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Genética populacional de felinos e as ameaças para Puma concolor: estruturação populacional recente e atropelamentos
(Universidade Federal de São Carlos, 2018-06-25) Saranholi, Bruno Henrique; Galetti Júnior, Pedro Manoel; https://lattes.cnpq.br/7398754661670478; https://lattes.cnpq.br/7501155211183288
Species around the world are increasingly exposed to new threats due to human activities. The main threat is the landscape modification by human activities, resulting in demographic and genetic pattern changes of species populations. Habitat loss and fragmentation may promote the reduction of population size and thus can result in changes in species community. In addition, the modification of landscape can act as a barrier to the individuals movement, limiting gene flow and the population viability. In addition, the needs of searching for new areas to the establishment of territories, may expose individuals to new threats, such as road killing, which is currently considered an important threat to species. In this scenario, some groups are even more sensitive, for example carnivores, which already occur naturally in low densities and require large home ranges. In this sense, this work had as main objectives to evaluate the demographic aspects (minimum population size, abundance and density) of the feline community in four study areas in São Paulo state (Estação Ecológica dos Caetetus, Fazenda Rio Claro da Duratex, Floresta Nacional de Capão Bonito e Parque Estadual Carlos Botelho) using non-invasive sampling and molecular technics. In addition, considering P. concolor as a model, we verified the distribution of its genetic diversity and the occurrence of population structuring in a fragmented landscape within São Paulo and Minas Gerais states. We also evaluated the impact of the loss of individuals due to road killing for the population viability of Puma concolor. The results show an influence of the characteristics of the areas for the occurrence of feline species directly related to their characteristics and requirements. In addition, the results indicate that the loss and fragmentation of the habitat already may represent an important factor for the dispersion of individuals of P. concolor, resulting in the structuring of their populations. This species also suffers the impact of road killing on the loss of individuals which, in long term, also may represent a loss of genetic diversity in their populations. In this way, this work demonstrates, under different aspects, the demographic and genetic impacts on feline species in an increasingly modified environment.
Escolas multisseriadas e os ideários pedagógicos: um estudo sobre as escolas do e no campo na região do Bico do Papagaio
(Universidade Federal de São Carlos, 2018-06-25) Nunes, Klivia de Cássia Silva; Bezerra Neto, Luiz; https://lattes.cnpq.br/4809080593333472; https://lattes.cnpq.br/9412398959184082
This thesis aims to analyze the educational conceptions into teachers` practice in multigrade schools an express the main idea called Por uma Educação do Campo acording to educational policy to this modality teaching. As a teorical reference this study is based on Historical-Critical Pedagogy, whose the espitemological focus are reaseoned onto a marxist theory, which get a possibility to perceive the pedagogical process under the education goal. The main question used to carry out this research is: In what extend the educational practice of multigrade teachers assumes and express the conceptions of education that are present in the educational policies, delivered to the rural education? The hypotheses are: 1. The practice of rural teachers are based on a different approach from the conception Por uma Educação do Campo and founded on educational policy. However, both teacher`s practice and educational policy, follow the neoliberalism support, contributing to make fragile the struggle of the workers that living in rural area; 2. The historical-critical pedagogy theory, support that people must have access to the scientific knowledge made historically by humanity and in a unique education, in terms of contribute to personal development in a critical way and become aware of the need of social transformation . This idea presents as a choice to overcome the proposals based on neoliberalism orign. The main idea is that teachers working in multigrade class do not understand the educational theory as the Historical-Critical Pedagogy or even By a Field Education conception in a way that enables them to make it in practice. The reseach was conducted in rural schools with multigrade class in two cities at the Papagaio Beak / TO area: Tocantinópolis and Araguatins. The reseach methods used were the bibliografic reseach, documentary reseach, locus reseach, focus group, interview ans questionary. Through the research, it was found that by following the educational policy made official by the State, these cities obey the prerogatives put in the official documents that were made based on international agreements that are based on the Jacques Delors` report of the United Nations on education for the 21st century. However, the multigrade teachers` practices in schools present a gap of knowledge of the pedagogical conceptions into the the official recommendation and the ideals of Por uma Educação no Campo, nevertheless it contributing to the ideological project of the dominant social class, even in an unintentional way. Its makes evident that both pedagogical practice and rural educational policy follow the neoliberalism origin making fragile the awareness for the rural worker in terms of overcome the class society.
Educação ambiental e áreas verdes urbanas: os vínculos e as relações afetivas em processos educativos em uma microbacia em urbanização
(Universidade Federal de São Carlos, 2018-06-25) Figueiredo, Andréia Nasser; Oliveira, Haydée Torres de; https://lattes.cnpq.br/5458113597909705; https://lattes.cnpq.br/1512617583290864
Seeking to work in a contextualized way a critical environmental education in urban area, we immerse ourselves in a study about the relations established by human beings with other beings in green spaces. We believe that these spaces are spaces allow, besides the existence and the conviviality of human beings with other beings, the education of relationships continuously and mainly through the education of attention. Based on the paradigm of phenomenology, the objective of the present work was to identify the relations that guide the look and live in urban spaces of people-other beings (human or not) seeking the feelings, sensations, emotions and motivations expressed by people, that interweave them to urban green places. The city of São Carlos, in the interior of the state of São Paulo, was chosen because it presents a context of revision of the Master Plan of the municipality and a history of mobilizations in favor of green spaces. We collect data with two distinct groups of people in two different processes. The first group was formed by 14 people participating in a university extension project. Using education of attention, dialogical practice and aiming at the formation of values the course of extension of environmental education and urban green areas was developed over eight months. Individual and collective materials were produced in this process and later analyzed by us. The second group participating in the research was formed by eight people engaged in the maintenance of urban green spaces. All the participants were residents of the same area where the extension course of the first group had been held. We selected this area because it is one of the discussion areas of the Master Plan because it is predicted to urban growth. We conducted interviews with the walking interview methodology as a way to expand the collection of data related to these people's relationships with the green spaces. From the statements and reports generated, we selected the parts that instigated us for analysis and reflection. Three articles with the selected data were produced. The first one with the data from the student group gave us the elements to understand how a practice of attention education can prioritize the work with values and place them as the founding element of our choices, actions and (re) choices. The second article, with the data of the group of dwellers allowed us to delve into relationships established throughout a continuous education through the flow of life. And the third article, using data from both groups, allowed us to understand the power of working environmental education in urban green areas. All the participants came together to reinforce the urgency of revising the building of values established in our society. To understand ourselves as collectives, to understand ourselves in knowing the other (human or not), to respect existences, to keep continuous the practices and actions that allow a return to relationships were poignant in our reflective process. Finally, we reinforce here the role of a critical educational practice, dialogical and in search of more equal relations within a historically exclusive urban space.