“Novos” territórios e agentes educativos em sociologia da educação: o caso da educação de adultos

A escola tem sido o objecto de estudo preferencial da sociologia da educação, e a justificação de tal facto deve-se ao relevo que aquela tem desde o século XVIII. No entanto, outros territórios e agentes educativos têm assumido um papel cada vez mais pertinente no contexto educativo, com particular incidência no campo da educação não formal de adultos. É a esta realidade que temos assistido também no nosso país, sobretudo na última década. Estes agentes assumem inclusive funções que até há pouco tempo eram exclusivas da escola, como seja a da certificação escolar. Que territórios e agentes educativos são esses? Quem são esses novos “profissionais”? E os novos públicos, quem são? O que os motiva a procurar todo um conjunto de novas ofertas educativas? Que efeitos sociais resultam dessa certificação? Por outro lado, o próprio agente educativo escola se está redefinindo à luz de parte desta mesma oferta educativanão formal no campo da educação de adultos. De que forma esta nova realidade tem sido vivida pela escola e pelos professores? Estas são algumas questões a que a sociologia da educação deve procurar dar resposta de forma mais intensa. O objectivo deste artigo é debater essa necessidade, que já tem sido levantada, quer entre nós, quer noutros contextos geográficos, por alguns autores. Tal discussão é feita, quando procuramos trazer à mesma aspectos concretosda realidade, essencialmente a partir da situação portuguesa.Palavras-chave: sociologia da educação; tendências; educação de adultos

A EFICIÊNCIA DO VÍDEO COMO MEDIADOR DE APRENDIZAGEM NA FORMAÇÃO PROFISSIONAL RURAL

A utilização do vídeo como recurso instrucional não é novidade na formação profissional e na divulgação de informações na extensão rural e seu grande potencial como instrumento didático contribuiu de maneira substancial para a capacitação dos trabalhadores e a melhoria dos processos produtivos no setor agrário. A pesquisa tem por objetivo analisar a eficiência do vídeo como mediador da aprendizagem na formação profissional de agricultores, avaliando como expressam o conteúdo aprendido por meio da verbalização do conhecimento ou demonstração das habilidades adquiridas

Representações sociais sobre o processo formativo de professores do campo e da EJA no Brasil: a realidade na Amazônia Paraense

ABSTRACT. This article articulates the debate on the initial training of rural teachers, Youth and Adult Education (EJA) and the psychosocial processes that guide the training of teachers to / in rural schools. To this end, it embarks on the theoretical field of Social Representations (RS) in order to analyze the senses and meanings of teachers who completed the Degree Course in Rural Education under the contribution of their training process to work in the EJA / countryside in the Amazon Paraense. This is a qualitative study of the exploratory / explanatory type that used the questionnaire and the semi-structured interview to collect the data. The results of this study indicate that the Social Representations of the teachers about the Degree in Rural Education are enrolled in meanings that reaffirm that specific training, geared to the needs of rural people, contributed with knowledge and teaching-learning processes that potentialized (re) thinking and innovating pedagogical practices. The rural teachers also see the course as a space for the production of differentiated knowledge of being and becoming a teacher of EJA in the field, insofar as they help to understand the social and political dynamics of the peasant way of life in the Brazilian Amazonian rural areas.ABSTRACT. This article articulates the debate on the initial training of rural teachers, Youth and Adult Education (EJA) and the psychosocial processes that guide the training of teachers to / in rural schools. To this end, it embarks on the theoretical field of Social Representations (RS) in order to analyze the senses and meanings of teachers who completed the Degree Course in Rural Education under the contribution of their training process to work in the EJA / countryside in the Amazon Paraense. This is a qualitative study of the exploratory / explanatory type that used the questionnaire and the semi-structured interview to collect the data. The results of this study indicate that the Social Representations of the teachers about the Degree in Rural Education are enrolled in meanings that reaffirm that specific training, geared to the needs of rural people, contributed with knowledge and teaching-learning processes that potentialized (re) thinking and innovating pedagogical practices. The rural teachers also see the course as a space for the production of differentiated knowledge of being and becoming a teacher of EJA in the field, insofar as they help to understand the social and political dynamics of the peasant way of life in the Brazilian Amazonian rural areas.RESUMEN. Este artículo articula el debate sobre la formación inicial de docentes rurales, Educación de Jóvenes y Adultos (EJA) y los procesos psicosociales que orientan la formación de docentes hacia / en las escuelas rurales. Para ello, se embarca en el campo teórico de las Representaciones Sociales (RS) con el fin de analizar los significados y significados de los docentes que cursaron la Licenciatura en Educación Rural sobre el aporte de su proceso formativo para trabajar en el campo EJA / en el Paraense Amazon. Se trata de un estudio cualitativo del tipo exploratorio / explicativo que utilizó el cuestionario y la entrevista semiestructurada para recolectar los datos. Los resultados de este estudio indican que las Representaciones Sociales de los docentes sobre la Licenciatura en Educación Rural se inscriben en significados que reafirman que la formación específica, orientada a las necesidades de la población rural, aportó conocimientos y procesos de enseñanza-aprendizaje que potencializaron (re) pensar. y prácticas pedagógicas innovadoras. Los docentes rurales también ven el curso como un espacio para la producción de conocimientos diferenciados de ser y convertirse en docente de EJA en el campo, en la medida en que ayudan a comprender la dinámica social y política del modo de vida campesino en los campos amazónicos brasileños.ABSTRACT. This article articulates the debate on the initial training of rural teachers, Youth and Adult Education (EJA) and the psychosocial processes that guide the training of teachers to / in rural schools. To this end, it embarks on the theoretical field of Social Representations (RS) in order to analyze the senses and meanings of teachers who completed the Degree Course in Rural Education under the contribution of their training process to work in the EJA / countryside in the Amazon Paraense. This is a qualitative study of the exploratory / explanatory type that used the questionnaire and the semi-structured interview to collect the data. The results of this study indicate that the Social Representations of the teachers about the Degree in Rural Education are enrolled in meanings that reaffirm that specific training, geared to the needs of rural people, contributed with knowledge and teaching-learning processes that potentialized (re) thinking and innovating pedagogical practices. The rural teachers also see the course as a space for the production of differentiated knowledge of being and becoming a teacher of EJA in the field, insofar as they help to understand the social and political dynamics of the peasant way of life in the Brazilian Amazonian rural areas.O presente artigo articula o debate da formação inicial de professores  do campo, da Educação de Jovens e Adultos (EJA) e dos processos psicossociais que orientam a formação de professores  para/nas escolas do campo. Para tanto, envereda-se no campo teórico das Representações Sociais (RS) no intuito de analisar os sentidos e os signficados de professores que concluíram o Curso de Licenciatura em Educação do Campo sobre a contribuição do seu processo formativo para atuarem na EJA/campo na Amazônia Paraense. Trata-se de um estudo qualitativo do tipo exploratório/explicativo que utilizou o questionário e a entrevista semiestruturada para recolha dos dados. Os resultados deste estudo apontam que as Representações Sociais dos professores sobre o curso de Licenciatura em Educação do Campo inscrevem-se em significados que reafirmam que a formação específica, voltada às necessidades dos povos do campo, contribuíu com conhecimentos e processos de ensino-aprendizagem que potencializaram (re)pensar e inovar as práticas pedagógicas. Os professores do campo veem ainda o curso como espaço de produção de conhecimento diferenciado de ser e fazer-se professor da EJA no campo, na medida em que ajudam a compreender a dinâmica social e política do modo de vida campesina nos campos amazônicos brasileiros. Palavras-chave: educação do campo, formação de professores, representações sociais.   Social representations about the formative process of Brazil's rural areas' teachers and EJA (Young Adults and Adults' Education): the reality of the Paraense Amazon                   ABSTRACT. This article articulates the debate on the initial training of rural teachers, Youth and Adult Education (EJA) and the psychosocial processes that guide the training of teachers to / in rural schools. To this end, it embarks on the theoretical field of Social Representations (RS) in order to analyze the senses and meanings of teachers who completed the Degree Course in Rural Education under the contribution of their training process to work in the EJA / countryside in the Amazon Paraense. This is a qualitative study of the exploratory / explanatory type that used the questionnaire and the semi-structured interview to collect the data. The results of this study indicate that the Social Representations of the teachers about the Degree in Rural Education are enrolled in meanings that reaffirm that specific training, geared to the needs of rural people, contributed with knowledge and teaching-learning processes that potentialized (re) thinking and innovating pedagogical practices. The rural teachers also see the course as a space for the production of differentiated knowledge of being and becoming a teacher of EJA in the field, insofar as they help to understand the social and political dynamics of the peasant way of life in the Brazilian Amazonian rural areas. Keywords: rural education, teacher training, social representations.   Representaciones sociales sobre el proceso formativo de maestros en el campo y EJA en Brasil: la realidad en el Paraense Amazon RESUMEN. Este artículo articula el debate sobre la formación inicial de docentes rurales, Educación de Jóvenes y Adultos (EJA) y los procesos psicosociales que orientan la formación de docentes hacia / en las escuelas rurales. Para ello, se embarca en el campo teórico de las Representaciones Sociales (RS) con el fin de analizar los significados y significados de los docentes que cursaron la Licenciatura en Educación Rural sobre el aporte de su proceso formativo para trabajar en el campo EJA / en el Paraense Amazon. Se trata de un estudio cualitativo del tipo exploratorio / explicativo que utilizó el cuestionario y la entrevista semiestructurada para recolectar los datos. Los resultados de este estudio indican que las Representaciones Sociales de los docentes sobre la Licenciatura en Educación Rural se inscriben en significados que reafirman que la formación específica, orientada a las necesidades de la población rural, aportó conocimientos y procesos de enseñanza-aprendizaje que potencializaron (re) pensar. y prácticas pedagógicas innovadoras. Los docentes rurales también ven el curso como un espacio para la producción de conocimientos diferenciados de ser y convertirse en docente de EJA en el campo, en la medida en que ayudan a comprender la dinámica social y política del modo de vida campesino en los campos amazónicos brasileños. Palabras clave: educación rural, formación de profesores, representaciones sociales

AVALIAÇÃO DO IMPACTO DO PROGRAMA EMPRETEC: PERSPECTIVA QUANTITATIVA DOS EMPRETECOS

Este estudo objetiva avaliar o impacto do Programa de Formação de  Empreendedores – EMPRETEC – na vida profissional dos EMPRETECos formados no Serviço Brasileiro de Apoio às Micro e Pequenas Empresas - SEBRAE - de Recife/PE, Brasil. Ainda são escassos os estudos e análises do Programa EMPRETEC das Nações Unidas conduzidos pelo SEBRAE,  motivo este que reveste de importância o presente trabalho. Para tanto,  a ferramenta utilizada foi a pesquisa quantitativa, contando com 66 EMPRETECos que participaram do programa entre os anos de 2012 e 2013. Assim, foi possível demonstrar que o Programa exerceu impacto na vida profissional dos EMPRETECos, motivando-os, a constituírem empresa, ou a mudarem de ramo de atuação, ou ainda expandirem a empresa que já possuíam. Ficou demonstrado também, que o emprego da heutagogia pode ter contribuído para a redução da taxa de mortalidade das empresas integradas por EMPRETECos, por permitir melhor identificação de oportunidades e planejamento sistemático, favorecendo maior renda e melhor qualidade nos produtos e serviços oferecidos. Nos quesitos motivação, perfil psicológico, perfil cognitivo e contributos, constatou-se que o EMPRETEC contribuiu para a identificação de novas oportunidades, melhorou a condição financeira, o otimismo, a autonomia, a independência, e as competências administrativas, inovadoras e de planejamento. Deste modo, conclui-se que o EMPRETEC gerou impactos positivos nos formandos, possibilitando o despertar das características do comportamento empreendedor

Abstracts

Tradução, para a língua inglesa, dos resumos dos artigos publicados nesta edição

MAMMALS IN PORTUGAL : A data set of terrestrial, volant, and marine mammal occurrences in P ortugal

Mammals are threatened worldwide, with 26% of all species being includedin the IUCN threatened categories. This overall pattern is primarily associatedwith habitat loss or degradation, and human persecution for terrestrial mam-mals, and pollution, open net fishing, climate change, and prey depletion formarine mammals. Mammals play a key role in maintaining ecosystems func-tionality and resilience, and therefore information on their distribution is cru-cial to delineate and support conservation actions. MAMMALS INPORTUGAL is a publicly available data set compiling unpublishedgeoreferenced occurrence records of 92 terrestrial, volant, and marine mam-mals in mainland Portugal and archipelagos of the Azores and Madeira thatincludes 105,026 data entries between 1873 and 2021 (72% of the data occur-ring in 2000 and 2021). The methods used to collect the data were: live obser-vations/captures (43%), sign surveys (35%), camera trapping (16%),bioacoustics surveys (4%) and radiotracking, and inquiries that represent lessthan 1% of the records. The data set includes 13 types of records: (1) burrowsjsoil moundsjtunnel, (2) capture, (3) colony, (4) dead animaljhairjskullsjjaws, (5) genetic confirmation, (6) inquiries, (7) observation of live animal (8),observation in shelters, (9) photo trappingjvideo, (10) predators dietjpelletsjpine cones/nuts, (11) scatjtrackjditch, (12) telemetry and (13) vocalizationjecholocation. The spatial uncertainty of most records ranges between 0 and100 m (76%). Rodentia (n=31,573) has the highest number of records followedby Chiroptera (n=18,857), Carnivora (n=18,594), Lagomorpha (n=17,496),Cetartiodactyla (n=11,568) and Eulipotyphla (n=7008). The data setincludes records of species classified by the IUCN as threatened(e.g.,Oryctolagus cuniculus[n=12,159],Monachus monachus[n=1,512],andLynx pardinus[n=197]). We believe that this data set may stimulate thepublication of other European countries data sets that would certainly contrib-ute to ecology and conservation-related research, and therefore assisting onthe development of more accurate and tailored conservation managementstrategies for each species. There are no copyright restrictions; please cite thisdata paper when the data are used in publications.info: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 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

Mammals in Portugal: a data set of terrestrial, volant, and marine mammal occurrences in Portugal

Mammals are threatened worldwide, with ~26% of all species being included in the IUCN threatened categories. This overall pattern is primarily associated with habitat loss or degradation, and human persecution for terrestrial mammals, and pollution, open net fishing, climate change, and prey depletion for marine mammals. Mammals play a key role in maintaining ecosystems functionality and resilience, and therefore information on their distribution is crucial to delineate and support conservation actions. MAMMALS IN PORTUGAL is a publicly available data set compiling unpublished georeferenced occurrence records of 92 terrestrial, volant, and marine mammals in mainland Portugal and archipelagos of the Azores and Madeira that includes 105,026 data entries between 1873 and 2021 (72% of the data occurring in 2000 and 2021). The methods used to collect the data were: live observations/captures (43%), sign surveys (35%), camera trapping (16%), bioacoustics surveys (4%) and radiotracking, and inquiries that represent less than 1% of the records. The data set includes 13 types of records: (1) burrows | soil mounds | tunnel, (2) capture, (3) colony, (4) dead animal | hair | skulls | jaws, (5) genetic confirmation, (6) inquiries, (7) observation of live animal (8), observation in shelters, (9) photo trapping | video, (10) predators diet | pellets | pine cones/nuts, (11) scat | track | ditch, (12) telemetry and (13) vocalization | echolocation. The spatial uncertainty of most records ranges between 0 and 100 m (76%). Rodentia (n =31,573) has the highest number of records followed by Chiroptera (n = 18,857), Carnivora (n = 18,594), Lagomorpha (n = 17,496), Cetartiodactyla (n = 11,568) and Eulipotyphla (n = 7008). The data set includes records of species classified by the IUCN as threatened (e.g., Oryctolagus cuniculus [n = 12,159], Monachus monachus [n = 1,512], and Lynx pardinus [n = 197]). We believe that this data set may stimulate the publication of other European countries data sets that would certainly contribute to ecology and conservation-related research, and therefore assisting on the development of more accurate and tailored conservation management strategies for each species. There are no copyright restrictions; please cite this data paper when the data are used in publications

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