Currículo e Pedagogia da Alternância: a experiência da Escola da Floresta em Rio Branco, Acre

The objective is to present the experience of the Alternation Pedagogy in Centers of Technical Vocational Education of secondary level, highlighting the history and the curricular practices of the “Roberval Cardoso Vocational and Technological Training Center”, the “Escola da Floresta”, in Rio Branco, Acre. A brief literature review was chosen with historical passages of the constitution of the Escola da Floresta (Peneireiro, 2013; Montysuma, 2017) and questions about the curriculum in Alternation Pedagogy, with emphasis on the referred school (Acre, 2011; 2012). The Escola da Floresta is recognized as an institution representative of the Alternation system, based on the precepts of sustainability, Amazonian valorization and the appropriate use of forest resources. Despite having as its educational pillar the neoliberal Curriculum for Skills, the specific case of Escola da Floresta manages to be a successful example of the Pedagogy of Alternation and the exercise of dialogue between social and individual issues that permeate the peasant context, especially in interactions, between learners and learning mediators. It is concluded that it is essential to think (and enable) the training of professionals who will work in the Acre forest in a conjuncture that refutes the training and urban-centric education and values ​​the peasant identity.The objective is to present the experience of the Alternation Pedagogy in Centers of Technical Vocational Education of secondary level, highlighting the history and the curricular practices of the “Roberval Cardoso Vocational and Technological Training Center”, the “Escola da Floresta”, in Rio Branco, Acre. A brief literature review was chosen with historical passages of the constitution of the Escola da Floresta (Peneireiro, 2013; Montysuma, 2017) and questions about the curriculum in Alternation Pedagogy, with emphasis on the referred school (Acre, 2011; 2012). The Escola da Floresta is recognized as an institution representative of the Alternation system, based on the precepts of sustainability, Amazonian valorization and the appropriate use of forest resources. Despite having as its educational pillar the neoliberal Curriculum for Skills, the specific case of Escola da Floresta manages to be a successful example of the Pedagogy of Alternation and the exercise of dialogue between social and individual issues that permeate the peasant context, especially in interactions, between learners and learning mediators. It is concluded that it is essential to think (and enable) the training of professionals who will work in the Acre forest in a conjuncture that refutes the training and urban-centric education and values ​​the peasant identity.The objective is to present the experience of the Alternation Pedagogy in Centers of Technical Vocational Education of secondary level, highlighting the history and the curricular practices of the “Roberval Cardoso Vocational and Technological Training Center”, the “Escola da Floresta”, in Rio Branco, Acre. A brief literature review was chosen with historical passages of the constitution of the Escola da Floresta (Peneireiro, 2013; Montysuma, 2017) and questions about the curriculum in Alternation Pedagogy, with emphasis on the referred school (Acre, 2011; 2012). The Escola da Floresta is recognized as an institution representative of the Alternation system, based on the precepts of sustainability, Amazonian valorization and the appropriate use of forest resources. Despite having as its educational pillar the neoliberal Curriculum for Skills, the specific case of Escola da Floresta manages to be a successful example of the Pedagogy of Alternation and the exercise of dialogue between social and individual issues that permeate the peasant context, especially in interactions, between learners and learning mediators. It is concluded that it is essential to think (and enable) the training of professionals who will work in the Acre forest in a conjuncture that refutes the training and urban-centric education and values ​​the peasant identity.Busca-se apresentar a experiência da Pedagogia da Alternância em Centros de Educação Profissional Técnica de nível médio, com destaque para a história e as práticas curriculares do “Centro de Formação Profissional e Tecnológica Roberval Cardoso”, mais conhecida como “Escola da Floresta”, em Rio Branco, Acre. Optou-se por uma breve revisão da literatura com passagens históricas da constituição da Escola da Floresta (Peneireiro, 2013; Montysuma, 2017) e questões sobre o currículo por competências na Pedagogia da Alternância, com ênfase à referida escola (Acre, 2011; 2012). Logo, a Escola da Floresta é reconhecida como uma instituição representativa do sistema de Alternância, fundamentada nos preceitos da sustentabilidade, da valorização amazônica e do uso adequado dos recursos florestais. Apesar de ter como pilar educativo o reconhecidamente neoliberal Currículo por Competências, o caso específico da Escola da Floresta consegue ser um exemplo bem sucedido da Pedagogia da Alternância e do exercício da dialogicidade entre as questões sociais e individuais que permeiam o contexto camponês, principalmente nas interações entre educandos e mediadores da aprendizagem. Conclui-se que é fundamental pensar (e possibilitar) a formação dos profissionais que trabalharão na floresta acreana em uma conjuntura que refuta a educação adestradora e urbanocêntrica e valoriza a identidade camponesa. Palavras-chave: Escola da Floresta, Currículo, Pedagogia da Alternância.   Curriculum and Pedagogy of Alternation: an experience of the Forest School in Rio Branco, Acre Abstract The objective is to present the experience of the Alternation Pedagogy in Centers of Technical Vocational Education of secondary level, highlighting the history and the curricular practices of the “Roberval Cardoso Vocational and Technological Training Center”, the “Escola da Floresta”, in Rio Branco, Acre. A brief literature review was chosen with historical passages of the constitution of the Escola da Floresta (Peneireiro, 2013; Montysuma, 2017) and questions about the curriculum in Alternation Pedagogy, with emphasis on the referred school (Acre, 2011; 2012). The Escola da Floresta is recognized as an institution representative of the Alternation system, based on the precepts of sustainability, Amazonian valorization and the appropriate use of forest resources. Despite having as its educational pillar the neoliberal Curriculum for Skills, the specific case of Escola da Floresta manages to be a successful example of the Pedagogy of Alternation and the exercise of dialogue between social and individual issues that permeate the peasant context, especially in interactions, between learners and learning mediators. It is concluded that it is essential to think (and enable) the training of professionals who will work in the Acre forest in a conjuncture that refutes the training and urban-centric education and values ​​the peasant identity. Keywords: Escola da Floresta, Curriculum, Pedagogy of Alternation.   Currículum y Pedagogía de la Alternancia: La experiencia de la Escuela de la Floresta en Rio Branco, Acre RESUMEN El objetivo es presentar la experiencia de la Pedagogía de Alternancia en Centros de Educación Técnica Profesional de nivel secundario, destacando la historia y las prácticas curriculares del "Centro de Formación Profesional y Tecnológica Roberval Cardoso", la "Escuela da Floresta", en Rio Branco, Acre. Se eligió una breve revisión de la literatura con pasajes históricos de la constitución de la Escuela da Floresta (Peneireiro, 2013; Montysuma, 2017) y preguntas sobre el plan de estudios en Pedagogía de Alternancia, con énfasis en esa escuela (Acre, 2011; 2012). La Escuela da Floresta es reconocida como una institución representativa del Alternancia, basada en los preceptos de sostenibilidad, la valorización amazónica y el uso apropiado de los recursos forestales. A pesar de tener como pilar educativo el Currículum para las Habilidades, el caso de la Escuela da Floresta se las arregla para ser un ejemplo exitoso de la Pedagogía de la Alternancia y el ejercicio del diálogo entre los problemas sociales e individuales que impregnan el contexto campesino. Se concluye que es esencial pensar (y permitir) la capacitación de profesionales que trabajarán en Acre, en una coyuntura que refuta la capacitación y la educación centrada en la ciudad y valora la identidad campesina. Palabras clave: Escuela da Floresta, Currículum, Pedagogía de la Alternancia

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

ATLANTIC EPIPHYTES: a data set of vascular and non-vascular epiphyte plants and lichens from the Atlantic Forest

Epiphytes are hyper-diverse and one of the frequently undervalued life forms in plant surveys and biodiversity inventories. Epiphytes of the Atlantic Forest, one of the most endangered ecosystems in the world, have high endemism and radiated recently in the Pliocene. We aimed to (1) compile an extensive Atlantic Forest data set on vascular, non-vascular plants (including hemiepiphytes), and lichen epiphyte species occurrence and abundance; (2) describe the epiphyte distribution in the Atlantic Forest, in order to indicate future sampling efforts. Our work presents the first epiphyte data set with information on abundance and occurrence of epiphyte phorophyte species. All data compiled here come from three main sources provided by the authors: published sources (comprising peer-reviewed articles, books, and theses), unpublished data, and herbarium data. We compiled a data set composed of 2,095 species, from 89,270 holo/hemiepiphyte records, in the Atlantic Forest of Brazil, Argentina, Paraguay, and Uruguay, recorded from 1824 to early 2018. Most of the records were from qualitative data (occurrence only, 88%), well distributed throughout the Atlantic Forest. For quantitative records, the most common sampling method was individual trees (71%), followed by plot sampling (19%), and transect sampling (10%). Angiosperms (81%) were the most frequently registered group, and Bromeliaceae and Orchidaceae were the families with the greatest number of records (27,272 and 21,945, respectively). Ferns and Lycophytes presented fewer records than Angiosperms, and Polypodiaceae were the most recorded family, and more concentrated in the Southern and Southeastern regions. Data on non-vascular plants and lichens were scarce, with a few disjunct records concentrated in the Northeastern region of the Atlantic Forest. For all non-vascular plant records, Lejeuneaceae, a family of liverworts, was the most recorded family. We hope that our effort to organize scattered epiphyte data help advance the knowledge of epiphyte ecology, as well as our understanding of macroecological and biogeographical patterns in the Atlantic Forest. No copyright restrictions are associated with the data set. Please cite this Ecology Data Paper if the data are used in publication and teaching events. © 2019 The Authors. Ecology © 2019 The Ecological Society of Americ

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

A justiça informal em linha de montagem. Estudo de caso da dinâmica de atuação do JECrim de Belo Horizonte

Neste artigo analisamos a inovação proporcionada pelo Juizado Especial Criminal no interior do Sistema de Justiça Criminal brasileiro, bem como seu efetivo funcionamento-suas práticas e procedimentos-e as principais características do seu fluxo processual, a partir dos achados da pesquisas sobre o JECrim do município de Belo Horizonte/MG. O artigo consolida resultados de um conjunto de pesquisas tanto qualitativas quanto quantitativas sobre esta instância processual, onde se buscou desde a análise de atitudes, valores e crenças de seus membros, até um levantamento sistemático dos tempos do fluxo dos processos julgados. As conclusões apontam para o questionamento do JECrim/BH como uma instância relevante para a solução de conflitos em Belo Horizonte, em virtude do longo tempo médio encontrado para a solução processual de um caso típico, em virtude da forte burocratização implementada pelo juizado, bem como à prevalência de uma cultura jurídica excessivamente formalista junto a seus atores institucionais

Informal Justice on the assembly line: A case study of the performance dynamics of the JECrim in Belo Horizonte

Neste artigo analisamos a inovação proporcionada pelo Juizado Especial Criminal no interior do Sistema de Justiça Criminal brasileiro, bem como seu efetivo funcionamento – suas práticas e procedimentos – e as principais características do seu fluxo processual, a partir dos achados da pesquisas sobre o JECrim do município de Belo Horizonte/MG. O artigo consolida resultados de um conjunto de pesquisas tanto qualitativas quanto quantitativas sobre esta instância processual, onde se buscou desde a análise de atitudes, valores e crenças de seus membros, até um levantamento sistemático dos tempos do fluxo dos processos julgados. As conclusões apontam para o questionamento do JECrim/BH como uma instância relevante para a solução de conflitos em Belo Horizonte, em virtude do longo tempo médio encontrado para a solução processual de um caso típico, em virtude da forte burocratização implementada pelo juizado, bem como à prevalência de uma cultura jurídica excessivamente formalista junto a seus atores institucionais.SimIn this article we analyze the innovation provided by the Juizado Especial Criminal (JECrim) within the Criminal Justice System in Brazil, as well as its effective operation – its practices and procedures – and the main characteristics of its discharge proceedings, based on the findings of the research on JECrim of Belo Horizonte/MG. This article consolidates the results of a set of both qualitative and quantitative research on this Judicial Institution, through the analysis of attitudes, values and beliefs of its members, as well as a systematic survey of the judicial flow of cases sentenced. The results point to the questioning of JECrim/BH as a relevant instance to resolve conflicts in Belo Horizonte, due to the long average time for the solution procedure of a typical case, given the strong bureaucracy implemented by the court as well as the prevalence of an overly formalistic legal culture along with their institutional actors

Avaliação do nível de conhecimento e de atitudes preventivas da população sobre a leishmaniose visceral em Belo Horizonte, Minas Gerais, Brasil Assessment of knowledge and preventive attitudes concerning visceral leishmaniasis in Belo Horizonte, Minas Gerais State, Brazil

Objetivou-se avaliar o nível de conhecimento e algumas atitudes preventivas em relação à leishmaniose visceral em Belo Horizonte, Minas Gerais, Brasil, em 2006. Foi feito um estudo de caso-controle, com visitas domiciliares e questionário semi-estrurado. Comparou-se dois grupos: (1) 82 casos humanos de leishmaniose visceral ocorridos em 2004 e (2) 164 controles, constituídos por vizinhos dos casos. A leishmaniose visceral acometeu mais em crianças, com aumento do risco de contrair leishmaniose visceral de 109,77 vezes para menores de dez anos. O homem demonstrou ter 2,57 vezes mais chances de adoecer que a mulher. A escolaridade da população mostrou-se baixa (68,3% não completaram o ensino médio). Cinqüenta por cento dos casos desconheciam-na quando foram infectados e apenas 1,2% conhecia o vetor. Conhecer algo sobre a leishmaniose visceral minimizou o risco de adoecer em 2,24 vezes. Quanto às atitudes de proteção, o risco de se contrair leishmaniose visceral diminui em 1,94 vez para pessoas que mantêm limpos os domicílios ou que levam o cão ao veterinário. Em Belo Horizonte, o conhecimento da população perante a leishmaniose visceral é superficial e as atitudes preventivas inespecíficas.<br>The main objective of this study was to evaluate knowledge concerning visceral leishmaniasis and attitudes used to prevent the disease in Belo Horizonte, Minas Gerais State, Brazil, in 2006. A case-control study was conducted, with home visits and a questionnaire. The odds ratio was calculated, comparing 82 cases of human visceral leishmaniasis in 2004 and 164 controls (neighbors of cases). The disease was more frequent in children (OR = 109.77). Visceral leishmaniasis was 2.57 times more likely in males than in females. Overall schooling level was low (68.3% of subjects had not completed secondary school). Half of the cases did not know what visceral leishmaniasis was, and only 1.2% could identify the vector. Having basic knowledge of visceral leishmaniasis reduced the odds of acquiring the disease by 2.24 times. Keeping the house clean and taking pet dogs to the veterinarian reduced the risk by 1.94 times. In Belo Horizonte, the population's level of knowledge on visceral leishmaniasis is superficial, and preventive attitudes are inaccurate