Origin of the universe: Speech by teacher graduates in physics

This presentation reports on work in the context of a Master's thesis whose research aims were to investigate and analyze the discourse of teachers, graduated in physics, on the theme "origin of the Universe", aiming at increased understanding of the processes of teacher training and their practice in the classroom regarding this subject. The data were collected through interviews with teachers who graduated from a physics course at the same public university, with the same curriculum. The research included questioning about the autonomy of teachers graduated in Physics to approach the theme "origin of the Universe" in the classroom, both in relation to the teacher's knowledge on the subject and in relation to the possible epistemological and cultural conflicts that may arise with the discussion. The semi-structured interviews were conducted through open questions that guided the dialogue in aspects of teacher training and practice. The theoretical premise of the research was based on authors who are a reference in the discussion of the nature of science, the most accepted theories about the origin of the Universe, and areas of knowledge and teacher training and practice (Bock et al., 1999; CERN, 2022; El-Hani & Bizzo, 1999; Freire, 1996; Sepulveda & El-Hani, 2004; Souza, 2007). The data analysis was performed based on the Pecheutian Discourse Analysis theory (Orlandi, 2015). The analysis of the interviewed teachers’ discourse allowed conclusions that are directly related to the research objectives. Most teachers showed a lack of approach to the theme “origin of the Universe” in their academic training, since they consider the approach to the topic in Basic Education interesting, and would need specific secondary training to plan the discussion with their students. In addition, it was possible to identify in the conversations with most teachers interviewed, the imminence of cultural and epistemological conflict in relation to the positioning of students, teachers and educational institutions, demonstrating insecurity in approaching the topic due to lack of knowledge and the need for skills that would provide conflict management. From the inferences on the interviewees' discourse, we can identify the search for impartiality of the teachers in the discussion of the theme and the care for the approach of different theories for the origin of the Universe, demonstrating the intention to allow space for different personal manifestations of the students. It is also worth mentioning the preference of most teachers for the approach of the theme focused on the epistemological discussion of science, and not just a specific scientific study on the physical aspects of the origin of the Universe. REFERENCES Bock, A. M. B. Furtado, O. Teixeira, M. L. T. (1999). Psicologias: uma introdução ao estudo de psicologia. Editora Saraiva, ed. 13, 1999. CERN (2022). Disponível em:<https://home.cern/>. Acesso em: Nov. 2022. El-Hani, C. N. Bizzo, N. (1999). Formas de construtivismo: Teoria da mudança conceitual e construtivismo contextual. In: Moreira, M. A. & Ostermann, F. (Orgs.) Atas do II Encontro Nacional de Pesquisa em Educação em Ciências. Porto Alegre: ABRAPEC. Freire, P. (1996). Pedagogia da autonomia: saberes necessários à prática educativa. Rio de Janeiro: Paz e Terra. Orlandi, E. P. (2015).  Análise de Discurso: Princípios & Procedimentos (12th ed.). Campinas: Pontes. Sepulveda, C. El-Hani, C. N. (2004). Quando visões de mundo se encontram: religião e ciência na trajetória de formação de alunos protestantes de uma licenciatura em ciências biológicas. Investigações em Ensino de Ciências, v. 9(2), p. 137-175. Souza, M. A. (2007). Criação e evolução: em diálogo com Teilhard de Chardin. Dissertação (Pós-graduação). Faculdade de Teologia/PUC. Porto Alegre

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