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The Parque Estadual do Forno Grande is a fully protected area in the southern Espírito Santo State, Brazil. It belongs to the Atlantic Forest domain, with predominantly dense, ombrophilous, seasonal semi-deciduous forests and herbaceous/shrubby vegetation on rock outcrops. The area is recognised as highly important for conservation, designated as a priority biological area for protecting the Atlantic Forest's biodiversity. Although the importance of Protected Areas in conserving the Atlantic Forest biodiversity is unquestionable, it is crucial to understand the floristic patterns within these regions to develop effective conservation strategies. We utilised national online databases to compile species lists containing relevant information about their biodiversity. The updated list of vascular plants recorded in the Parque Estadual do Forno Grande is available in the “Catálogo de Plantas das Unidades de Conservação do Brasil” and it is presented here with further information on richness, endemism and conservation status.The Parque Estadual do Forno Grande harbours 958 species of vascular plants, of which 79.2% are angiosperms, 18.4% are ferns and 2.4% are lycophytes. Amongst these species, 44% are endemic to the Atlantic Forest. There are 58 threatened species, of which six are Critically Endangered, 39 are Endangered and 13 are Vulnerable. Amongst the threatened species, 51 are endemic to the Atlantic Forest. The number of records and the species richness in this area are notably high for Atlantic Forest standards. Our findings suggest that floristic inventories of Brazilian Protected Areas are a key contribution to the general perception of how much we still do not know about our flora. It also highlights the necessity of supporting floristic surveys in poorly-known areas, especially those remaining as forest remnants.

This research used the Methodology of Narrative Productions (MNP) to understand how the experiences evidenced by the educators' narratives can contribute for the development of pedagogical practices articulated to the principles of the Rural Education. In methodological terms, we carried out three narrative interviews with rural educators who worked in a rural school in the city of Carangola – MG based on the assumptions of the MPN. The data indicated the existence of different experiences acquired by each educator who participated in this research, throughout their life, school and/or professional trajectory that put them in contact with the rural people. Among other issues, the narratives showed that all participants indicated developing educational processes articulated to the cultures, knowledge, and ways of life of rural people. However, in these analyses we found that the articulation depends exclusively on each educator, as there is no policy and/or guidance from school management and/or the municipal government that encourages such practices.

As Licenciaturas em Educação do Campo tiveram sua expansão recente em nossa sociedade, com a implementação de 42 novos cursos de graduação em diferentes Instituições de Ensino Superior. No contexto destes novos cursos, nosso estudo privilegiou a Licenciatura em Educação do Campo da Universidade Federal de Viçosa (Licena), com o objetivo de analisar o processo de formação por alternância implementado pelo curso, a partir das avaliações de seus estudantes que atuavam como monitores de Escolas Família Agrícola (EFAs). Em termos metodológicos, nossos dados foram obtidos a partir de entrevistas com estes sujeitos que, por sua vez, foram submetidas aos procedimentos técnicos do método Análise de Conteúdo. Dentre seus resultados, a análise das avaliações construídas pelos estudantes da Licena, monitores de EFAs, possibilitou identificar as potencialidades e desafios da formação por alternância no curso, particularmente em relação ao corpo docente e a alternância.

Brazilian protected areas are essential for the conservation of plants of the Atlantic Forest domain, one of 36 global biodiversity hotspots. A major challenge for improving conservation actions is to know the richness of plants protected by these areas. Online databases offer an accessible way to build plant species lists and to provide relevant information about biodiversity. A list of land plants of “Parque Nacional do Caparaó” (PNC) was previously built using online databases and published on the website "Catálogo de Plantas das Unidades de Conservação do Brasil." Here, we provide and discuss additional information about plant species richness, endemism, and conservation in the PNC that could not be included in the list. We documented 1,791 species of land plants as occurring in PNC, of which 63 are cited as threatened (CR, EN, or VU) by the Brazilian National Red List, seven as data deficient (DD), and five as priorities for conservation."Parque Nacional do Caparaó" houses 8% of the land plant species endemic to the Brazilian Atlantic Forest, including 6% of its angiosperms, 31% of its lycophytes and ferns, and 14% of its avascular plants. Twelve percent of the threatened species listed for the state of Espírito Santo and 7% listed for the state of Minas Gerais are also protected by PNC. Surprisingly, 79% of the collections analyzed here were carried out in Minas Gerais, which represents just 21% of the total extension of the park. The compiled data uncover a huge botanical collection gap in this federally protected area.

As Licenciaturas em Educação do Campo formam educadores para atuarem nas escolas do campo. Organizam-se pela Alternância Educativa, articulando atividades na universidade e na comunidade de seus educandos. A realização deste estudo de caso contou com três entrevistas narrativas sobre os territórios educativos de uma estudante de um destes cursos. Cada entrevista aprofundou e complementou as informações da narrativa anterior. Concluiu-se que favoreceram uma leitura concreta do campo, produzindo uma reflexão e síntese sobre sua identidade, trajetória e escolhas. Sua utilização no curso encontrou princípios e contextos favoráveis para o fortalecimento do percurso formativo da estudante.

The licentiate degrees in Rural Education are a recent achievement in our society and have been arising from the protagonist of the peasant social movements and trade unions. They had their expansion marked by the announcement MEC/SESU/SETEC/SECADI n.º 02/2012, which enabled the creation of new training courses for rural educators in 42 Brazilian Education Institutions. Considering these licentiate degrees, we highlight the Licentiate in Rural Education of the Federal University of Viçosa (LICENA), which in its creation and institutionalization process had the involvement and participation of diverse social and union movements. Among them, the Agricultural Family Schools (EFAs) have become a partner in the construction of the training processes of the course, as much by the experience with the Pedagogy of Alternating, as by the necessity of the initial formation of its monitors. Aiming to understand LICENA's training processes, we analyzed the evaluations of the monitors on the contributions of the course to the pedagogical practices developed in the EFAs, by conducting interviews that were submitted to the Content Analysis method. The results indicate that LICENA has contributed to the formation of the monitors both through the appropriation of didactic-pedagogical knowledge and through the stimulation of interdisciplinary practices.

We present the first record of Rhipsalis oblonga in Minas Gerais state, Brazil. This record suggests that this species, having a global rank of Vulnerable, is nevertheless threatened in Minas Gerais with extirpation due to the small area of occupancy that is outside of any conservation unit. We present morphological data for this species and comment on its ecology and distribution.