Celso Dal Ré Carneiro

The origin and evolution of the South American Platform

Abstract The South American Platform is defined as the stable continental portion of the South American plate not affected by the Phanerozoic — Caribbean and Andean — orogenic zones. It is surrounded by these orogenic zones and extends to the marginal Atlantic coast. The basement of the platform consists of Archean and Proterozoic continental crusts arranged during three main sets of orogenic events: (1) Trans-Amazonian (Paleoproterozoic), (2) Late Mesoproterozoic and (3) Brasiliano/Pan African. The latter resulted in the consolidation of the youngest mobile belts of the platform basement. It is, by far, the main phenomenon responsible for the overall pattern of tectonic components (cratonic nuclei and fold belts) and the formation of the general structural framework at the time when the platform was a portion of the Gondwana supercontinent. During the Phanerozoic Eon, different cover stages were developed through six main sedimentary cratonic sequences, of which the last one is exclusive to the South American continent. The final individualization stages and their respective post-Paleozoic sequences were accompanied by a series of specific intracratonic processes, both tectonic (rift basins, overprint of new structural styles in previous basins) and magmatic (basaltic and alkaline). The activation processes have generally been attributed to the opening of the Atlantic Ocean on the east and the Andean orogeneses on the north and west. Nevertheless, a minor part of these events may have been caused by sublithospheric actions (mantle-activated processes) beneath the interior of the platform.

DEZ MOTIVOS PARA A INCLUSÃO DE TEMAS DE GEOLOGIA NA EDUCAÇÃO BÁSICA

Education is privileged to form a responsible and consequent citizenship due to the introduction of a broad environmental concern, amongst other concepts. There are at least ten reasons for the insertion of a geologic culture in this framework. The insertion will widely benefit the Brazilian education, as follows: (1) the Science curricula of basic education is fragmentary and too much superficial. (2) the humanist formation, inherent to the practice of Earth Sciences, should induce solidary and humanist attitudes in the new generations, develop critical thinking and the capacity of observation. Geology allows one to think about the rational use of the technological applications and advances of Science; it supplies (3) a broad vision of the Earth Systems, needed to understand the complex dynamics of the planet. The theoretical body of Geology brings a (4) time perspective of the changes that have affected the planet and living organisms. The particular situation of Geology, the unique science which has experienced a scientific revolution in the XX th Century, offers the students an (5) education on the causes of geologic risks and their consequences for the human kind, and allows many examples on (6) participation of Geology in modern discoveries of Science. It introduces the most current discussion of (7) the question of the available resources versus sustainability of life. It also constitutes a (8) preparation and orientation for further studies or critical reflections on the human activities on Earth. More can be learned on the methodological aspects of Science, since Geology favors (9) an education on varied scientific procedures. The Information Society, whose dominant role is felt in all sectors of human activity, constitutes another reason: (10) Geosciences helps to create a planetary perspective. The development of a geologic culture extends beyond the mere domain of the recent advances of Science & Technology; therefore, it allows to bring the real world into the classroom and, overall, it allows to move the classroom towards the real world. Geology concepts help a search for a more practical and efficient education, since it is supported by an existential reality that will allow people to retain such knowledge through life.

MAGMATISMO PÓS-PALEOZÓICO NO NORDESTE ORIENTAL DO BRASIL

Since the Jurassic, the area of Northeastern Brazil was affected by several magmatic events, both intrusive and effusive ones. The ages of the igneous bodies are not perfectly known, but it can be stated that some sedimentary basins accomodated prominent part of the geologic record from the igneous activity. The area north to the 8°S parallel was more intenselly affected, comprising deposits in the Parnaiba, Potiguar, and Lavras da Mangabeira basins. The occurrences are relatively scattered on Precambrian areas, restricted to zones very far from the Sao Francisco Craton. There are three main age groups. The Jure-Cretaceous bodies (pre-Aptian) are composed of tholeiitic basalts normally without olivine. The Albian and Tertiary ones usually exhibit modal olivine and alkaline composition. It seems that a quiet phase occurred comprising the Neocretaceous and the Paleocen. Based on aeromagnetic and geologic maps at a regional scale,it has been possible to show that some areas were strongly affected by igneous activity. Part of them can be followed along hundreds of kilometers, in a shape of igneous allignements. The most expressive are the Rio Ceara-Mirim, the Mecejana-Fernando de Noronha, both trending E-W, and Macau-Queimadas, trending NNW. The former is related to Neocomian, and the others belong to the Tertiary. There are no Quaternary igneous activity in the continental area, but some oceanic islands were evolved until the end of the tertiary.

Evolução (2004-2017) do interesse mundial pelas mudanças climáticas e aquecimento global: influência da ciência, mídia, política, economia e controvérsias

O crescimento das discussoes ambientais na decada de 1980 gradualmente fez crescer a notoriedade publica e o interesse pelo tema das mudancas climaticas e aquecimento global. Para rastrear a evolucao desse interesse publico no periodo de 2004 a 2017, utilizaram-se series do Google Trends contendo o historico de buscas por palavras associadas ao tema. Como resultado, graficos permitiram identificar eventos marcantes em dois momentos distintos. O primeiro episodio foi o auge do interesse pelo tema em 2007, influenciado por tres fatos: o lancamento do filme Uma Verdade Inconveniente, de Al Gore, agraciado com o Oscar de 2006; a publicacao de Relatorio do IPCC, e o Premio Nobel da Paz concedido ao IPCC e a Al Gore. O segundo episodio marcante envolveu um escândalo cientifico (Climategate), em 2009, no auge de uma crise economica que, ao trazer desemprego, desviou o foco da atencao das pessoas para questoes economicas e reduziu o nivel de preocupacao com questoes do clima. O declinio do interesse pelas mudancas climaticas foi analisado segundo o “ciclo de problema-atencao”, no qual as mudancas climaticas como principais noticias sofrem limitada capacidade de atencao publica diante da concorrencia de noticias associadas a questoes economicas prioritarias. PALAVRAS-CHAVE: Efeito estufa, comunicacao, entendimento publico da ciencia

Evolução geológica do Grupo São Roque e importância histórica das lavras de ouro do Jaraguá-Morro Doce, SP

Resumo Este projeto teve como objetivo realizar pesquisa teórico-prática acerca das relações entre geologia e controle das mineralizações das “Cavas de Ouro Históricas do Jaraguá”, nos municípios de São Paulo, Cajamar, Caieiras e Santana de Parnaíba, Estado de São Paulo. A compilação de um mapa geológico atualizado da área e o estudo das relações entre associações litológicas podem auxiliar a correlação entre as características litológico-estruturais e a distribuição das ocorrências conhecidas. O produto final pode contribuir para avaliação da importância histórica das descobertas de ouro na região do Jaraguá-Morro Doce, e na recuperação de uma parte relevante da história da mineração paulista.

A EDUCAÇÃO NO CONTEXTO DO AQUECIMENTO GLOBAL: DA IGNORÂNCIA E ANALFABETISMO CIENTÍFICO AO RACIOCÍNIO CRÍTICO E LITERACIA CLIMÁTICA

No Brasil, indicadores de educacao mostram que a situacao do pais esta entre as piores posicoes em rankings internacionais. A falta de qualidade educacional reflete diretamente na incapacidade do publico em entender temas e conceitos cientificos. Nesse contexto, as mudancas climaticas representam um tema complexo, dificil de ensinar e de compreender. Explorando o baixo grau de instrucao da populacao em geral, em sua maioria analfabeta em temas cientificos e climaticos, a midia tem conseguido embutir um medo descabidamente exagerado nas pessoas, ao noticiar previsoes de climas futuros de forma extremamente alarmista. Consequentemente, disturbios psicologicos estao sendo relatados em pessoas apavoradas pelas noticias de aquecimento global. Para reverter esse quadro geral, a apresentacao de informacoes com maior diversidade de visoes e o incentivo do raciocinio cientifico e critico pelos professores e jornalistas representam um rumo para alcancar a literacia climatica. EDUCATION IN THE CONTEXT OF GLOBAL WARMING : THE IGNORANCE AND SCIENTIFIC ILLITERACY THE REASONING AND CRITICAL LITERACY CLIMATE ABSTRACT In Brazil, educational indicators show that the countrys situation is among the worst positions in international rankings. The lack of educational quality directly reflects the publics inability on understanding scientific concepts and issues. In this context, climate change is a complex issue, difficult to teach and to understand. Exploring the low level of education among the population, which are mostly illiterate in scientific and climate issues, the media has managed to embed an unreasonably exaggerated fear in people by reporting future climates predictions in an extremely alarmist way. Consequently, psychological disorders are being reported in people terrified by global warming news. To reverse this general framework, the presentation of information with greater diversity of views and the promotion of scientific and critical thinking by teachers and journalists represent a direction for achieve climate literacy. EDUCACION EN EL CONTEXTO DEL CALENTAMIENTO GLOBAL: LA IGNORANCIA Y LA CIENCIA ANALFABETISMO EL RAZONAMIENTO Y CLIMA ALFABETIZACION CRITICA RESUMEN En Brasil, los indicadores educativos muestran que la situacion del pais se encuentra entre las peores posiciones en los rankings internacionales. La falta de calidad de la educacion se refleja directamente la incapacidad del publico a entender los problemas y conceptos cientificos. En este contexto, el cambio climatico es un tema complejo, dificil de ensenar y entender. Explorando el bajo nivel de educacion de la poblacion, en su mayoria analfabeto en cuestiones cientificas y climaticas, los medios de comunicacion han logrado insertar un miedo injustificado exagerado en las personas, a traves de noticias con predicciones muy alarmistas de climas futuros. En consecuencia, los trastornos psicologicos estan siendo reportados en personas aterrorizadas por la noticia del calentamiento global. Para revertir este marco general, la presentacion de informacion con mayor diversidad de puntos de vista y la promocion del pensamiento cientifico y critico por los profesores y periodistas representan una forma de lograr la alfabetizacion climatica. PALAVRAS-CHAVE: ensino e educacao, mudancas climaticas, aquecimento global, climatologia

Ensino de geociências na formação profissional em meio ambiente no estado de São Paulo

Resumo O sistema de educacao tecnica tem qualificado profissionalmente muitos jovens que anseiam entrar no mercado de trabalho. No Centro Estadual de Educacao Tecnologica Paula Souza (CEETEPS), tres eixos integram o curriculo do curso tecnico em Meio Ambiente: Ciencias da Terra, Biologia e Quimica. O curso busca desenvolver competencias comportamentais e tecnicas que auxiliem o trabalhador a operacionalizar processos de producao e a gerir adequadamente suas atividades. A disciplina Geociencias, atualmente denominada Praticas em Ciencias da Terra, destacase no cenario do ensino medio brasileiro, pois atende especificamente a essa modalidade. O CEETEPS habilita, porem, amplo leque de docentes para ministra-la no curso tecnico de Meio Ambiente. A admissao de docentes inclui 28 diferentes habilitacoes: desde engenheiros ate tecnologos. Esse fator prejudica o potencial das Geociencias no ensino medio e pode comprometer a competencia dos tecnicos. Este artigo sintetiza competencias que a importante disciplina deve desenvolver e o perfil docente ideal desejado. Se por um lado e preciso restringir as habilitacoes aceitas, a oportunidade deve ser bem divulgada, para que geologos e graduados nas Ciencias da Terra incorporem a docencia regular ao seu elenco de opcoes profissionais e apliquem seus conhecimentos e habilidades no ensino-aprendizagem, para atender as exigencias do mercado de trabalho. Palavras-chave: ensino tecnico; meio ambiente; geociencias.

Teachers Explore Earth Science in South America: Rain, Rocks, and Climate: A Geophysical Information for Teachers Workshop; Foz do Iguaçu, Brazil, 8–9 August 2010

Classroom teachers and university professors from two continents joined to learn about “rocks, rain, and climate” in the Geophysical Information for Teachers (GIFT) workshop at the AGU Meeting of the Americas held in Brazil. This was the first GIFT workshop in South America. GIFT workshops have long been part of AGU Fall Meetings in San Francisco, European Geosciences Union Spring Meetings in Vienna, and other AGU conferences. Two Brazilian geoscience professors, Celso Dal Re Carneiro of State University of Campinas and Nisia Krusche of Federal University of Rio Grande, organized the program, together with a high-school teacher from the United States, Michael J. Passow of Dwight Morrow High School, Englewood, N.J. Joining the presenters were 15 Brazilian teachers and another teacher from New Jersey.