Studies of plant phenology have been performed predominantly with terrestrial species and rarely so with aquatic communities. Such plants are fundamental for the aquatic ecosystems, representing a valuable source of resources when they are scarce in terrestrial environments for the fauna. Studies of phenology help to understand the reproduction rhythms of plant communities and provide fundamental support to management and conservation. This study aimed to describe the reproductive phenology of 15 species of aquatic plants and determine how it is related to climatic factors and physicochemical variables of water. Plants were collected every 15 days throughout a single year, from two ponds in the Cerrado-Pantanal ecotone, Central-West Brazil. Species were observed in flower and fruit throughout the year with varying phenophases among life forms (amphibious, emergent, rooted, floating and rooted submerged). Photoperiod stood out among climatic variables for flowering and fruiting times. Phenophases were explained by climatic factors, as well as by physicochemical variables of the water. Nitrogen and pH were the variables most related to the highest number of phenophases of different life forms. Such information is relevant to understanding how physicochemical alterations to water by pollution, eutrophication and siltation, among others, can change the phenology of aquatic macrophytes.

The objective of this study was to characterize the floristic and phytosociological composition of aquatic macrophytes occurring on the nearshore and on floating meadows of a large oxbow lake in the Pantanal wetland, in order to identify the degree of similarity between these biological compartments. Therefore, we sampled 100 plots of 0.5 x 0.5 m on floating meadows and 100 nearshore. We recorded 42 species, being 30 nearshore and 38 on floating meadows. The richness observed on floating meadows was little superior to the recorded nearshore, and the similarity between the compartments was relatively high (Jaccard = 61.90). Four species occurred exclusively nearshore, while 12 species were restricted to floating meadows. The outstanding species for their frequency and a high percentage of cover nearshore were Ludwigia helminthorrhiza (Mart.) H.Hara and Eichhornia azurea (Sw.) Kunth. On floating meadows, Cyperus blepharoleptos Steud. presented the highest importance value (61.3). The emergent and amphibious life forms were the most common in both compartments. The similarity between both formations is an expected outcome, once the floating meadows can develop from nearshore plants and contact them during displacements within the lake. We highlight the high number of exclusive species recorded on floating meadows, which can be explained by environmental (related to the interaction between species and environmental characteristics) or spatial factors (dispersal capacity) that favor the colonization of the floating meadows by species absent nearshore.

Ecótono Cerrado Pantanal: meio ambiente e história natural está licenciado sob CC BY 4.0.Esta licença exige que as reutilizações deem créditos aos criadores. Ele permite que os reutilizadores distribuam, remixem, adaptem e construam o material em qualquer meio ou formato, mesmo para fins comerciais. O conteúdo da obra e seus dados em sua forma, correção e confiabilidade são de responsabilidade exclusiva dos autores, não representando a posição oficial da Editora Amplla. É permitido o download da obra e o compartilhamento desde que sejam atribuídos créditos aos autores. Todos os direitos para esta edição foram cedidos à Editora Amplla.

A motivação é um fator importante da vida humana e muito significante no processo de aprendizagem. Ao longo do desenvolvimento do pensamento filosófico que incluía as visões de homem e das concepções de determinação dos comportamentos, variados compêndios sobre motivação foram escritos. Muitos teóricos da aprendizagem estudaram ou evidenciaram o papel das variáveis motivacionais na aprendizagem ou na memória. É sob essa perspectiva que o conceito de motivação será tratado neste trabalho, refletindo sobre os enfoques de como a motivação em contexto de ensino e aprendizagem foi caracterizada ao longo dos tempos e historicizar a relação da motivação histórica com a gamificação como estratégia de ensino. As reflexões levantadas neste trabalho apontam que dentre os modelos epistemológicos e pedagógicos o construtivismo e a pedagogia relacional se destacam por favorecer a interação entre o sujeito e o meio. A gamificação segue o modelo epistemológico construtivista no qual o conhecimento não é apenas transmitido e se sustenta na pedagogia relacional valorizando a associação das motivações intrínseca e extrínsecas no processo de ensino-aprendizagem. Assim, este trabalho pode auxiliar o desenvolvimento de pesquisas sobre gamificação no âmbito educacional visando a efetivação do conhecimento unindo pressupostos cognitivistas aliado ao uso de recompensas.