DERECHOS HUMANOS Y EDUCACIÓN MATEMÁTICA EN LA ESCUELA SECUNDARIA: UNA INVESTIGACIÓN DE LA SITUACIÓN DE LAS TRABAJADORAS UTILIZANDO ESTADÍSTICAS

Em uma realidade na qual grande parte dos alunos da rede pública provém de situações de vulnerabilidade social, nas quais os direitos fundamentais que os pertencem são violados sistematicamente, urge construir percursos educacionais para educar em Direitos Humanos. Essa demanda, entretanto, precisa ser uma preocupação de todas as disciplinas escolares, inclusive da Matemática, usualmente vista como neutra e apolítica. Nesse trabalho, mostramos que é possível romper com essa visão e promover a Educação em Direitos Humanos em aulas de Matemática. Apresentamos uma estratégia didático-pedagógica, apoiada na problematização freiriana, com vistas à formação de sujeitos de direito, em que evidenciamos as trabalhadoras que lidam diariamente com a dupla jornada e a subestimação no mercado de trabalho. Destacamos a metodologia de desenvolvimento da atividade, sua estrutura baseada na imersão-emersão-reimersão propostas por Paulo Freire e sua realização em aulas de Matemática com três turmas da 3ª série do Ensino Médio de dois colégios (um Estadual e outro Federal) na cidade de Niterói - RJ, durante o primeiro semestre de 2019. A análise qualitativa das realizações mostrou que a atividade permitiu aos estudantes: investigarem a situação das trabalhadoras de maneira local e nacional, apropriarem-se e utilizarem de ferramentas estatísticas para analisá-la criticamente e se perceberem imersos em uma realidade na qual os Direitos Humanos não são plenamente exercidos por eles ou por essas mulheres.In a reality in which a large part of public-school students comes from situations of social vulnerability and in which the fundamental rights that belong to them are systematically violated, there is an urgent need to build educational paths to educate in Human Rights. This demand, however, needs to be a concern for all school subjects, including Mathematics, usually seen as a neutral and apolitical subject. In this work, we show that it is possible to break with this stigma and promote Education on Human Rights in Mathematics classes. We present a didactic-pedagogical strategy, supported by Freirean problematization, with a view to the shaping of subjects of rights, in which we highlight the female workers who deal daily with the double burden and underestimation in the labor market. We highlight the methodology of development of the activity, its structure based on the immersion-emersion-reimmersion proposed by Paulo Freire. The respective pedagogical progress, resources and materials were implemented in Mathematics classes in two High School seniors’ classes of a State School and a Federal School in the city of Niterói - RJ, during the first semester of 2019. The qualitative analysis of the achievements showed that the activity allowed students to: investigate the situation of female workers locally and nationally; appropriate and use statistical tools to analyze it critically and perceive themselves immersed in a reality in which Human Rights are not fully exercised by them or by these aforementioned women.En una realidad en la que gran parte de los alumnos de las escuelas públicas provienen de situaciones de vulnerabilidad social, en las que se vulneran sistemáticamente los derechos fundamentales que les pertenecen, es urgente construir caminos educativos para educar en Derechos Humanos. Sin embargo, esta demanda debe ser una preocupación para todas las asignaturas, incluidas las matemáticas, que generalmente se consideran neutrales y apolíticas. En este trabajo mostramos que es posible romper con esta visión y promover la Educación en Derechos Humanos en las clases de Matemáticas. Presentamos una estrategia didáctico-pedagógica, sustentada en la problematización freiriana, dirigida a la formación de sujetos de derecho, en la que destacamos a las trabajadoras que diariamente enfrentan dobles turnos e infravaloración en el mercado laboral. Destacamos la metodología para el desarrollo de la actividad, su estructura basada en la inmersión-emergencia-re-inmersión propuesta por Paulo Freire y su realización en clases de Matemáticas con tres clases de tercero de secundaria de dos escuelas (una estatal y otra federal) de la ciudad. de Niterói - RJ, durante el primer semestre de 2019. El análisis cualitativo de logros mostró que la actividad permitió a los estudiantes: investigar la situación de las trabajadoras a nivel local y nacional, apropiarse y utilizar herramientas estadísticas para analizarla críticamente y percibirse inmersos en una realidad en la que los derechos humanos no son ejercidos plenamente por ellos ni por estas mujeres

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