Domestic environments and social dynamics in colonial São Paulo

This article proposes to analyze the material dimension of the social life of intermediate groups living in the city of São Paulo during the 18th century and dealing with trade. Therefore, we assume that the physical attributes of pieces of furniture not only inform about the utilitarian function of the object, but rather its uses indicate the reiteration and / or transformation of patterns of behavior and of family and social hierarchies. To develop the argument, first we will weave brief comments on the domestic space in São Paulo during the 18th century. Then we will concentrate on the analysis of the social use of some furniture in the interiors of commercial sectors houses, relating their existence with the socioeconomic changes the capital underwent due to the commercial activities that developed in São Paulo region because of the supply of mining areas of Minas Gerais, Goiás and Cuiabá. A proposta do artigo é analisar a dimensão material da vida social dos grupos intermédios residentes na cidade de São Paulo ao longo do Setecentos ligados ao comércio. Para tanto, partimos do pressuposto de que os atributos físicos de peças de mobiliário informam não apenas sobre a função utilitária do objeto, mas, antes, seus usos indicam a reiteração e/ou transformação de padrões de conduta e de hierarquias familiar e social. Para desenvolver o argumento, primeiramente teceremos breves comentários sobre o espaço doméstico na cidade de São Paulo durante o século XVIII. Em seguida, nos deteremos na análise do uso social de alguns móveis nos interiores das moradas de setores mercantis, relacionando sua existência com as mudanças socioeconômicas pelas quais passava a capital, graças às atividades comerciais que se desenvolviam na região paulista em razão do abastecimento das áreas mineratórias de Minas Gerais, Goiás e Cuiabá. 

Enseñanza de Historia: una propuesta de clase en la perspectiva de la inclusión

O presente artigo consiste numa reflexão sobre o ensino de História na perspectiva da inclusão. Neste sentido, a principal finalidade deste trabalho é apresentar uma sugestão de um plano de aula fundamentado no ensino de História inclusivo, no qual todos, deficientes ou não, sejam contemplados. Para a consecução do referido objetivo, elaborou-se uma revisão bibliográfica fundamentada em Circe Bittencourt, Paulo Santos, Maria Ciavatta e outros autores. Concluiu-se que o professor de História, para fundamentar sua prática de ensino num enfoque inclusivo, deve valorizar o protagonismo dos estudantes, abordar a diversidade humana como elemento fundamental do processo historico, buscar o diálogo interdisciplinar, procurar ter um conhecimento geral básico sobre as deficiências e outros aspectos.The present article consists of a reflection on the teaching of history in the perspective of inclusion. In this sense, the main purpose of this work is to present a suggestion of a lesson plan based on the teaching of inclusive history, in which all, disabled or not, are contemplated. In order to achieve this goal, a bibliographic review was elaborated based on Circe Bittencourt, Paulo Santos, Maria Ciavatta and other authors. It was concluded that the History teacher, in order to base his teaching practice on an inclusive approach, should value the students' protagonism, address human diversity as a fundamental element of the historical process, seek interdisciplinary dialogue, seek basic knowledge about disabilities and other aspects.El presente artículo consiste en una reflexión sobre la enseñanza de la historia desde la perspectiva de la inclusión. En este sentido, la principal finalidad de este trabajo es presentar una sugerencia de un plan de clase fundamentado en la enseñanza de Historia inclusiva, en el cual todos, discapacitados o no, sean contemplados. Para la consecución de dicho objetivo, se elaboró una revisión bibliográfica fundamentada en Circe Bittencourt, Paulo Santos, Maria Ciavatta y otros autores. Se concluyó que el profesor de Historia, para fundamentar su práctica de enseñanza en un enfoque inclusivo, debe valorar el protagonismo de los estudiantes, abordar la diversidad humana como elemento fundamental del proceso histórico, buscar el diálogo interdisciplinario, procurar tener un conocimiento general básico sobre las deficiencias y otros aspectos

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

Ambientes domésticos e dinâmicas sociais em São Paulo colonial

This article proposes to analyze the material dimension of the social life of intermediate groups living in the city of São Paulo during the 18th century and dealing with trade. Therefore, we assume that the physical attributes of pieces of furniture not only inform about the utilitarian function of the object, but rather its uses indicate the reiteration and / or transformation of patterns of behavior and of family and social hierarchies. To develop the argument, first we will weave brief comments on the domestic space in São Paulo during the 18th century. Then we will concentrate on the analysis of the social use of some furniture in the interiors of commercial sectors houses, relating their existence with the socioeconomic changes the capital underwent due to the commercial activities that developed in São Paulo region because of the supply of mining areas of Minas Gerais, Goiás and Cuiabá

Ensino de História: uma proposta de aula na perspectiva da inclusão

The present article consists of a reflection on the teaching of history in the perspective of inclusion. In this sense, the main purpose of this work is to present a suggestion of a lesson plan based on the teaching of inclusive history, in which all, disabled or not, are contemplated. In order to achieve this goal, a bibliographic review was elaborated based on Circe Bittencourt, Paulo Santos, Maria Ciavatta and other authors. It was concluded that the History teacher, in order to base his teaching practice on an inclusive approach, should value the students' protagonism, address human diversity as a fundamental element of the historical process, seek interdisciplinary dialogue, seek basic knowledge about disabilities and other aspects.O presente artigo consiste numa reflexão sobre o ensino de História na perspectiva da inclusão. Neste sentido, a principal finalidade deste trabalho é apresentar uma sugestão de um plano de aula fundamentado no ensino de História inclusivo, no qual todos, deficientes ou não, sejam contemplados. Para a consecução do referido objetivo, elaborou-se uma revisão bibliográfica fundamentada em Circe Bittencourt, Paulo Santos, Maria Ciavatta e outros autores. Concluiu-se que o professor de História, para fundamentar sua prática de ensino num enfoque inclusivo, deve valorizar o protagonismo dos estudantes, abordar a diversidade humana como elemento fundamental do processo historico, buscar o diálogo interdisciplinar, procurar ter um conhecimento geral básico sobre as deficiências e outros aspectos.El presente artículo consiste en una reflexión sobre la enseñanza de la historia desde la perspectiva de la inclusión. En este sentido, la principal finalidad de este trabajo es presentar una sugerencia de un plan de clase fundamentado en la enseñanza de Historia inclusiva, en el cual todos, discapacitados o no, sean contemplados. Para la consecución de dicho objetivo, se elaboró una revisión bibliográfica fundamentada en Circe Bittencourt, Paulo Santos, Maria Ciavatta y otros autores. Se concluyó que el profesor de Historia, para fundamentar su práctica de enseñanza en un enfoque inclusivo, debe valorar el protagonismo de los estudiantes, abordar la diversidad humana como elemento fundamental del proceso histórico, buscar el diálogo interdisciplinario, procurar tener un conocimiento general básico sobre las deficiencias y otros aspectos