In recent years, carbon dioxide emissions have been potentiated by several anthropogenic processes that culminate in climate change, which in turn directly threatens biodiversity and the resilience of natural ecosystems. Tropical rainforests are among the most impacted biological realms. The Belé m endemism center, which is one of the several endemism centers in Amazon, is located in the most affected area within the so-called "Deforestation Arc." Moreover, this region harbors a high concentration of Amazonian endangered bird species, of which 56% of them are considered to be under the threat of extinction. In this work, we sought to evaluate the current and future impacts of both climate change and deforestation on the distribution of endemic birds in the Belé m Area of Endemism (BEA). Thus, we generated species distribution models for the 16 endemic bird species considering the current and two future gas emission scenarios (optimistic and pessimistic). We also evaluated climate change impacts on these birds in three different dispersal contexts. Our results indicate that BAE, the endemic taxa will lose an average of 73% of suitable areas by 2050. At least six of these birds species will have less than 10% or no future suitable habitat in all emission scenarios. One of the main mechanisms used to mitigate the impacts of climate change on these species in the near future is to assess the current system of protected areas. It is necessary to ensure that these areas will continue being effective in conserving these species even under climate change. The "Gurupi Mosaic" and the "Rio-Capim" watershed are areas of great importance because they are considered climate refuges according to our study. Thus, conservation efforts should be directed to the maintenance and preservation of these two large remnants of vegetation in addition to creating ecological corridors between them.
Este artigo refere-se à utilização de recursos didáticos e inclusivos para o ensino de Meio Ambiente, experiência realizada em uma turma de discentes do PARFOR que atuam no Ensino Fundamental com a disciplina Biologia. Tem por objetivo analisar as dificuldades enfrentadas por esses professores em formação que atuam com alunos com deficiência visual (cegos/baixa visão). A metodologia com base na pesquisa qualitativa, se deu em três diferentes etapas e culminou com a realização do workshop intitulado de “Recursos Didáticos e Inclusivos para o Ensino de Meio Ambiente”, onde foi construído e experimentado o uso de um “Dominó Inclusivo Sobre Meio Ambiente”. Os resultados apontam que os acadêmicos apresentam experiências na educação dos alunos deficientes visuais. Porém, ainda há dificuldades em promover a educação inclusiva no ensino regular.Palavras-chave: Deficiência Visual. Educação Inclusiva. Meio Ambiente. Recursos Didáticos.TEACHING AND INCLUSIVE RESOURCES FOR ENVIRONMENTAL EDUCATIONThis article refers to the use of didactic and inclusive resources for the teaching of Environment, experience carried out in a class of PARFOR students who work in Primary Education with the discipline Biology. It aims to analyze the difficulties faced by these teachers who work with visually impaired students (blind/low vision). The methodology, based on qualitative research, took place in three different stages and culminated in the workshop entitled "Didactic and Inclusive Resources for Teaching the Environment", where the use of an "Inclusive Domino over the Environment" was built and experimented. The results show that the academics present experiences in the education of visually impaired students. However, there are still difficulties in promoting inclusive education in regular education.Keywords: Visual Impairment. Inclusive Education. Environment. Didactic Resources.
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