Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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A Formação de Educadores(as) do Campo no Maranhão: Uma Análise de Teses e Dissertações
Full text linkABSTRACT. This article analyzes theses and dissertations on the training of rural educators in Maranhão, aiming to identify recurring themes, training programs, and contributions to the field. The research reveals a growing interest in the training of rural educators, with a variety of studies ranging from the analysis of specific programs, such as PRONERA, to the investigation of teachers’ conceptions and practices in different contexts. The results point to the importance of contextualized training committed to rural realities, as well as the valorization of local knowledge and specific pedagogies. The plurality of institutions and perspectives involved in the research demonstrates the richness and diversity of rural education in the state of Maranhão, while the identified challenges highlight the need for effective public policies and joint actions to promote quality, emancipatory, and transformative education.ABSTRACT. This article analyzes theses and dissertations on the training of rural educators in Maranhão, aiming to identify recurring themes, training programs, and contributions to the field. The research reveals a growing interest in the training of rural educators, with a variety of studies ranging from the analysis of specific programs, such as PRONERA, to the investigation of teachers’ conceptions and practices in different contexts. The results point to the importance of contextualized training committed to rural realities, as well as the valorization of local knowledge and specific pedagogies. The plurality of institutions and perspectives involved in the research demonstrates the richness and diversity of rural education in the state of Maranhão, while the identified challenges highlight the need for effective public policies and joint actions to promote quality, emancipatory, and transformative education.RESUMEN. Este artículo tiene como objetivo analizar tesis y disertaciones sobre la formación de educadores(as) del campo en Maranhão, destacando temas recurrentes, programas de formación y sus respectivas contribuciones al campo educativo. La investigación revela un creciente interés por la formación de educadores(as) del campo, abarcando una variedad de estudios que discuten, desde el análisis de programas como el PRONERA, hasta la investigación de concepciones y prácticas docentes en diferentes contextos. Los resultados indican la relevancia de una formación contextualizada, que esté comprometida con las especificidades de las realidades rurales, además de la valorización de los saberes locales y de las pedagogías propias del campo. La diversidad de instituciones y de perspectivas involucradas en las investigaciones demuestra la riqueza y la pluralidad de la Educación del Campo en Maranhão, al mismo tiempo que los desafíos identificados resaltan la necesidad de políticas públicas eficaces y acciones colaborativas para promover una educación de calidad, emancipadora y transformadora.ABSTRACT. This article analyzes theses and dissertations on the training of rural educators in Maranhão, aiming to identify recurring themes, training programs, and contributions to the field. The research reveals a growing interest in the training of rural educators, with a variety of studies ranging from the analysis of specific programs, such as PRONERA, to the investigation of teachers’ conceptions and practices in different contexts. The results point to the importance of contextualized training committed to rural realities, as well as the valorization of local knowledge and specific pedagogies. The plurality of institutions and perspectives involved in the research demonstrates the richness and diversity of rural education in the state of Maranhão, while the identified challenges highlight the need for effective public policies and joint actions to promote quality, emancipatory, and transformative education.Este artigo tem como objetivo analisar teses e dissertações sobre a formação de educadores(as) do campo no Maranhão, destacando temas recorrentes, programas de formação e suas respectivas contribuições para o campo educacional. A pesquisa revela um crescente interesse pela formação de educadores(as) do campo, abrangendo uma variedade de estudos que discutem, desde a análise de programas como o PRONERA, até a investigação de concepções e práticas docentes em diferentes contextos. Os resultados indicam a relevância da formação contextualizada, que esteja comprometida com as especificidades das realidades rurais, além da valorização dos saberes locais e das pedagogias próprias do campo. A diversidade de instituições e de perspectivas envolvidas nas pesquisas demonstra a riqueza e a pluralidade da Educação do Campo no Maranhão, ao mesmo tempo em que os desafios identificados ressaltam a necessidade de políticas públicas eficazes e ações colaborativas para promover uma educação de qualidade, emancipadora e transformadora.
Palavras-chave: formação de educadores do Campo, maranhão, educação do campo, PRONERA.
The Formation of Rural Educators in Maranhão: An Analysis of Theses and Dissertations
ABSTRACT. This article analyzes theses and dissertations on the training of rural educators in Maranhão, aiming to identify recurring themes, training programs, and contributions to the field. The research reveals a growing interest in the training of rural educators, with a variety of studies ranging from the analysis of specific programs, such as PRONERA, to the investigation of teachers’ conceptions and practices in different contexts. The results point to the importance of contextualized training committed to rural realities, as well as the valorization of local knowledge and specific pedagogies. The plurality of institutions and perspectives involved in the research demonstrates the richness and diversity of rural education in the state of Maranhão, while the identified challenges highlight the need for effective public policies and joint actions to promote quality, emancipatory, and transformative education.
Keywords: rural educator training, maranhão, rural education, PRONERA.
La Formación de Educadores(as) del Campo en Maranhão: Un Análisis de Tesis y Disertaciones
RESUMEN. Este artículo tiene como objetivo analizar tesis y disertaciones sobre la formación de educadores(as) del campo en Maranhão, destacando temas recurrentes, programas de formación y sus respectivas contribuciones al campo educativo. La investigación revela un creciente interés por la formación de educadores(as) del campo, abarcando una variedad de estudios que discuten, desde el análisis de programas como el PRONERA, hasta la investigación de concepciones y prácticas docentes en diferentes contextos. Los resultados indican la relevancia de una formación contextualizada, que esté comprometida con las especificidades de las realidades rurales, además de la valorización de los saberes locales y de las pedagogías propias del campo. La diversidad de instituciones y de perspectivas involucradas en las investigaciones demuestra la riqueza y la pluralidad de la Educación del Campo en Maranhão, al mismo tiempo que los desafíos identificados resaltan la necesidad de políticas públicas eficaces y acciones colaborativas para promover una educación de calidad, emancipadora y transformadora.
Palabras clave: formación de educadores del campo, Maranhão, educación del campo, PRONERA
Estagiar em Pedagogias e floresteios com o rio Purus
Full text linkABSTRACT. This internship was inspired by the movement of rivers, the large forests, and the people who live in the town of curve. It brings new ideas about the Pedagogy of the Field Bachelor's Degree program. It asks questions like: What kind of "field" and what kind of "pedagogy" are created in this place? How do they appear in local teacher education? What experiences happen during the Internship in Non-Formal Spaces? Having these questions in mind, we followed the path of the Purus River to learn more about this type of pedagogy. The research used a method called cartography, which helped us explore differences and tell stories about how Pedagogy of the Field takes shape in the Amazon region in its own special way. We are still learning and asking: What can this Pedagogy of the Field—connected to water and forests—do in the city of Beruri, in the Amazon? These events were shared through letters, showing how this pedagogy happens in real life, in connection with the forest and the Purus River, where learning and the internship take place in the middle of everyday life.ABSTRACT. This internship was inspired by the movement of rivers, the large forests, and the people who live in the town of curve. It brings new ideas about the Pedagogy of the Field Bachelor's Degree program. It asks questions like: What kind of "field" and what kind of "pedagogy" are created in this place? How do they appear in local teacher education? What experiences happen during the Internship in Non-Formal Spaces? Having these questions in mind, we followed the path of the Purus River to learn more about this type of pedagogy. The research used a method called cartography, which helped us explore differences and tell stories about how Pedagogy of the Field takes shape in the Amazon region in its own special way. We are still learning and asking: What can this Pedagogy of the Field—connected to water and forests—do in the city of Beruri, in the Amazon? These events were shared through letters, showing how this pedagogy happens in real life, in connection with the forest and the Purus River, where learning and the internship take place in the middle of everyday life.RESUMEN. Una práctica de pasantía impulsada por la fluidez de los ríos, cartografiada en la inmensidad de la selva y habitada por gentes del municipio de la curva, produce otros pensamientos acerca de la formación en la Licenciatura en Pedagogía del Campo: ¿Qué campo y qué pedagogía se producen en ese territorio? ¿De qué modos se manifiestan en la formación docente local? ¿Qué encuentros se generan en ese campo de lo vivido en la Pasantía en Espacios No Formales? Con estas indagaciones, trazamos un camino de agua por el río Purus para el encuentro con esta Pedagogía. La cartografía se manifiesta trazado de investigación y se alinea con el Pensamiento de la Diferencia para narrar modos 1de una Pedagogía del Campo que se materializa en la Amazonía con sus singularidades. Y navegamos en inacabamientos con el cuestionamiento: ¿Qué puede esta Pedagogía del Campo, de las aguas y de las selvas en la Amazonía de Beruri? Los acontecimientos fueron narrados a través de cartas y materializan líneas de una pedagogía en rupturas-vidas con la selva y el río Purus, en el cual las curvas, los encuentros y la pasantía ocurren con/en medio de la vida.ABSTRACT. This internship was inspired by the movement of rivers, the large forests, and the people who live in the town of curve. It brings new ideas about the Pedagogy of the Field Bachelor's Degree program. It asks questions like: What kind of "field" and what kind of "pedagogy" are created in this place? How do they appear in local teacher education? What experiences happen during the Internship in Non-Formal Spaces? Having these questions in mind, we followed the path of the Purus River to learn more about this type of pedagogy. The research used a method called cartography, which helped us explore differences and tell stories about how Pedagogy of the Field takes shape in the Amazon region in its own special way. We are still learning and asking: What can this Pedagogy of the Field—connected to water and forests—do in the city of Beruri, in the Amazon? These events were shared through letters, showing how this pedagogy happens in real life, in connection with the forest and the Purus River, where learning and the internship take place in the middle of everyday life.Um estagiar movido em fluidez de rios, cartografado em imensidões de floresta e habitados por gentes do município da curva, produz outros pensamentos acerca da formação na Licenciatura em Pedagogia do Campo: Que campo e pedagogia se produzem nesse território? De que modos se manifestam na formação docente local? Que encontros se produzem nesse campo do vivido no Estágio em Espaços Não Formais? Com essas indagações, traçamos um caminho de água pelo rio Purus para o encontro com essa Pedagogia. A cartografia se manifesta enquanto traçado de pesquisa e se alinha com o Pensamento da Diferença para narrar modos de uma Pedagogia do Campo que se materializa na Amazônia em suas singularidades. E navegamos em inacabamentos com o questionamento: O que pode essa Pedagogia do Campo, das águas e das florestas na Amazônia beruriense? Os acontecimentos foram narrados através de cartas e materializam linhas de uma pedagogia em rupturas-vidas com a floresta e o rio Purus, no qual as curvas, os encontros e o estagiar acontecem com/em meio à vida.
Palavras-chave: estagiar, pedagogias em floresteio, cartografia, cartas, filosofia da diferença, pedagogia do campo.
Internship in forestry Pedagogy with the Purus River
ABSTRACT. This internship was inspired by the movement of rivers, the large forests, and the people who live in the town of curve. It brings new ideas about the Pedagogy of the Field Bachelor's Degree program. It asks questions like: What kind of "field" and what kind of "pedagogy" are created in this place? How do they appear in local teacher education? What experiences happen during the Internship in Non-Formal Spaces? Having these questions in mind, we followed the path of the Purus River to learn more about this type of pedagogy. The research used a method called cartography, which helped us explore differences and tell stories about how Pedagogy of the Field takes shape in the Amazon region in its own special way. We are still learning and asking: What can this Pedagogy of the Field—connected to water and forests—do in the city of Beruri, in the Amazon? These events were shared through letters, showing how this pedagogy happens in real life, in connection with the forest and the Purus River, where learning and the internship take place in the middle of everyday life.
Keywords: internship, forestry pedagogies, mapping, letters, different ways of thinking, rural pedagogy.
Práctica de Pasantía en Pedagogías y floresteios con el río Purus
RESUMEN. Una práctica de pasantía impulsada por la fluidez de los ríos, cartografiada en la inmensidad de la selva y habitada por gentes del municipio de la curva, produce otros pensamientos acerca de la formación en la Licenciatura en Pedagogía del Campo: ¿Qué campo y qué pedagogía se producen en ese territorio? ¿De qué modos se manifiestan en la formación docente local? ¿Qué encuentros se generan en ese campo de lo vivido en la Pasantía en Espacios No Formales? Con estas indagaciones, trazamos un camino de agua por el río Purus para el encuentro con esta Pedagogía. La cartografía se manifiesta trazado de investigación y se alinea con el Pensamiento de la Diferencia para narrar modos 1de una Pedagogía del Campo que se materializa en la Amazonía con sus singularidades. Y navegamos en inacabamientos con el cuestionamiento: ¿Qué puede esta Pedagogía del Campo, de las aguas y de las selvas en la Amazonía de Beruri? Los acontecimientos fueron narrados a través de cartas y materializan líneas de una pedagogía en rupturas-vidas con la selva y el río Purus, en el cual las curvas, los encuentros y la pasantía ocurren con/en medio de la vida.
Palabras clave: pasantía, pedagogías en floresteios, cartografía, cartas, filosofía de la diferencia, pedagogía del campo.
Concepção de natureza na Educação do Campo: uma investigação à luz do materialismo histórico-dialético
Full text linkABSTRACT. The complexity surrounding the concept of nature presents a challenge for Science Education in Peasant Education. Rooted in the material struggle of peasant communities for access to land, Peasant Education proposes a dialectical reading of the political and socio-historical reality through the content offered in its curricula. This article aims to identify the foundational elements of the conception of nature within research on Peasant Education. Through a bibliographic investigation, the collected data were analyzed based on the categories of historical-dialectical materialism (HDM): totality, complexity, and praxis. The findings point to the absence of an explicit discussion on the conception of nature, the relevance and applicability of HDM categories, and the need for deeper theoretical debates regarding the conceptions of nature held by peasant communities.ABSTRACT. The complexity surrounding the concept of nature presents a challenge for Science Education in Peasant Education. Rooted in the material struggle of peasant communities for access to land, Peasant Education proposes a dialectical reading of the political and socio-historical reality through the content offered in its curricula. This article aims to identify the foundational elements of the conception of nature within research on Peasant Education. Through a bibliographic investigation, the collected data were analyzed based on the categories of historical-dialectical materialism (HDM): totality, complexity, and praxis. The findings point to the absence of an explicit discussion on the conception of nature, the relevance and applicability of HDM categories, and the need for deeper theoretical debates regarding the conceptions of nature held by peasant communities.RESUMEN. La complejidad en torno al concepto de naturaleza representa un desafío para la Enseñanza de las Ciencias en la Educación Campesina. Desde su materialidad originada en la lucha de los pueblos del campo por el acceso a la tierra, la Educación Campesina propone una lectura dialéctica de la realidad política y sociohistórica a través de los contenidos presentados en sus planes de estudio. Este artículo tiene como objetivo identificar los fundamentos de la concepción de naturaleza en las investigaciones sobre Educación Campesina. A través de una investigación bibliográfica, los datos recopilados fueron analizados a la luz de las categorías del materialismo histórico-dialéctico (MHD): totalidad, complejidad y praxis. Los resultados señalan la ausencia de una discusión explícita sobre la concepción de naturaleza, la actualidad y aplicabilidad de las categorías del MHD, así como la necesidad de profundizar en los debates teóricos sobre las concepciones de naturaleza de los pueblos campesinos.ABSTRACT. The complexity surrounding the concept of nature presents a challenge for Science Education in Peasant Education. Rooted in the material struggle of peasant communities for access to land, Peasant Education proposes a dialectical reading of the political and socio-historical reality through the content offered in its curricula. This article aims to identify the foundational elements of the conception of nature within research on Peasant Education. Through a bibliographic investigation, the collected data were analyzed based on the categories of historical-dialectical materialism (HDM): totality, complexity, and praxis. The findings point to the absence of an explicit discussion on the conception of nature, the relevance and applicability of HDM categories, and the need for deeper theoretical debates regarding the conceptions of nature held by peasant communities.A complexidade em torno do conceito de natureza aponta para um desafio para o Ensino das Ciências na Educação do Campo. Desde sua materialidade de origem na luta travada pelos povos do campo pelo acesso à terra, a Educação do Campo propõe a leitura dialética da realidade política e sócio-histórica por meio dos conteúdos propostos em seus currículos. Esse artigo tem como objetivo identificar os fundamentos da concepção de natureza nas pesquisas em Educação do Campo. Por meio de uma investigação bibliográfica os dados levantados foram analisados a luz das categorias do materialismo histórico-dialético (MHD): totalidade, complexidade e práxis. Os resultados encontrados apontam para a ausência da discussão de concepção de natureza, atualidade e aplicabilidade das categorias do MHD e necessidade de aprofundamento em debates teóricos acerca das concepções de natureza dos povos do campo.
Palavras-chave: MHD, interdisciplinaridade, ciências da natureza.
Conception of Nature in Peasant Education: an inquiry through the lens of historical-dialectical materialism
ABSTRACT. The complexity surrounding the concept of nature presents a challenge for Science Education in Peasant Education. Rooted in the material struggle of peasant communities for access to land, Peasant Education proposes a dialectical reading of the political and socio-historical reality through the content offered in its curricula. This article aims to identify the foundational elements of the conception of nature within research on Peasant Education. Through a bibliographic investigation, the collected data were analyzed based on the categories of historical-dialectical materialism (HDM): totality, complexity, and praxis. The findings point to the absence of an explicit discussion on the conception of nature, the relevance and applicability of HDM categories, and the need for deeper theoretical debates regarding the conceptions of nature held by peasant communities.
Keywords: HDM, interdisciplinarity, natural sciences.
Concepción de naturaleza en la Educación Campesina: una investigación a través del materialismo histórico-dialéctico
RESUMEN. La complejidad en torno al concepto de naturaleza representa un desafío para la Enseñanza de las Ciencias en la Educación Campesina. Desde su materialidad originada en la lucha de los pueblos del campo por el acceso a la tierra, la Educación Campesina propone una lectura dialéctica de la realidad política y sociohistórica a través de los contenidos presentados en sus planes de estudio. Este artículo tiene como objetivo identificar los fundamentos de la concepción de naturaleza en las investigaciones sobre Educación Campesina. A través de una investigación bibliográfica, los datos recopilados fueron analizados a la luz de las categorías del materialismo histórico-dialéctico (MHD): totalidad, complejidad y praxis. Los resultados señalan la ausencia de una discusión explícita sobre la concepción de naturaleza, la actualidad y aplicabilidad de las categorías del MHD, así como la necesidad de profundizar en los debates teóricos sobre las concepciones de naturaleza de los pueblos campesinos.
Palabras clave: MHD, interdisciplinariedad, ciencias naturales
Resumos do I International Meeting on Placebo, Pain and Exercise Performance
No full textResumos do I International Meeting on Placebo, Pain and Exercise Performanc
Política Pública e Educação do Campo: avanços e desafios
Full text linkThe objective of this text is to present an analysis of the trajectory of Rural Education, an educational policy governed by the right to education. The current situation provides the deepening of this debate, because in 2022, the 20th anniversary of the institution of the Operational Guidelines for Basic Education in Rural Schools occurred. But at the same time, there have been attacks on public education and school education modalities involving segments of the population, such as the Rural Education. The procedures used in the investigation were bibliographical and documentary research. It was concluded that the public policy for the Rural Education was an achievement of organizations and social movements in the field. However, in recent years, after the parliamentary coup of 2016, the Rural Education was the target of several attacks, due to the measures implemented by the federal government (2019-2022), which involved setbacks to the right to contextualized education of rural peoples, challenges for this educational modality.The objective of this text is to present an analysis of the trajectory of Rural Education, an educational policy governed by the right to education. The current situation provides the deepening of this debate, because in 2022, the 20th anniversary of the institution of the Operational Guidelines for Basic Education in Rural Schools occurred. But at the same time, there have been attacks on public education and school education modalities involving segments of the population, such as the Rural Education. The procedures used in the investigation were bibliographical and documentary research. It was concluded that the public policy for the Rural Education was an achievement of organizations and social movements in the field. However, in recent years, after the parliamentary coup of 2016, the Rural Education was the target of several attacks, due to the measures implemented by the federal government (2019-2022), which involved setbacks to the right to contextualized education of rural peoples, challenges for this educational modality.El objetivo de este texto es presentar un análisis de la trayectoria de la Educación del Campo, una política educativa regida por el derecho a la educación. La coyuntura actual propicia la profundización de ese debate, pues, en 2022, ocurrió el 20º aniversario de la institución de las Directrices Operativas para la Educación Básica en las Escuelas del Campo. Pero, al mismo tiempo, se registraron ataques a la educación pública y a las modalidades de educación escolar que involucran segmentos de las poblaciones, tales como la Educación del Campo. Los procedimientos utilizados en la investigación fueron la investigación bibliográfica y documental. Se concluyó que la política pública para la Educación del Campo fue una conquista de organizaciones y movimientos sociales del campo. Sin embargo, en los últimos años, después del golpe parlamentario de 2016, la Educación del Campo fue blanco de diversos ataques, debido a las medidas implantadas por el gobierno federal (2019-2022), que implicaron retrocesos para el derecho a la educación contextualizada de los pueblos del campo, lo que plantea varios desafíos para esta modalidad educativa.The objective of this text is to present an analysis of the trajectory of Rural Education, an educational policy governed by the right to education. The current situation provides the deepening of this debate, because in 2022, the 20th anniversary of the institution of the Operational Guidelines for Basic Education in Rural Schools occurred. But at the same time, there have been attacks on public education and school education modalities involving segments of the population, such as the Rural Education. The procedures used in the investigation were bibliographical and documentary research. It was concluded that the public policy for the Rural Education was an achievement of organizations and social movements in the field. However, in recent years, after the parliamentary coup of 2016, the Rural Education was the target of several attacks, due to the measures implemented by the federal government (2019-2022), which involved setbacks to the right to contextualized education of rural peoples, challenges for this educational modality.O objetivo deste texto é apresentar uma análise da trajetória da Educação do Campo, uma política educacional regida pelo direito à educação. A conjuntura atual propicia o aprofundamento desse debate, pois, em 2022, ocorreu o 20º aniversário da instituição das Diretrizes Operacionais para a Educação Básica nas Escolas do Campo. Mas, ao mesmo tempo, registraram-se ataques à educação pública e às modalidades de educação escolar que envolvem segmentos das populações, tais como a Educação do Campo. Os procedimentos utilizados na investigação foram a pesquisa bibliográfica e documental. Concluiu-se que a política pública para a Educação do Campo foi uma conquista de organizações e movimentos sociais do campo. Porém, nos últimos anos, após o golpe parlamentar de 2016, a Educação do Campo foi alvo de diversos ataques, devido às medidas implantadas pelo governo federal (2019-2022), que implicaram retrocessos para o direito à educação contextualizada dos povos do campo, o que coloca vários desafios para esta modalidade educacional.
Palavras-chave: movimentos sociais e educação, políticas educacionais, educação rural.
Public Policy and Rural Education: advances and challenges
ABSTRACT. The objective of this text is to present an analysis of the trajectory of Rural Education, an educational policy governed by the right to education. The current situation provides the deepening of this debate, because in 2022, the 20th anniversary of the institution of the Operational Guidelines for Basic Education in Rural Schools occurred. But at the same time, there have been attacks on public education and school education modalities involving segments of the population, such as the Rural Education. The procedures used in the investigation were bibliographical and documentary research. It was concluded that the public policy for the Rural Education was an achievement of organizations and social movements in the field. However, in recent years, after the parliamentary coup of 2016, the Rural Education was the target of several attacks, due to the measures implemented by the federal government (2019-2022), which involved setbacks to the right to contextualized education of rural peoples, challenges for this educational modality.
Keywords: social movements and education, educational policies, rural education.
Política Pública y Educación del Campo: avances y desafíos
RESUMEN. El objetivo de este texto es presentar un análisis de la trayectoria de la Educación del Campo, una política educativa regida por el derecho a la educación. La coyuntura actual propicia la profundización de ese debate, pues, en 2022, ocurrió el 20º aniversario de la institución de las Directrices Operativas para la Educación Básica en las Escuelas del Campo. Pero, al mismo tiempo, se registraron ataques a la educación pública y a las modalidades de educación escolar que involucran segmentos de las poblaciones, tales como la Educación del Campo. Los procedimientos utilizados en la investigación fueron la investigación bibliográfica y documental. Se concluyó que la política pública para la Educación del Campo fue una conquista de organizaciones y movimientos sociales del campo. Sin embargo, en los últimos años, después del golpe parlamentario de 2016, la Educación del Campo fue blanco de diversos ataques, debido a las medidas implantadas por el gobierno federal (2019-2022), que implicaron retrocesos para el derecho a la educación contextualizada de los pueblos del campo, lo que plantea varios desafíos para esta modalidad educativa.
Palabras clave: movimientos sociales y educación, políticas educativas, educación rural
Conhecimento dos apicultores da comunidade Santiago em Bela Vista do Piauí sobre a relevância das abelhas para a produção de mel e meio ambiente
Full text linkABSTRACT. Bees are considered important bioindicators of environmental quality, developing relationships with local flora that guarantee the balance of ecosystems and are responsible for the production of various products, such as royal jelly, propolis, wax, apitoxin, pollen and honey, which is a fundamental resource. in beekeeping. In this context, the aim is to analyze the knowledge of beekeepers in the Santiago community, in the municipality of Bela Vista do Piauí, about the relevance of bees for honey production and the environment. To this end, a semi-structured questionnaire was applied on beekeepers' knowledge about the importance of bees for the environment and their relevance for honey production in the community. The research was carried out between December 2023 and January 2024, involving 40 beekeepers who work with honey production in the rural area of the municipality. The results revealed that beekeepers have a good level of knowledge about bee biodiversity and its importance for the ecosystem and honey production, making it possible to observe that beekeeping has great potential in the region. This study serves as a reference for future work, especially for training and raising awareness among beekeepers.ABSTRACT. Bees are considered important bioindicators of environmental quality, developing relationships with local flora that guarantee the balance of ecosystems and are responsible for the production of various products, such as royal jelly, propolis, wax, apitoxin, pollen and honey, which is a fundamental resource. in beekeeping. In this context, the aim is to analyze the knowledge of beekeepers in the Santiago community, in the municipality of Bela Vista do Piauí, about the relevance of bees for honey production and the environment. To this end, a semi-structured questionnaire was applied on beekeepers' knowledge about the importance of bees for the environment and their relevance for honey production in the community. The research was carried out between December 2023 and January 2024, involving 40 beekeepers who work with honey production in the rural area of the municipality. The results revealed that beekeepers have a good level of knowledge about bee biodiversity and its importance for the ecosystem and honey production, making it possible to observe that beekeeping has great potential in the region. This study serves as a reference for future work, especially for training and raising awareness among beekeepers.RESUMEN. Las abejas son consideradas importantes bioindicadores de la calidad ambiental, desarrollan relaciones con la flora local que garantizan el equilibrio de los ecosistemas y son responsables de la producción de diversos productos, como jalea real, propóleo, cera, apitoxina, polen y miel, que es un recurso fundamental en apicultura. En este contexto, el objetivo de esta investigación fue analizar el conocimiento de los apicultores de la comunidad de Santiago, en el municipio de Bela Vista do Piauí, sobre la relevancia de las abejas para la producción de miel y el medio ambiente. Para ello se aplicó un cuestionario semiestructurado sobre el conocimiento de los apicultores sobre la importancia de las abejas para el medio ambiente y su relevancia para la producción de miel en la comunidad. La investigación se realizó entre diciembre de 2023 y enero de 2024, involucrando a 40 apicultores que trabajan con la producción de miel en la zona rural del municipio. Los resultados revelaron que los apicultores tienen un buen nivel de conocimiento sobre la biodiversidad de las abejas y su importancia para el ecosistema y la producción de miel, lo que permitió observar que la apicultura tiene un gran potencial en la región. Este estudio sirve como referencia para futuros trabajos, especialmente para la formación y sensibilización de los apicultores.ABSTRACT. Bees are considered important bioindicators of environmental quality, developing relationships with local flora that guarantee the balance of ecosystems and are responsible for the production of various products, such as royal jelly, propolis, wax, apitoxin, pollen and honey, which is a fundamental resource. in beekeeping. In this context, the aim is to analyze the knowledge of beekeepers in the Santiago community, in the municipality of Bela Vista do Piauí, about the relevance of bees for honey production and the environment. To this end, a semi-structured questionnaire was applied on beekeepers' knowledge about the importance of bees for the environment and their relevance for honey production in the community. The research was carried out between December 2023 and January 2024, involving 40 beekeepers who work with honey production in the rural area of the municipality. The results revealed that beekeepers have a good level of knowledge about bee biodiversity and its importance for the ecosystem and honey production, making it possible to observe that beekeeping has great potential in the region. This study serves as a reference for future work, especially for training and raising awareness among beekeepers.As abelhas são consideradas importantes bioindicadores da qualidade ambiental desenvolvendo relações com a flora local que garantem o equilíbrio dos ecossistemas e são responsáveis pela produção de diversos produtos, como geleia real, própolis, cera, apitoxina, pólen e o mel, que é um recurso fundamental na apicultura. Nesse contexto, objetiva-se analisar o conhecimento dos apicultores da comunidade Santiago, no município de Bela Vista do Piauí, sobre a relevância das abelhas para produção de mel e o meio ambiente. Para tanto, foi aplicado um questionário semiestruturado sobre o conhecimento dos apicultores acerca da importância das abelhas para o meio ambiente e sua relevância para a produção de mel na comunidade. A pesquisa foi realizada entre dezembro de 2023 e janeiro de 2024, envolvendo 40 apicultores que trabalham com a produção de mel na área rural do município. Os resultados revelaram que os apicultores apresentam um bom nível de conhecimento sobre a biodiversidade das abelhas e sua importância para o ecossistema e para a produção de mel, sendo possível observar que a apicultura tem grande potencial na região. Este estudo serve como referência para trabalhos futuros, especialmente para realizações de capacitações e sensibilização dos apicultores.
Palavras-chave: conhecimento, Apis mellifera, ecossistema.
Knowledge of beekeepers from the Santiago community in Bela Vista do Piauí about the relevance of bees for honey production and the environment
ABSTRACT. Bees are considered important bioindicators of environmental quality, developing relationships with local flora that guarantee the balance of ecosystems and are responsible for the production of various products, such as royal jelly, propolis, wax, apitoxin, pollen and honey, which is a fundamental resource. in beekeeping. In this context, the aim is to analyze the knowledge of beekeepers in the Santiago community, in the municipality of Bela Vista do Piauí, about the relevance of bees for honey production and the environment. To this end, a semi-structured questionnaire was applied on beekeepers' knowledge about the importance of bees for the environment and their relevance for honey production in the community. The research was carried out between December 2023 and January 2024, involving 40 beekeepers who work with honey production in the rural area of the municipality. The results revealed that beekeepers have a good level of knowledge about bee biodiversity and its importance for the ecosystem and honey production, making it possible to observe that beekeeping has great potential in the region. This study serves as a reference for future work, especially for training and raising awareness among beekeepers.
Keywords: knowledge, Apis mellifera, ecosystem.
Conocimiento de apicultores de la comunidad de Santiago en Bela Vista do Piauí sobre la relevancia de las abejas para la producción de miel y el medio ambiente
RESUMEN. Las abejas son consideradas importantes bioindicadores de la calidad ambiental, desarrollan relaciones con la flora local que garantizan el equilibrio de los ecosistemas y son responsables de la producción de diversos productos, como jalea real, propóleo, cera, apitoxina, polen y miel, que es un recurso fundamental en apicultura. En este contexto, el objetivo de esta investigación fue analizar el conocimiento de los apicultores de la comunidad de Santiago, en el municipio de Bela Vista do Piauí, sobre la relevancia de las abejas para la producción de miel y el medio ambiente. Para ello se aplicó un cuestionario semiestructurado sobre el conocimiento de los apicultores sobre la importancia de las abejas para el medio ambiente y su relevancia para la producción de miel en la comunidad. La investigación se realizó entre diciembre de 2023 y enero de 2024, involucrando a 40 apicultores que trabajan con la producción de miel en la zona rural del municipio. Los resultados revelaron que los apicultores tienen un buen nivel de conocimiento sobre la biodiversidad de las abejas y su importancia para el ecosistema y la producción de miel, lo que permitió observar que la apicultura tiene un gran potencial en la región. Este estudio sirve como referencia para futuros trabajos, especialmente para la formación y sensibilización de los apicultores.
Palabras clave: conocimiento, Apis mellifera, ecosistema
CONSERVAÇÃO DA COBERTURA VEGETAL DO MUNICÍPIO DE GUAIÚBA/CEARÁ: análise através do MIFC, SAVI e Índice de Diversidade
Full text linkStudies that involve the conservation status of the vegetation cover have a very wide scope and application, which shows its scientific relevance. These works deal with the processes that involve the different forms of use and occupation. In this sense, the installation of predatory socioeconomic activities has an impact on the environment, and vegetation is one of the components of the landscape that first suffers damage. Thus, the research is developed with the objective of mapping and discussing the conservation status of the vegetation cover in the municipality of Guaiúba. To achieve this objective, the following operational and methodological procedures were applied: SAVI vegetation index to detect photosynthetic activity, The Inventory Method for Phanerophytes and Caméfitas species (IMPC) and diversity indices in order to diagnose and understand the conservation conditions of vegetation cover. Therewith, the results obtained demonstrate the identification of the forms of vegetation cover and land use, discussion of vegetation indices, mapping of the degradation classes and conservation of vegetation cover. In addition, the data generated through the application of the MIFC and the diversity indexes provide a basis for understanding the dynamics of species and their individuals in environments with conserved vegetation cover in Guaiúba.Os estudos que envolvem o estado de conservação da cobertura vegetal apresentam campo de atuação e aplicação bastante abrangentes, o que evidencia sua relevância científica. Esses trabalhos procuram tratar a respeito dos processos que envolvem as diversas formas de uso e ocupação. Nesse sentido, a instalação de atividades socioeconômicas predatórias traz consigo impactos no ambiente, e a vegetação é um dos componentes da paisagem que primeiramente sofre danos. Dessa forma a pesquisa se desenvolve com o objetivo de mapear e discutir o estado de conservação da cobertura vegetal do município de Guaiúba. Para alcançar esse objetivo, foram aplicados os seguintes procedimentos operacionais e metodológico: índice de vegetação SAVI para detectar a atividade fotossintética, o Método de Inventário de espécies Fanerófitas e Caméfitas (MIFC) e índices de diversidade com o objetivo de diagnosticar e compreender as condições de conservação cobertura vegetal. Com isso, os resultados obtidos demonstram identificação das formas de cobertura vegetal e uso do solo, discussão dos índices de vegetação, mapeamento das classes de degradação e conservação da cobertura vegetal. Além disso, os dados gerados através do MIFC e dos índices de diversidade fornecem bases para compreender a dinâmica dos indivíduos em ambientes com cobertura vegetal conservada de Guaiúba.
BALANÇO HÍDRICO CLIMATOLÓGICO E CLASSIFICAÇÃO CLIMÁTICA DE KÖPPEN E THORNTHWAITE PARA O MUNICÍPIO DE ARAGUAÍNA, TOCANTINS
Full text linkThe dynamics of climatic elements, with emphasis on temperature and precipitation, are fundamental for studies on the Climate Classification Systems (CCS) of a region, as well as for determining the Climatological Water Balance (BHC). Thus, the objective of the work was to determine the Climatological Water Balance and the climatic classification for the municipality of Araguaína (TO), based on the methodological proposals of Köppen and Thornthwaite. In this case, a historical series referring to the years 1991 to 2020 was used. As a result, there is 1761.9 mm of accumulated annual precipitation and a Potential Evapotranspiration (ETP) in the order of 1425.36 mm; the average monthly temperature of the municipality over 29 years was 25.4 ºC. The Water Surplus (WSR) found was 638.19 mm, while the Water Deficit (WDE), represented by the months of May, June, July, August, September and October, was around 301.65 mm for the years analyzed. Regarding the climate of the municipality, according to the Köppen proposal, it is of the Aw type, tropical with a dry season in winter; for Thornthwaite, the climate is classified as B2 - w- A’- a’, therefore, humid, with Moderate Deficiency in Winter, Megathermal with climatic subtype a’.As dinâmicas dos elementos climáticos, com destaque para a temperatura e precipitação são fundamentais para os estudos que versam sobre os Sistemas de Classificações Climáticas (SCC) de uma região, bem como para a determinação do Balanço Hídrico Climatológico (BHC). Assim, o objetivo do trabalho foi determinar o Balanço Hídrico Climatológico e a classificação climática para o município de Araguaína (TO), com base nas propostas metodológicas de Köppen e de Thornthwaite. Nesse caso, se utilizou uma série histórica referente aos anos de 1991 a 2020. Como resultados, tem-se 1761,9 mm de precipitação anual acumulada e uma Evapotranspiração Potencial (ETP) na ordem de 1425,36 mm; a temperatura média mensal do município ao longo de 29 anos foi de 25,4 ºC. O Excedente Hídrico (EXC) encontrado foi de 638,19 mm, enquanto o Déficit Hídrico (DEF), representado pelos meses de maio, junho, julho, agosto setembro e outubro foi da ordem de 301,65 mm para os anos analisados. Quanto ao clima do município, segundo a proposta de Köppen, é do tipo Aw, tropical com estação seca no inverno; para Thornthwaite, o clima se classifica em B2 - w- A’- a’ sendo, com isso, úmido, com Moderada Deficiência no Inverno, Megatérmico com subtipo climático a’
NOTAS SOBRE A CONTEXTUALIZAÇÃO DA DISCIPLINA GEOGRAFIA E DO CONCEITO DE LUGAR: Uma análise sobre a Base Nacional Comum Curricular (BNCC)
Full text linkThe National Common Curricular Base (BNCC) was regulated as the normative document of Brazilian basic education, with the purpose of articulating its organization and guidelines, as well as the contents to be developed and each curricular component, including geography, considering the relevance of its concepts geographical, such as place. In this context, this work aims to present the contextualization of the geography curricular component and the concept of place at BNCC. For this, qualitative research was carried out, through a bibliographic and documentary review of the BNCC and authors who discuss the topic addressed. Through this study, it was possible to perceive the articulation of geography in the Base in the initial and final years of elementary school and in the areas of knowledge in secondary school and geographic concepts, such as place, appear superficially in the document.A Base Nacional Comum Curricular (BNCC) foi regulamentada como o documento normativo da educação básica brasileira, com a proposição de articular sua organização e diretrizes, assim os conteúdos a seres desenvolvidos e cada componente curricular, incluindo a geografia, considerando a relevância dos seus conceitos geográficos, como o lugar. Nesse contexto, este trabalho tem como objetivo apresentar a contextualização do componente curricular geografia e do conceito de lugar na BNCC. Para isto, foi realizada uma pesquisa de caráter qualitativo, por meio de uma revisão bibliográfica e documental da BNCC e de autores que discutem a temática abordada. Por meio deste estudo, foi possível perceber a articulação da geografia na Base nos anos iniciais e finais do ensino fundamental e nas áreas do conhecimento do ensino médio e os conceitos geográficos, como o lugar, aparecem de forma superficial no documento
INDICADORES-GUIAS PARA AVALIAÇÃO DA SUSCEPTIBILIDADE À DESERTIFICAÇÃO NOS SISTEMAS AMBIENTAIS DA SUB-BACIA DO RIACHO JURITI, CANINDÉ, CEARÁ
Full text linkIn order to understand the sensitivity of environments to desertification, it is necessary to understand their structure, dynamics and response to external interference. In view of this, the Geobiophysical Indicators of Desertification (GIDD) system is adapted to this research to analyze the susceptibility of systems to desertification in the Juriti Creek sub-basin, in the municipality of Canindé, Ceará. Geoprocessing was carried out in QGIS, where the susceptibility model was built by weighting the attributes of the indicators. It was found that the susceptibility of the systems varies from low to high according to the characteristics of the environment, although the use and coverage, as well as the indication of the state of conservation of the vegetation, by means of the Soil Adjusted Vegetation Index (SAVI), determine the values of the index in the different environmental systems, showing themselves to be guides for this type of analysis. It can therefore be seen that conserved vegetation and certain uses and covers that promote stability can increase the degree of protection, leading to a reduction in the sensitivity of environments to desertification.Para compreender a sensibilidade dos ambientes à desertificação é necessário entender sua estrutura, dinâmica e resposta às interferências externas. Diante disso, o sistema de Indicadores Geobiofísicos de Desertificação (IGBD) é adaptado à pesquisa para analisar a susceptibilidade dos sistemas à desertificação na sub-bacia do riacho Juriti, no município de Canindé, Ceará. O geoprocessamento foi realizado no QGIS, onde o modelo de susceptibilidade foi construído por meio da sobreposição ponderada dos atributos dos indicadores. Averiguou-se que a susceptibilidade dos sistemas varia de baixa a alta conforme as características do ambiente, embora o uso e cobertura, assim como a indicação do estado de conservação da vegetação, mediante Índice de Vegetação Ajustado ao Solo (SAVI), determinem os valores do índice nos diferentes sistemas ambientais, mostrando-se como guias para esse tipo de análise. Observa-se, pois, que a vegetação conservada e determinados usos e coberturas que promovem a estabilidade podem elevar o grau de proteção, levando à diminuição da sensibilidade dos ambientes à desertificação