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O uso da internet como ferramenta educativa para a conservação da fauna
(Universidade Federal de São Carlos, 2022-06-01) Gomes, Thayllon Orzechowsky; São Pedro, Vinícius de Avelar; https://lattes.cnpq.br/7404103190291423; https://lattes.cnpq.br/9117924758130265
The social medias have gained more and more prominence and importance in the academic environment, being used as a primary source of data or in scientific communication, environmental education (EE), and citizen science initiatives. However, the range and real impact of these initiatives on the public are still unknown. To verify the potential of social networks as a tool for wildlife conservation, an analysis of conservationist profiles present on Facebook and Instagram was carried out. We evaluated their engagement metrics, characterized a sample of their audience and identified the impact of their posts. The data were obtained through active data mining and the application of a structured questionnaire. 201 people who follow the conservationist profiles answered the characterization questionnaire. We found that a very specific portion of the Brazilian population follows the profiles, this portion being composed of young, white, female people with a high level of education. We also observed that more than half of the public sample has a direct relationship with environmental areas. When evaluating the engagement metrics of the profiles, we observed that they have low interaction with the public when compared to the total number of followers. In addition, we observed that video posts had great potential to reach more people. In the present study, almost all the participants (97%; N = 194) stated that the publications made by the conservationist profiles were already responsible for new knowledge or for changing their perception of biodiversity. The data presented here corroborate the importance that social media have in today's society and demonstrate that they can be an important ally for the conservation of biodiversity, but the reach of posts to a very limited audience is a problem to be overcome.
Política de educação especial no Brasil, Moçambique e Portugal: ações governamentais entre 2008 e 2022
(Universidade Federal de São Carlos, 2022-06-01) Vinente, Samuel; Galvani, Márcia Duarte; https://lattes.cnpq.br/6866106661255961; https://orcid.org/0000-0003-1092-746X; https://lattes.cnpq.br/9897424792722413; https://orcid.org/0000-0002-7205-9680
Brazil, Mozambique and Portugal are part of the Community of Portuguese speaking Countries (CPLP). They have several general cooperation agreements that involve their educational systems and seek to ensure the educational right and the universalization of education. It is in this context that the present thesis had as its general objective to analyze the programs and government actions in Special Education implemented in Brazil, from 2008 to 2022. The thesis was structured in two studies. The first study aimed to analyze the concepts of Special Education, adopted in the official documents and describe the target audience served by the programs and government actions of these countries. The second study aimed to identify educational programs and government actions implemented for people with disabilities in Brazil and analyze the actions of the Ministry of Education for the implementation of government programs in Special Education. The two described studies were conducted through a qualitative approach, anchored in the documentary research technique. As instruments, in Studies one and two, a Documentary Analysis Protocol was used in Special Education Policies and in the second study, a semi-structured interview script, applied to two representatives of the Ministry of Education. Data from Study one were compiled, described and analyzed based on the Comparative Politics. The data from study two were recorded, transcribed and analyzed by judges, using Thematic Analysis (TA). According to Study One, the results indicated different organizational forms of pedagogical work in Special Education, cultural and political specificities of the different countries. It was possible to verify that the terminologies adopted in the official documents are similar, and the policies, programs and actions were built during this period from the international guidelines of multilateral organizations. The Study is a progressive period that culminated in the reflection of Special Education policies, programs and activities. Such programs and actions began to legally define a type of public to be served, different services and spaces for offering Specialized Educational Assistance. In recent years, after sudden political-economic reforms, Special Education policies began to more explicitly the logic of the market and capital in defining their guidelines and principles. These effects culminated in the publication and subsequent suspension of the legal effects of the National Policy on Special Education: Equitable, Inclusive and Lifelong Learning.