Objective In this study we aimed to understand how extrinsic environmental factors measured in the watercourses and the surrounding landscape influence the ichthyofauna of first-order streams. Methods Data were collected within the Corumbataí River Basin, São Paulo, southeastern Brazil, during the dry season of 2012. We sampled the ichthyofauna in 13 stretches of streams distributed across four river sub-basins. The stretches differed in relation to the presence/absence of riparian forest, the predominant type of matrix and the percentage of forest. Response variables were species richness and the occurrence of functional groups and explanatory variables include both local and landscape structures from the surrounding environment. Local variables comprised the following water quality and structural attributes: pH, temperature, conductivity, turbidity, flow rate, depth, width, type of substrate. Landscape variables included presence/absence of riparian vegetation, type of vegetation, type of matrix, percentage of forest and canopy cover. Results A total of 268 individuals were recorded, which were distributed among 12 species. The landscape structure influenced the occurrence of functional groups in first-order streams, especially allochthonous-feeders, nektonic and hypoxia-intolerant species. The presence of riparian forest was the most important predictor. Species richness was negatively related to the presence of riparian vegetation, supporting the hypothesis that degraded landscapes lead to a reduction in diversity. Conclusion The protection of riparian vegetation is critical to the maintenance of ichthyofauna diversity in first-order streams. The presence or absence of riparian vegetation differently affected the occurrence of species depending on their functional characteristics, particularly those related to the tolerance to hypoxia, source of alimentary items and the position in the water column.
<p>Este artigo tem como objetivo colaborar com a produção de conhecimento sobre formação docente em educação ambiental em uma perspectiva crítica, a partir das experiências de um grupo do Pibid da Unesp de Rio Claro. A pesquisa contou com a participação de estudantes do curso de ciências biológicas e de uma professora de ciências e de biologia da rede pública de ensino, sendo desenvolvida a partir das orientações da metodologia comunicativo-crítica. Foram realizados grupos de discussão comunicativos e as análises da pesquisa buscaram identificar elementos transformadores e obstaculizadores em relação ao tema investigado. Os resultados evidenciaram possibilidades reais e viáveis de práticas de educação ambiental em uma perspectiva crítica, no contexto escolar, a partir do Pibid e, com isso, consideramos de grande importância programas de formação docente que ofereçam às/aos licenciandas/os um contato mais estreito com a escola, a partir de um trabalho coletivo e interdisciplinar.</p>
Este artigo teve como objetivo contribuir com a construção do conhecimento sobre práticas docentes interdisciplinares no contexto escolar e da formação docente, a partir da experiência de um grupo do Pibid da Unesp de Rio Claro. A pesquisa contou com a participação de graduandas/os do curso de ciências biológicas, ex-bolsistas do programa, e de uma professora de ciências do ensino fundamental II da rede pública, tendo sido desenvolvida a partir das orientações da metodologia comunicativo-crítica. Foram realizados grupos de discussão comunicativos e as análises da pesquisa buscaram identificar elementos potencialmente transformadores ou potencialmente obstaculizadores em relação ao tema investigado. Os resultados evidenciaram possibilidades reais e viáveis de práticas interdisciplinares nas escolas a partir de um trabalho coletivo, além da importância de trabalhos nessa perspectiva ao longo da formação docente. This article had as goal to contribute to the construction of knowledge about interdisciplinary teaching practices in context of schools and of teachers training, from the experience of a group of Pibid from Unesp of Rio Claro. The research included the participation of undergraduate students of biological sciences (former scholar of the program) and an elementary school science teacher. The research has been developed from the communicative-critical methodology orientations. Communicative discussion groups were accomplished and the analysis of the research sought to identify potentially transformative elements and potentially barriers elements for interdisciplinarity and its implication in the exercise of environmental education. The results showed real and viable possibilities of approaching the of the environmental theme through interdisciplinary practices in schools from a collective work, also highlights the importance of work in this perspective throughout the formative process of teachers.
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