Ensino fundamental de nove anos: nuances e perspectivas

Este artigo tem por finalidade analisar a produção acadêmica sobre o ensino fundamental de nove anos no período de 2006 a 2012 com pretensão de situaresta temática no universo da ciência. Trata-se de uma revisão bibliográfica realizada nos anais da Associação Nacional de Pesquisa em Pós-graduação e Pesquisa em Educação (Anped) e nos Periódicos disponíveis no Portal da Capes, com a pretensão de fornecer subsídios para a construção do perfil das políticas educacionais que se efetivam nas escolas públicas, contribuindo para a discussão panorâmica da educação no país. A análise das informações localizadas obedeceu aos critérios de similaridade, complementaridade, oposição e diferenciação nos apontamentos das pesquisas evidenciadas em cada artigo selecionado. Oresultado é apresentado em discussão com outros autores, primando sempre pela tônica do ensino fundamental de nove anos como perspectiva de estudoatualizado

LAS NARRATIVAS DE LOS PADRES Y LOS VIEJOS PROBLEMAS DE LA EDUCACIÓN

Este estudio tiene como objetivo discutir los problemas de la educación naturalizados en las escuelas públicas y que, a pesar de comprometer su desempeño, no han perdido fuerza con el tiempo. Los argumentos que apoyan esta discusión se construyeron a través de las narrativas de padres de alumnos matriculados en la enseñanza básica de nueve años, producidas a través de la conversación interactivo-provocativa y analizadas de acuerdo con los presupuestos teórico-metodológicos de la Epistemología Cualitativa. La investigación se justifica por la forma inestable como esta política sigue desarrollando desde su creación en 2007, cuando vista desde la perspectiva de la gestión escolar democrática. Los padres, los primeros interesados ​​en la educación de sus hijos, son sujetos capaces de producir informaciones dotadas con sentidos subjetivos, permitiendo la construcción permanente de modelos de inteligibilidad que afectan directamente la relectura de experiencias profesionales y personales de profesores de la enseñanza básica y la promoción de debates en el universo de las Ciencias. Aunque no mantenga una relación linear con los aspectos objetivos de la realidad, las narrativas nos permiten comprender, a través de la subjetividad de los sujetos, como condicionantes internos a la participación interfieren en la implementación de la enseñanza básica de nueve años, haciendo de este tema un punto de convergencia de viejos conflictos educacionales

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

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