collected with the CMS detector over a broad range of pseudorapidity (eta) and azimuthal angle ($\phi$). Short-range correlations in $\Delta\eta$, which are studied in minimum bias events, are characterized using a simple "independent cluster" parametrization in order to quantify their strength (cluster size) and their extent in $\eta$ (cluster decay width). Long-range azimuthal correlations are studied differentially as a function of charged particle multiplicity and particle transverse momentum using a 980 inverse nb data set at 7 TeV. In high multiplicity events, a pronounced structure emerges in the two-dimensional correlation function for particle pairs with intermediate transverse momentum of 1-3 GeV/c, 2.0 < |$\Delta\eta$| < 4.8 and $\Delta\phi \approx 0$. This is the first observation of such a long-range, near-side feature in two-particle correlation functions in $pp$ or $p\overline{p}$ collisions.Results on two-particle angular correlations for charged particles emitted in proton-proton collisions at center-of-mass energies of 0.9, 2.36, and 7 TeV are presented, using data collected with the CMS detector over a broad range of pseudorapidity (eta) and azimuthal angle (phi). Short-range correlations in Delta(eta), which are studied in minimum bias events, are characterized using a simple 'independent cluster' parametrization in order to quantify their strength (cluster size) and their extent in eta (cluster decay width). Long-range azimuthal correlations are studied differentially as a function of charged particle multiplicity and particle transverse momentum using a 980 inverse nb data set at 7 TeV. In high multiplicity events, a pronounced structure emerges in the two-dimensional correlation function for particle pairs with intermediate transverse momentum of 1-3 GeV/c, 2.0< |Delta(eta)| <4.8 and Delta(phi) near 0. This is the first observation of such a long-range, near-side feature in two-particle correlation functions in pp or p p-bar collisions