The conceptions by Military Police Academy professors of their students

O presente estudo refere-se a uma pesquisa exploratória de cunho qualitativo que visa a conhecer e analisar as concepções de professores civis e professores policiais militares acerca do aluno policial militar na Academia de Polícia Militar de Brasília (APMB). Foram realizadas entrevistas individuais semiestruturadas com 17 professores. Por meio da análise de conteúdo das entrevistas, identificaram-se categorias temáticas para melhor compreensão dos dados. As categorias fizeram referência, durante a discussão apresentada, à imagem do aluno policial militar, ao relacionamento interpessoal na Academia, à consciência do sistema disciplinar, ao modo como ocorre o ensino na Polícia Militar do Distrito Federal (PMDF) e ao vínculo que o aluno estabelece com a prática policial militar. Os resultados apontaram que, na concepção de professores da APMB, o aluno policial militar é alguém disciplinado, interessado em aprender e educado. Os professores afirmam ter um relacionamento positivo com o aluno e que o mesmo participa das aulas. A hierarquia estabelece-se em sala no contato professor-aluno, havendo uma consciência do sistema disciplinar e das possíveis punições advindas de transgressões. Conclui-se que as concepções de professores se formam relacionadas às crenças, valores e imagens da PMDF, abrindo caminho para que os docentes compreendam como lidam com o aluno policial militar em formação. A pesquisa revela que os professores, sejam civis ou militares, têm ciência dos limites impostos ao aluno policial militar diante de uma formação baseada na hierarquia e disciplina.This study is about an exploratory study of qualitative nature whose purpose is to get to know and analyze the concepts that both civilian and military professors hold in regard of students preparing to become policemen in the Military Police Academy of Brasília (APMB). Individual semi-structured interviews were conducted with 17 professors. By analyzing the contents of the interviews, topics (categories) were identified for a better understanding of data. Categories were referred, during the discussion presented, to the image of the military policeman student, to the interpersonal relationship in the Academy, to the awareness of the disciplinary system, to the way teaching is conducted at the Military Police of the Federal District (PMDF) and to the link that the student builds with the military police practice. Results pointed that, in the concept of APMB professors, the military policeman student is someone disciplined, interested in learning and polite. Professors said they have a satisfactory relationship with students and that they are participative in class. The hierarchy becomes clear in the classroom through the professor-student contact, and there is an awareness of the disciplinary system and penalties that may occur in case of offense. Conclusion was that the concepts of professors are formed in relation to the beliefs, values, and images of PMDF, making way so that professors understand how to deal with the military policeman student under training. The research reveals that professors, both civilian and military, are aware of the limits imposed to the military policeman student in the perspective of an education based on hierarchy and discipline

The self pedagogy : a discussion about the emergence of the subject who learns

Este artigo busca contribuir com o desenvolvimento de conceitos pedagógicos que prestigiem a subjetividade humana como elemento de integração dos aspectos simbólicos, emocionais, históricos, atuais, conscientes, não conscientes, racionais e irracionais. A proposta teórica que aqui se utiliza como filtro de percepção dos processos subjetivos é a teoria da subjetividade cultural-histórica de González Rey. Fez-se uma investigação construtivo-interpretativa de um curso online, cujo tema era da área da saúde, que teve como estratégia uma pedagogia de si que revelou posturas pedagógicas relevantes para emergência do aprendiz como sujeito.This paper aims to contribute with the development of pedagogical concepts that esteems the human subjectivity as a point of integration between symbolic, emotional, historic, current, conscious, unconscious, rational and irrational aspects. The theorical perspective used in this paper as a perception filter of the subjective processes was the cultural-historic theory of subjectivity, from González Rey. A constructive-interpretative investigation was done in an online course about health matters, based in a self-pedagogy that revealed some pedagogical stances to the learner's emergence as a subject

Transgressão e criatividade em sala de aula

The article presents part of the research methodologically oriented by the creativity theory of Winnicott. For subjects we had teachers of second phase of the fundamental level (6th year to 9th year) from two different types of schools: particular and public schools, aiming to understand the relationship between transgression behaviors and creativity of pupils and their subjective constitution. During the research we verified positive and negative aspects about the behavior of the student, we examined if there were relations between creative and transgressor behavior. From the psychoanalysis theory about creativity we conclude that transgression may be part of the creative process of the student, including also social productions and identity constitution.El artículo presenta parte de una búsqueda de maestría que utilizó como referencia epistemológica a la teoría de la creatividad de Winnicott. La investigación aconteció a partir de entrevistas con profesores de la 2a etapa de la enseñanza primaria de escuelas de la red pública y particular de Brasilia-DF, con el propósito de comprender la interpretación de los educadores sobre el proceso de constitución del sujeto-alumno en el entrelazar de comportamientos transgresores y creativos en el trabajo-educativo. Se concluyó que, la transgresión puede ser considerada parte del proceso creativo para el alumno, tanto en relación a las acciones y producciones en el mundo social cuanto a la creación de la propia identidad de este sujeto.O artigo apresenta parte de uma pesquisa de mestrado que utilizou como referencial epistemológico a teoria da criatividade de Winnicott. A investigação aconteceu a partir de entrevistas com professores da 2a Fase do Ensino Fundamental de escolas da rede pública e particular de Brasília-DF, a fim de compreendermos a interpretação dos educadores sobre o processo de constituição do sujeito-aluno no entretecer de comportamentos transgressores e criativos no trabalho-educar. Concluiu-se que a transgressão pode ser considerada parte do processo criativo para o aluno, tanto em relação a ações e produções no mundo social quanto à criação da própria identidade do indivíduo

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