______________________________________________________________ RESUMOA preservação da biodiversidade é uma das grandes preocupações mundiais. A fauna e a flora vêm sofrendo grandes modificações ocasionadas principalmente pelo homem que causa mudança na dinâmica natural do meio ambiente e seu equilíbrio ecológico. Dessa forma, o presente estudo teve por objetivo realizar um levantamento dos zoológicos e recintos de proteção que possuem rinocerontes, visando a conservação da espécie em ambiente natural ou cativeiro. Foi realizado um levantamento junto aos zoológicos credenciados a pela Sociedade de Zoológicos e Aquários do Brasil, localizados nas capitais brasileiras para verificar se existem rinocerontes nesses estabelecimentos e dados sobre eles. Das 27 capitais, 18 possuem zoológico, mas somente 6 retornaram as informações. Apenas 3 dos zoológicos que participaram possuem exemplares de rinocerontes. Estes estão localizados em Belo horizonte (MG), Brasília (DF) e Sapucaia do Sul (RS). As demais capitais relatam que existe uma grande dificuldade para manter esse animal em cativeiro, devido sua alimentação e espaço. Os zoológicos são na maioria órgãos públicos, estadual, municipal, distrital ou fundação, e todos possuem registro no Instituto Brasileiro do meio Ambiente e Recursos Naturais Renováveis (IBAMA). Muitos projetos de conservação estão sendo realizados para amenizar os efeitos da destruição de habitats naturais. Existem apenas cinco espécies da família Rhinocerontidae existentes na África e Ásia em habitat natural. PALAVRAS-CHAVE: Biodiversidade; Preservação; Rinoceronte. CONSERVATION OF THE RHINOCERONTIDAE FAMILY ABSTRACTPreserving biodiversity is one of the world's major concerns. The fauna and the flora have undergone great modifications caused mainly by the man that causes change in the natural dynamics of the environment and its ecological balance. Thus, the present study aimed to survey the zoos and protection enclosures that have
Special educational needs (SEN) are those related to students who have high ability or learning difficulties. These students are not necessarily disabled, but they are those who become special when they require appropriate specific responses. The present study addresses the question of the inclusion of these people, with the objective of verifying conceptions and criteria of elementary school teachers who work with students with SEN. For this, a structured questionnaire containing 7 discursive questions was used as methodological procedure. Primary school science teachers from 4 schools, two private and two from Goiânia, answered the questions. The inclusion of students with SEN in regular teaching groups is a process that requires respect, understanding and dedication to the next, both by family members, teachers and health professionals, as well as the educational institutions that receive this student. This inclusion in the regular system of education is one of the guidelines proposed by public educational policies. However, the qualification of the licensed teacher is lacking, as observed in the obtained results. The curriculum of higher education institutions does not cover disciplines focused on the teaching of students with SEN. Inclusion needs to reflect changes in the behavior of participants in this teaching-learning process, from the right of access of students with SEN to the pedagogical organization of the school so that the student can actually develop their skills.
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