O Programa Residência Pedagógica sob o olhar das estudantes: Experiências em contexto remoto

This paper discuss the meanings assigned to everyday educational experiences carried out within the subproject for Literacy in the Pedagogical Residency program (PRP), sponsored by Coordination for the Improvement of Higher Education Personnel (CAPES), developed by the Pedagogy program at the University of Campinas during the COVID-19 pandemic. For this, we present the political context of the program as well as the narratives produced from collective interviews with participating teachers-in-training who worked in the subproject in 2020, 2021 and 2022. For the theoretical and methodological framework, our base is the narratives of lived experience and the learned lessons from the research informed by the circulating meanings about the educational paths of these future elementary teachers. The discussion highlights the motivations and expectations regarding the program, the experiences of residents in remote teaching, the dialogues between the program and training in Pedagogy and the conflicts between emergency remote teaching and the in-person return of activities in education schools basic. We discuss the importance of these collective forms of work reported by teachers-in-training for their education and the limitation of the Pedagogical Residency as a program available to a restricted number of undergraduate students in teacher education programs.El presente estudio discute los significados atribuidos a las experiencias formativas cotidianas, vividas en el contexto de la pandemia del COVID-19, en el subproyecto de alfabetización del Programa de Residencia Pedagógica (PRP), vinculado a la Coordinación para el Perfeccionamiento del Personal de Educación Superior (CAPES), desarrollado en el curso de Pedagogía de la Universidad de Campinas. Con este fin, se presentan las narrativas producidas a partir de entrevistas colectivas con los estudiantes-becarios del programa que trabajaron en el subproyecto en los años 2020, 2021 y 2022, así como el contexto político del programa. Como referencial teórico y metodológico, se asumen las narrativas de la experiencia vivida y la construcción de aprendizajes indicados por los sentidos que circulan sobre las trayectorias formativas de los futuros profesores de educación básica. Así, se esbozan lecturas respecto a las motivaciones y expectativas respecto del programa, las experiencias de los residentes en la enseñanza remota, los diálogos entre el programa y la formación en Pedagogía y las tensiones entre la enseñanza remota y el regreso presencial de las actividades en las escuelas de educación básica. Consideramos la importancia de las formas de acción colectiva destacadas en los reportes para la formación de los estudiantes como profesores y la limitación de la Residencia Pedagógica como programa dirigido a un número restringido de estudiantes de pregrado.O presente estudo discute os sentidos atribuídos às experiências formativas cotidianas, vividas em contexto da pandemia de Covid-19, no subprojeto de Alfabetização do Programa Residência Pedagógica (PRP), vinculado à Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), desenvolvido no curso de Pedagogia da Universidade Estadual de Campinas. Para tanto, apresentam-se o contexto político do referido programa e as narrativas produzidas a partir de entrevistas coletivas com estudantes-bolsistas que atuaram no subprojeto nos anos de 2020 a 2022. Como referencial teórico-metodológico, assumem-se as narrativas de experiência do vivido e a construção de lições indiciadas pelos sentidos em circulação sobre os percursos formativos de futuras professoras da educação básica. Desse modo, são delineadas leituras referentes às motivações e às expectativas em relação ao programa, às experiências das residentes no ensino remoto, aos diálogos entre o PRP e a formação na Pedagogia e às tensões entre o ensino remoto emergencial e o retorno presencial das atividades nas escolas de educação básica. Considera-se a importância das formas coletivas de atuação destacadas nos relatos para a formação das estudantes como professoras e a limitação da Residência Pedagógica enquanto programa destinado a um número restrito de alunos das licenciaturas

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

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

Análise de Obras Cinematográficas para Compreender as Concepções de Professores sobre o Aluno com Deficiência

RESUMO: o movimento de inclusão dos alunos com deficiência no ensino básico apresenta dificuldades de efetivação, principalmente pelo forte bloqueio dos professores ante esses discentes em sala de aula, fato que advém, sobretudo, das concepções negativas de deficiência que mediam as relações de ensino e interferem no processo de inclusão. Essas noções são construídas historicamente e reforçadas pelos grandes meios de comunicação social. Partindo da ideia de que hoje o cinema se configura como um dos principais disseminadores de comportamentos, este estudo objetiva refletir as relações entre as representações dos sujeitos com deficiência e as concepções que mediam a interação dos professores com seus alunos. Para tanto, levantamos filmes recentes que têm a deficiência como temática, organizamos os resultados em gráficos com variáveis quantitativas e relacionamos esses dados com estudos sobre cinema e deficiência e considerações da perspectiva histórico-cultural, que permitem fundamentar que as relações sociais influenciam na constituição pessoal dos indivíduos. Encontramos 250 filmes e verificamos que a representação atual mais comum é pela dramatização pessoal. A análise das obras cinematográficas permitiu identificar que as concepções de limitação dos professores sobre seus alunos com deficiência fazem parte de um imaginário social que vem sendo retratado e reafirmado, também, pelo cinema. É possível propor discussões com os docentes sobre o modo como a pessoa com deficiência é retratada: apenas por sua incapacidade e não por suas qualidades. Essa ideia socialmente estigmatizada em geral faz com que ele limite esses alunos, sem explorar seus potenciais

Hipoparatireoidismo primário em cão

The hypoparathyroidism is a rare endocrinopathy reported in dogs, caused by a deficiency in the synthesis of parathyroid hormone (PTH). The lack of PTH causes hypocalcemia and hyperphosphatemia, resulting in a series of neurological and neuromuscular disorders. Unlike most endocrinopathies, hypoparathyroidism is a disease in which the exogenous hormone replacement is not being viable, becoming the treatment a challenge. The present report aims to describe a case of primary hypoparathyroidism in a Schnauzer dog with seizures and neuromuscular disorders, and successful treatment employed, this being the first case, according to the literature, of hypoparathyroidism diagnosed in Brazil. The hypoparathyroidism should be considered as a differential diagnosis in cases of seizure. A complete neurological evaluation and determination of serum ionized calcium and parathyroid hormone are essential for the diagnosis of this disease. Early diagnosis may improve the quality of life of affected animals, since after the initiation of therapy, there is complete remission of clinical signs

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