Análise das produções científicas acerca de recursos pedagógicos acessíveis da tabela periódica utilizados no processo de ensino e aprendizagem de alunos surdos

The periodic table is a pedagogical resource used by teachers to support the teaching and learning process of numerous chemical concepts. Building it as an accessible resource is a condition to make deaf students' learning process smooth. This article presents the result of  a systematic review conducted on the theme “Periodic Table for deaf students”, with focus on the availability of terms related to chemical elements in LIBRAS (the brazilian sign language) and of accessible pedagogical resources for teaching this scientific concept, over publications in the 2015 to 2019 time range. The analysis shows that resources for teaching the periodic table to the deaf public are still incipient. The existing materials are resources that seek visual presentation of concepts mediated by interpreters in LIBRAS. Regarding the existence of signs, the study identified only eight, an insignificant number compared to the amount of chemical terms that the Periodic Table concept involves. The results point to the urgency of the proposition of signs for this chemical concept, in order to give deaf students access to this important epistemic field.La tabla periódica es un recurso pedagógico utilizado por los maestros para apoyar el proceso de enseñanza y aprendizaje de numerosos conceptos químicos. Construirlo como un recurso accesible es una condición para aprender a los estudiantes sordos en las clases de química. En este artículo, resultado de un estudio de revisión sistemática, realizamos una búsqueda de artículos sobre la tabla periódica temática para estudiantes sordos, centrándonos en la existencia de términos relacionados con los elementos químicos en LIBRAS y recursos pedagógicos accesibles para enseñar este concepto científico, en el período de 2015 a 2019. El análisis de las publicaciones muestra que los recursos para enseñar la tabla periódica al público sordo siguen siendo incipientes. Los materiales existentes son recursos que buscan la presentación visual de conceptos mediados por intérpretes en LIBRAS. Con respecto a la existencia de signos, el estudio identificó solo ocho, un número insignificante en comparación con la cantidad de términos químicos que implica este concepto. Los resultados apuntan a la urgencia de proponer signos para este concepto químico, con el fin de dar a los estudiantes sordos acceso a este importante campo epistémico.A tabela periódica é um recurso pedagógico utilizado pelos professores como apoio ao processo de ensino e aprendizagem de inúmeros conceitos químicos. Edificá-la como um recurso acessível é condição para a aprendizagem de alunos com surdez em aulas de química. Neste artigo, fruto de um estudo de revisão sistemática, realizamos uma busca de artigos sobre a temática tabela periódica para alunos surdos, com enfoque na existência de termos relacionados aos elementos químicos em LIBRAS e recursos pedagógicos acessíveis para o ensino deste conceito científico, no período de 2015 a 2019. A análise das publicações evidencia que são ainda incipientes os recursos para o ensino da tabela periódica ao público surdo. Os materiais existentes se constituem em recursos que buscam pela via visual a apresentação dos conceitos mediados por intérpretes em LIBRAS. No que tange a existência de sinais, o estudo identificou apenas oito, número inexpressivo frente ao quantitativo de termos químicos que este conceito envolve. Os resultados apontam para a emergência da proposição de sinais para este conceito químico, de forma a oportunizar aos estudantes surdos o acesso a este importante campo epistêmico

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