In order to investigate biogeographic influences on xeric biota in the Brazilian Atlantic Forest (BAF), a biodiversity hotspot, we used a monophyletic group including three cactus taxa as a model to perform a phylogeographic study: Cereus fernambucensis subsp. fernambucensis, C. fernambucensis subsp. sericifer, and C. insularis. These cacti are allopatric and grow in xeric habitats along BAF, including isolated granite and gneiss rock outcrops (Inselbergs), sand dune vegetation (Restinga forest), and the rocky shore of an oceanic archipelago (islands of Fernando de Noronha). The nucleotide information from nuclear gene phytochrome C and plastid intergenic spacer trnS‐trnG was used to perform different approaches and statistical analyses, comprising population structure, demographic changes, phylogenetic relationships, and biogeographic reconstruction in both spatial and temporal scales. We recovered four allopatric population groups with highly supported branches in the phylogenetic tree with divergence initiated in the middle Pleistocene: southern distribution of C. fernambucensis subsp. fernambucensis, northern distribution of C. fernambucensis subsp. fernambucensis together with C. insularis, southern distribution of C. fernambucensis subsp. sericifer, and northern distribution of C. fernambucensis subsp. sericifer. Further, the results suggest that genetic diversity of population groups was strongly shaped by an initial colonization event from south to north followed by fragmentation. The phylogenetic pattern found for C. insularis is plausible with peripatric speciation in the archipelago of Fernando de Noronha. To explain the phylogeographic patterns, the putative effects of both climatic and sea level changes as well as neotectonic activity during the Pleistocene are discussed.
Adolescência, sexualidade e formação docente: reflexão e não-diretividade para construção da autonomia RESUMO Este trabalho apresenta como principal foco a formação do professor, foi desenvolvido durante atividades de estágio supervisionado e partiu das experiências vivenciadas por duas licenciandas ao abordarem de maneira não sanitarista temáticas de sexualidade na escola (Ensino Médio/ Fundamental). As reflexões aconteceram em dois níveis: o primeiro situado nas vivências e problematizações com os jovens, tendo por base valores como o respeito e questões como o prazer. Um segundo nível aconteceu com a reflexão dos envolvidos sobre suas próprias formações. A perspectiva adotada pautou-se na não-diretividade, dando total liberdade de ação às licenciandas, porém sempre mantendo diálogos ao longo do processo, o que favoreceu a construção da autonomia. Os resultados, seja das ações práticas vividas na escola, seja dos desdobramentos e reflexões disso na formação das licenciandas, apresentam-se consistentes e coerentes com a proposta, contribuindo de forma decisiva na formação docente. Palavras-chave: Formação Docente. Experiência. Sexualidade e autonomia ABSTRACTThis work has as main focus on teacher formation, it was developed during supervised activities and involved the experiences of two undergraduates with a non-sanitary work related to issues of sexuality in school (High School / Elementary School). The discussions took place on two levels: the first set and contextualizing the experiences with young people, based on values such as respect and issues such as pleasure. A second level happened from reflections about their own formations involved. The perspective adopted was based on the non-directivity, giving freedom of action to undergraduates, but always maintaining a dialogue throughout the process, which favored the construction of autonomy in that it does not pre-ordered or directed the work. The results of practical actions to be experienced in school, and of reflections and its consequences to the undergraduates' formation, have to be consistent with the proposal, contributing decisively in teacher education.Keywords: Teacher formation. Experience. Sexuality and autonomy. RESUMENEste trabajo se centra principalmente en la formación de docentes. Se desarrolló durante las actividades de prácticas supervisadas y partió de las experiencias vividas por dos licenciadas al abordar de manera no sanitaria la temática de la sexualidad en la escuela (Escuela Primaria y Secundaria). Las reflexiones se produjeron en dos niveles: en el primero se encuentran las experiencias y problemas relacionados con los jóvenes, basándose en valores como el respeto y cuestiones como el placer. Un segundo nivel pasó con la reflexión de los involucrados sobre sus propias formaciones. La perspectiva adoptada se basa en la no directividad, dando plena libertad de acción a las licenciadas, pero siempre manteniendo el diálogo a lo largo del proceso, lo que favoreció la construcción de la autonomía. Los resultados, sea de las acciones pr...
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