Ilhas de facilitação no Parque Estadual de Porto Ferreira, SP

Novas pesquisas apontam que as interações positivas e o processo de facilitação sobre a comunidade tem fornecido importantes conhecimentos sobre a ecologia de diversas espécies no mundo. Existe uma carência de informações sobre quais as espécies interferem nos mecanismos facilitadores que conduzem a regeneração natural da vegetação e a atual necessidade de identificar estratégias de conservação, manejo sustentável e recuperação ambiental em ambientes tropicais. Este trabalho tem o objetivo de avaliar quais são as espécies arbóreas que facilitam o aumento da riqueza e abundância de outras espécies arbóreas/arbustivas regenerantes sob suas copas numa antiga área de pastagem no Parque Estadual de Porto Ferreira - SP. Foram selecionadas 42 árvores isoladas que foram chamadas de matrizes. Destas matrizes foram feitas 42 parcelas cirulares na qual cada matriz teve duas subparcelas: a Área da Influência (Ai) e a Área do Entorno (Ae), totalizando 84 unidades amostrais. Para cada matriz, nestas unidades amostrais foram incluídos todos os indivíduos arbustivos e arbóreos com altura superior a 1,3 metros de altura. Foram analisadas a florística, fitossociologia e distribuição da abundância das espécies regenerantes. Já para as espécies das matrizes foram analisadas seis diferentes atributos, divididos em dendrométicos e funcionais para entender como elas influênciam a riqueza e abundância das espécies regenerantes. Em Ai e Ae foram indentificados 883 indivíduos distríbuidos em 28 famílias, 49 gêneros, totalizando 64 espécies em uma área total de 3.028 m³. Em Ai foram intentificados 775 inividuos em uma área total de 1.346 m³, com a mesma composição florística citada acima. As espécies Dimorphandra mollis, Qualea grandiflora, Byrsonima intermedia e Aegiphila lhotzkiana são indicadas aqui neste trabalho como as melhores facilitadoras, por serem decíduas e, por possuírem copas amplas...

Altas habilidades ou superdotação: um estudo em uma Diretoria de Ensino da rede estadual paulista

Special Education includes gifted students. There is a lack of resources and information for identification and care of such students. They were research objectives map students with giftedness characteristic in Elementary and Middle School in Bauru/SP, as well as verify what teachers know about the issue and if they know how to work with such students in their classrooms. This qualitative, quantitative and descriptive research was structured in three stages. Step A: an observation guide of gifted children, Guia de observação de crianças dotadas e talentosas. Step B: True or False questions on the subject. Step C, field diary. Two hundred and thirty one classes from 24 schools were evaluated and 477 students were identified with giftedness characteristic in at least one of six possible areas. Three hundred and one students were in Elementary School and 176 were in Middle School. In Step B, 280 teachers from 26 schools were part of this study and it is confirmed that they have theoretical knowledge on the subject because the number of hits on the main concepts (based on the literature) was superior to the number of misses. A 4th grade classroom, with a gifted girl, was observed in step C. It was found that the teacher pedagogical practice and the resources used are not different from the ones used with other students. Thus, it appears that the student has not received the curricular adaptations to assist her developing skills

A importância da mediação: a situação do professor mediador escolar e comunitário na Rede Estadual Paulista de Ensino

This study aims to analyze the implementation of mediation in the school environment of São Paulo State Education Network through the figure of Teacher School and Community Mediator (PMEC). Mediation arises, as an alternative and effective method for conflict resolution from existing interpersonal relationships at school. The methodology used was the exploratory and empirical research literature on the subject mediation and the analysis of the resolutions of the Secretariat of São Paulo State Education establishing the School Protection System (SPE) and made possible the performance of the PMEC within that environment. Authors like Bonafé-Schmitt (2010); Caetano, Freire and Ferreira (2009); Calcaterra (2002); Freire (2010); Jares (2002); Lederach (1996); Littlejohn and Domenici (1999); Morgado and Oliveira (2009); Torremorell (2008) and Vecchi and Greco (1999) were selected in order to provide greater familiarity with the subject mediation and conflict mediation later in the school environment. The concept of mediation, mediation templates and profiles of mediators will be explained as well as PMEC function features as regards the selection methods training main assisted cases, assignments that are stipulated by the guiding documents and what actually happens in daily practice verified the reports obtained through a semi-structured interview. Finally, we present the PMEC situation regarding the review by the leaders and attended school community and the acceptance of their work within that environment