A possibilidade de uma abordagem crítica no ensino de zoologia: das situações-limite à práxis pedagógica

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação Científica e Tecnológica, Florianópolis, 2013.A partir das influências históricas, políticas e econômicas sobre o desenvolvimento da docência no contexto brasileiro, este trabalho visa identificar dialeticamente, por intermédio do ensino de zoologia e de suas expressões no cotidiano da sala de aula, as condicionantes e as possibilidades para um ensino crítico no contexto específico da Rede de Ensino Municipal de Florianópolis. Para tanto, este trabalho construiu um inventário crítico sobre o ensino de zoologia e quais as suas características sócio-históricas, teóricas e práticas relacionadas ao ensino da área. A partir destes dados, foram extraídos elementos significativos, passíveis de problematização junto ao professorado da rede. Realizado esse aprofundamento problematizador, identificou-se um conjunto de situações-limite relacionadas à práxis docente humanizadora. Essas situações se apresentaram como resultado de um condicionamento sócio-histórico e ideológico orientado por uma racionalidade técnica. Assim, esse trabalho buscou evidenciar os efeitos desta racionalidade na perda da autonomia docente e na consequente imposição a uma educação bancária e necrófila, tomando como base o ensino de zoologia. A escola e o professor, ao serem dominados por essa ideologia, se tornam agentes apassivados, cuja consciência ainda se mostra ingênua e impotente diante da complexa realidade. Eles são concebidos como técnicos, ou seja, meros reprodutores mecânicos de um conhecimento elitizado em uma sociedade desigual, dominada por uma minoria econômica e intelectualmente dominante. Identificadas essas problemáticas, propõe-se idealmente neste trabalho um movimento de formação permanente aos professores, de forma a contribuir para uma evidenciação da situação da proletarização da docência e que, na medida do possível, venha fomentar a busca docente pela autonomia em sua práxis didático-pedagógica. Espero que este trabalho levante questionamentos e discussões, tanto sobre o ensino de zoologia, quanto sobre a docência em si, sobretudo na comunidade escolar de Florianópolis. Abstract : From historical, political and economic influences on the teaching development in the Brazilian context, this work aims to identify dialectically, by the Zoology teaching and its expressions in day by day classroom, the constraints and the possibilities for a critical teaching in the context of the Municipal School of Florianópolis. To reach the goal, this work developed a critical inventory on zoology teaching and on their socio-historical, theoretical and practical characteristics. From these data we obtained a set of extreme situations related to teaching praxis. These situations presented themselves as a result of a conditioning socio-historical and ideological driven by technical rationality. Thus , this study aimed to reveal the effects of this rationality in the loss of teaching autonomy and the consequent imposition of a banking education in Zoology teaching. The school and the teacher are subservient, and become alienated agents whose conscience is still naive and helpless in the face of complex reality of teaching on Brazil. The teachers are designed as technical, being characterized as instruments of a minority economically and intellectually dominant in an unequal society.Identified these problems, we propose in this work a ideal movement of permanent education for teachers in order to regain awareness the proletarianization and returning the autonomy in their teaching practice. I hope that this work raises questions and discussions, both on the teaching of zoology as about the teaching itself, especially in the Municipal School of Florianópolis

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

Photography-based taxonomy is inadequate, unnecessary, and potentially harmful for biological sciences

The question whether taxonomic descriptions naming new animal species without type specimen(s) deposited in collections should be accepted for publication by scientific journals and allowed by the Code has already been discussed in Zootaxa (Dubois & Nemésio 2007; Donegan 2008, 2009; Nemésio 2009a–b; Dubois 2009; Gentile & Snell 2009; Minelli 2009; Cianferoni & Bartolozzi 2016; Amorim et al. 2016). This question was again raised in a letter supported by 35 signatories published in the journal Nature (Pape et al. 2016) on 15 September 2016. On 25 September 2016, the following rebuttal (strictly limited to 300 words as per the editorial rules of Nature) was submitted to Nature, which on 18 October 2016 refused to publish it. As we think this problem is a very important one for zoological taxonomy, this text is published here exactly as submitted to Nature, followed by the list of the 493 taxonomists and collection-based researchers who signed it in the short time span from 20 September to 6 October 2016

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

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 constituição desumanizadora da docência universitária em ciências biológicas

Tese (doutorado) - Universidade Federal de Santa Catarina, Programa de Pós-Graduação em Educação Científica e Tecnológica, Florianópolis, 2018.A partir do diálogo problematizador, este trabalho de tese busca compreender como se constitui a docência junto aos professores universitários do Curso Diurno de Graduação em Ciências Biológicas-hab. Licenciatura da UFSC. A docência, entendida como expressão político-pedagógica é uma prática social e profissional essencialmente humana, refletindo sua ontologia criadora e seu inacabamento. Portanto, ao mesmo tempo que é espaço permanente de formação do educador, se insere na dinâmica histórico cultural do gênero humano na transformação de sua realidade. Entretanto, por ser uma prática sociohistórica inacabada traz marcas das condições de seu tempo e contexto. Por isso, a partir das influências neoliberais e conservadoras sobre a universidade operacional brasileira percebemos um cerceamento ideológico da docência universitária tolhendo sua essência humanizadora e favorecendo um produtivísmo acadêmico que consome o sujeito levando-o a um estado de total esgotamento. A partir da produção de um dossiê sobre a docência universitária no curso identificamos um contexto cotidiano de trabalho pautado na opressão e alienação institucionalizada entre os professores frente a sua ação pedagógica, epistemológica, extensionista e administrativa. Assim, por um processo de isolamento e auto regulação dentro de seus departamentos e programas de pós-graduação, os professores universitários são uma consciência dominadora e dominada. Seu quefazer é reduzido a um ativismo, que induz a uma docência burocratizada, sacrificando a ação político pedagógica ético-crítica, coletiva e coerente com uma proposta de formação de professores humanizadora. É como se o sujeito para sobreviver, a partir de vários níveis de consciência sobre si, seu trabalho e seu contexto concreto, se perdesse no meio social, simbólico e produtivo condicionante, se adaptando ideologicamente às demandas externas naturalizadas e impostas, sem agir crítica e ativamente sobre um sistema já cristalizado. Assim, quando o professor aceita as mais diversas condições opressoras e alienantes como determinações sobre o seu fazer e o seu ser, emergem e são perpetuadas as situações-limite à constituição da docência humanizadora. Espera-se que a docência, enquanto objeto de uma reflexão crítica e coletiva, recupere seu status sociocultural e profissional, valorizando e ampliando a autonomia real do professor, que como um ser inconcluso se perceba como um educador produtor de saberes específicos imprescindíveis a sua formação, de seus alunos e da sociedade contribuindo para a criação de uma universidade popular.Abstract : From the problematizing dialogue, this thesis aims to understand how it is the constitution of teaching with university professors of the course of teacher training in biological sciences in UFSC. Teaching is understood as a political-pedagogical expression, it is an essentially human social and professional practice, therefore, it reflects the creative ontology of the human being and its incompleteness. Therefore, at the same time that it is a permanent space for the formation of the educator, it is inserted in the historical cultural dynamics of the human race on the transformation of its reality. However, because it is an unfinished socio-historical practice, it carries the marks of the conditions of its time and context. Therefore, from the neoliberal and conservative influences on the Brazilian operational university we perceive an ideological restraint of university teaching, with its humanizing essence being suppressed and favoring an academic productivism that consumes the subject, leading him to a state of total exhaustion. From the production of a dossier on university teaching in the degree course in Biological Sciences, we identified a labor context based on institutionalized oppression and alienation on the pedagogical, epistemological, extensionist and administrative action of university professors. Thus, from the isolation and self-regulation of teachers in their departments, university teachers are at the same time a dominating and dominated consciousness. Its to do is reduced to an activism, which induces a bureaucratized teaching, sacrificing political-pedagogical ethical-critical action, consistent with a proposal of humanizing teacher training. From various levels of consciousness about himself, his work, and his concrete context, to survive the teacher, he would lose himself in the social, symbolic and productive conditioning environment, adapting ideologically to naturalized and imposed external demands, without acting critically and actively on a already crystallized System. Thus, when the teacher accepts the most diverse oppressive and alienating conditions as determinations about his doing and his being, the limiting situations to the constitution of humanizing teaching emerge and are perpetuated. Such limits and possibilities identified in the dossie become the themes discussed in the thesis during a circle of culture. It is hoped that teaching, as the object of critical and collective reflection, will recover its valued socio-cultural and professional status. Let the teacher, as an unfinished being, perceive himself as an educator who produces specific knowledge essential to the formation of teachers, their students and to the development of a popular university