O Programa Residência Pedagógica como Política de Formação Inicial de Professores: percepções da Coordenadora, Preceptor e dos Residentes da Universidade Federal do Norte do Tocantins

In Brazil, the initial teacher training has been discussed for over the years based in the considering at construction and theoretical knowledge, your relationship with development of aspects related with professional practice and reflective training. In logical, the schools show itself in a dimension with space where occurs the first social experiences, therefore, at locus is possible to observe, possibilities to formation citizen. The work objective is analyzing the recorded meetings of Pedagogical Residence program in the Federal University of Northern Tocantins, with the coordinator, preceptor and residents were involved in process. The intention was observed the students, teacher and advisor, about their perception regarding the skill (EM13CNT103), existing in the National Common Curricular Base, based in discourse analysis. The program anticipates the normative experience in the classroom, for student, based in experiences carried in and out the school, together with the preceptor teacher and the institutional advisor teacher of program. The pandemic situation prevented us from have contacts, the research was realized remotely, same the most universities, we analyze only the recorded meetings, this preventing stopped us from the presential research, this would bring us more information due to possibilities from realization. The relevance this work is describe the process initial teacher training process by the Pedagogical Residency program at UFNT. Evidencing the supervision of the participating subjects with the script program development, when related the preceptor guidelines and coordinator, showed an advance during the meetings, about understanding the script elaboration, with reference to ability (EM13CNT103). Therefore, public policies need be directed at the improvement in teacher training, thus expanding the possibilities methodology be applied in process.A formação inicial docente para a educação básica tem sido discutida no Brasil ao longo dos anos considerando a construção de conhecimentos teóricos, sua relação com o desenvolvimento de aspectos voltados à prática profissional e à formação reflexiva. Com isso, a escola apresenta-se em uma dimensão como um espaço no qual se dão as primeiras experiências sociais, portanto, também lócus em que se pode observar, a partir dele, possibilidades para a formação cidadã. Com isso, o objetivo deste trabalho é analisar as reuniões gravadas do programa Residência Pedagógica da Universidade Federal do Norte do Tocantins, onde estavam envolvidos a coordenadora, preceptor e os residentes. Para assim observar a percepção dos residentes referente a habilidade EM13CNT103, exposta na Base Nacional Comum Curricular, através da análise de discurso. O programa antecipa a experiência normativa em sala de aula, para os residentes, a partir das vivências realizadas dentro e fora da escola, em conjunto com o professor preceptor e a docente coordenadora institucional do Programa. Devido a situação pandêmica que nos impedia de termos contato, dispusemos da realização das nossas pesquisas de forma remota, assim como a maioria das universidades, portanto, tivemos que analisar as reuniões gravadas, impedindo-nos assim de fazer uma pesquisa participativa que nos traria mais informação devido as possibilidades dessa interação presencial. Logo, a relevância deste trabalho está em descrever o processo de formação inicial do professor ofertado pelo programa Residência Pedagógica na UFNT. Nisso, fica evidente a supervisão dos sujeitos participantes a partir do desenvolvimento do roteiro durante o programa, quando, assim, relacionada às orientações do preceptor e da coordenadora, em que houve avanço no decorrer das reuniões, em relação ao entendimento da elaboração do roteiro, levando em consideração a habilidade trabalhada, EM13CNT103. Portanto, políticas públicas precisam se direcionar com um olhar diferenciado para o aperfeiçoamento na formação docente, ampliando assim as possibilidades de metodologia a serem aplicadas neste processo

Perspectivas de ingressantes de um curso medicina da região Norte do Brasil / Perspectives of members of a medicine course in the North region of Brazil

O presente estudo tem por objetivo descrever as perspectivas e os relatos de uma turma de acadêmicos de medicina ingressantes de uma universidade pública do norte do Brasil. Trata-se de uma pesquisa de natureza descritiva com dados analisados por preceitos de estudos quali-quantitativos. O curso é ofertado pela Universidade Federal do Tocantins, Campus Universitário de Araguaína.  Neste estudo participaram 20 acadêmicos de ambos os sexos que ingressaram no segundo semestre do ano de 2019. Foi elaborado um questionário semiestruturado contendo 10 questões, sendo que 80% das questões eram dissertativas. A pesquisa foi motivada por se tratar de um curso de medicina que recebe ingressantes de diversas regiões brasileiras, com destaque para regiões norte e nordeste.  A média de idade dos integrantes da pesquisa foi de 20 anos, sendo 11 do sexo masculino e 9 do sexo feminino, 6 são oriundos do município de Araguaína (TO), onde o curso é ofertado e os demais acadêmicos vieram de outras de localidades do estado do Tocantins, além dos estados fronteiriços como: Maranhão, Goiás e Pará. Vários acadêmicos mencionaram que pretende finalizar o curso com intuito de ajudar o próximo, para ter sucesso profissional, financeiro e realizar um sonho. A partir do exposto, foi capaz ponderar que a recepção dos mesmos em um hospital universitário fez-se satisfatória frente ao primeiro contato dos mesmos com um espaço futuro de prática educacional

A disciplina Epistemologia da Ciência na Pós-Graduação em Ensino de Ciências e Matemática da UFNT: contribuições e desafios

Teacher training that allows teachers to experience the processes of constructing scientific knowledge can result in teachers who are able to overcome deformed views of science in science teaching. In this sense, we are guided by the following research question: what are the contributions of epistemology to the training of teachers and researchers in science teaching? The aim is to analyze the contributions of epistemology in the training of science teachers from a class in the Epistemology of Science subject of the Postgraduate Program in Science and Mathematics Teaching (PPGecim-UFNT). The methodological approach is based on a qualitative approach and is characterized as bibliographical research, combined with data collection through a questionnaire, according to Vieira (2009), on a digital platform, submitted to the interpretative nuances of Textual Discourse Analysis (TDA) by Neves (2015). As a result, the analysis shows that the subject of Epistemology contributed satisfactorily to the understanding of Science, transforming the understanding that each participant had of scientific knowledge. It appears that the subject of Epistemology of Science in the continuing education of teachers who teach science leads to an understanding of the diversity of knowledge, its typologies and also different approaches to teacher training.Una formación docente que permita a los profesores experimentar los procesos de construcción del conocimiento científico puede dar lugar a profesores capaces de superar visiones deformadas de la ciencia en la enseñanza de las ciencias. En este sentido, nos guía la siguiente pregunta de investigación: ¿cuáles son las aportaciones de la epistemología a la formación de profesores e investigadores en la enseñanza de las ciencias? El objetivo es analizar los aportes de la epistemología en la formación de profesores de ciencias a partir de una clase de la asignatura Epistemología de las Ciencias del Programa de Posgrado en Enseñanza de las Ciencias y las Matemáticas (PPGecim-UFNT). El abordaje metodológico se basa en un enfoque cualitativo y se caracteriza por ser una investigación bibliográfica, combinada con la recolección de datos a través de un cuestionario, según Vieira (2009), en una plataforma digital, sometida a los matices interpretativos del Análisis Textual del Discurso (ADT) de Neves (2015). Los análisis muestran que la asignatura de Epistemología contribuyó satisfactoriamente a la comprensión de la ciencia, transformando la comprensión que cada participante tenía del conocimiento científico. Parece que la asignatura de Epistemología de la Ciencia en la formación continua de los profesores que enseñan ciencias conduce a la comprensión de la diversidad de los conocimientos, sus tipologías y también los diferentes enfoques de la formación del profesorado.Uma formação docente que proporcione vivenciar os processos de construção de conhecimentos científicos, pode culminar em professores capazes de superar visões deformadas da Ciência no ensino de Ciências, neste sentido, orientados pela seguinte pergunta de pesquisa: quais as contribuições da Epistemologia para a formação do professor  e pesquisador em ensino de Ciências? Tem-se como objetivo analisar as contribuições da Epistemologia na formação de professores de Ciências de uma turma da disciplina de Epistemologia da Ciência do Programa de Pós-Graduação em Ensino de Ciências e Matemática (PPGecim-UFNT). O caminho metodológico pauta-se em uma abordagem qualitativa, sendo caracterizada como uma pesquisa do tipo bibliográfica, combinada a coleta de dados por meio de questionário, conforme Vieira (2009), em plataforma digital, submetidos às nuances interpretativas da Análise Textual Discursiva (ATD) por Neves (2015). Por meio disso, aponta-se, a partir das análises, que a disciplina de Epistemologia contribuiu satisfatoriamente para o entendimento de Ciências, transformando a compreensão que cada participante carregava acerca de conhecimento científico. Depreende-se que a disciplina de Epistemologia da Ciência na formação continuada de professores que ensinam Ciências, conduz ao entendimento sobre a diversidade de conhecimentos, suas tipologias e igualmente sobre diferentes enfoques de formação docente

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

Characterisation of microbial attack on archaeological bone

As part of an EU funded project to investigate the factors influencing bone preservation in the archaeological record, more than 250 bones from 41 archaeological sites in five countries spanning four climatic regions were studied for diagenetic alteration. Sites were selected to cover a range of environmental conditions and archaeological contexts. Microscopic and physical (mercury intrusion porosimetry) analyses of these bones revealed that the majority (68%) had suffered microbial attack. Furthermore, significant differences were found between animal and human bone in both the state of preservation and the type of microbial attack present. These differences in preservation might result from differences in early taphonomy of the bones. © 2003 Elsevier Science Ltd. All rights reserved