O currículo de geografia no terceiro ciclo e suas implicações no desenvolvimento de competências de cidadania pelos alunos

Tese de mestrado em Educação (Formação Pessoal e Social), apresentada à Universidade de Lisboa, através da Faculdade de Ciências, 2008A investigação que aqui se apresenta defende uma perspectiva de transmissão de valores de cidadania através da disciplina de Geografia no terceiro ciclo do ensino básico. Pretende-se perceber em que medida o currículo de Geografia deste ciclo de escolaridade contribui para uma formação global dos jovens, através de um desenvolvimento progressivo de valores e atitudes que ajudem na sua vida pessoal e sociocultural, tanto no meio onde vivem como num contexto nacional ou mundial por onde passem, sendo estes jovens, sempre, cidadãos activos e participativos em várias temáticas do seu quotidiano. Verificar esse contributo foi o objectivo desta investigação. Esta dissertação parte do princípio que o carácter formativo do currículo é transposto para a prática através das competências (gerais, essenciais e especificas), das orientações curriculares, das práticas dos professores e dos manuais escolares, os quais constituem as vertentes do objecto de estudo. De forma a enquadrar os aspectos analisados ao longo desta investigação, apoiamo-nos numa revisão da literatura que procura clarificar conceitos como o de Geografia, currículo, valores, cidadania e competências. Através destes conceitos procura-se contextualizar o objecto de estudo analisando as propostas ministeriais e a sua aplicação por professores através das suas práticas lectivas e por autores de manuais escolares. Desenvolveu-se um estudo exploratório descritivo e interpretativo apoiado na natureza qualitativa da investigação. A análise documental e a entrevista constituíram os processos de recolha de dados. Submeteram-se os dados obtidos a uma análise de conteúdo a qual se processou do seguinte modo: - criou-se uma categorização a partir das componentes programáticas mais significativas e interpretaram-se os indicadores emergentes; - tendo-se escolhido os tipos de análise estrutural e formal, procedeu-se à interpretação dos depoimentos das entrevistas; - analisaram-se os manuais escolares nas suas dimensões sociológica e pedagógica. Os resultados da investigação destacam a importância dos aspectos curriculares, indicam a preocupação dos professores relativamente ao desenvolvimento de competências, onde se incluem sempre as de cidadania no local onde os jovens se inserem e a outras escalas diferentes, e aludem para uma adopção cuidada dos manuais escolares a utilizar com estes jovens.The research presented here is defending a perspective of transmitting values of citizenship through the subject of Geography in the third cycle of basic education. The aim is to see to what extent the curriculum of geography, through this cycle of schooling, contributes to an overall training of young people throughout a progressive development of values and attitudes which will help teens in their personal and socio-cultural life, both in their own community as well as in a national or worldwide, different place in which they will choose to live. As these young people are expected to become active and participating citizens in various aspects of their daily life. To verify that contribution was the main purpose of our research. This thesis is assuming that the nature of the training curriculum is translated into practice, through skills (general, specific and essential), the curriculum guidelines, the practices of teachers and school syllabus, which are the strands of study. In order to frame these issues, which have been examined during this investigation, the support chosen was a literature review, which seeks to clarify concepts such as geography, curriculum, values, skills and citizenship. Through these concepts we aim to contextualize the subject of ministerial study analyzing the proposals and their implementation by teachers through their teaching practices and by authors of school textbooks. A descriptive exploratory and interpretative study has been done, supported by the qualitative nature of research. The documentary analysis and interviews were the processes of data collection. The data obtained has been a content analysis submitted to which took place as follows: - Set up a categorization from the most significant programmatic components which were interpreted by the emerging indicators; - After choosing the kind of structural and formal analysis, we have proceeded to the interpretation of testimonies from interviews, - The school textbooks have been carefully studied in its educational and sociological dimensions. The research results highlight the importance of curricular issues, which indicate the concern of teachers for the development of skills, where they always include those of citizenship where young people live, and allude to a careful adoption of school textbooks to be used by teachers and students during the adolescence of these teenagers

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

Neotropical freshwater fisheries : A dataset of occurrence and abundance of freshwater fishes in the Neotropics

The Neotropical region hosts 4225 freshwater fish species, ranking first among the world's most diverse regions for freshwater fishes. Our NEOTROPICAL FRESHWATER FISHES data set is the first to produce a large-scale Neotropical freshwater fish inventory, covering the entire Neotropical region from Mexico and the Caribbean in the north to the southern limits in Argentina, Paraguay, Chile, and Uruguay. We compiled 185,787 distribution records, with unique georeferenced coordinates, for the 4225 species, represented by occurrence and abundance data. The number of species for the most numerous orders are as follows: Characiformes (1289), Siluriformes (1384), Cichliformes (354), Cyprinodontiformes (245), and Gymnotiformes (135). The most recorded species was the characid Astyanax fasciatus (4696 records). We registered 116,802 distribution records for native species, compared to 1802 distribution records for nonnative species. The main aim of the NEOTROPICAL FRESHWATER FISHES data set was to make these occurrence and abundance data accessible for international researchers to develop ecological and macroecological studies, from local to regional scales, with focal fish species, families, or orders. We anticipate that the NEOTROPICAL FRESHWATER FISHES data set will be valuable for studies on a wide range of ecological processes, such as trophic cascades, fishery pressure, the effects of habitat loss and fragmentation, and the impacts of species invasion and climate change. There are no copyright restrictions on the data, and please cite this data paper when using the data in publications