Abstract Scientific diving (SD) is defined as any diving activity that applies scientific procedures to produce subsidies for studies and technical works in underwater environments. The first report of an underwater scientific study in Brazil dates to the 19th century, in the Abrolhos reefs. Currently, in Brazil, scientific diving has been performed in various areas, from shallow coastal regions to remote and sometimes hard-to-reach places, such as oceanic islands, flooded caves, and icy areas like Antarctica. However, the regulation of SD in Brazil still lacks more concrete actions towards an effective and efficient self-regulation that offers physical safety to practitioners and institutional safeguards for organizations that use it in their research projects. Thus, this article aims to contribute to a better understanding of this critical issue in Brazil and to serve as a reference and incentive for the training of professionals and the development of these activities in the country. It includes: 1) a historical review of SD; 2) a diagnosis of the training and application of SD in Brazil; 3) the evolution of marine sciences in Brazil from the perspective of SD; 4) a review of the use of environmental assessment and underwater conservation techniques in oceans and internal waters; 5) an analysis of the evolution of scientific diver training in Brazil, including a diagnosis on training; 6) the history and updates of the rules, regulations, and safety of SD. Given all the potential of diving combined with specific techniques for research, monitoring, and marine and limnic science in Brazil, we aim to understand the evolution of scientific diving teaching and to outline perspectives in the country, as it is crucial for the training of qualified scientists capable of performing these underwater tasks. Finally, we present future plans for the development of this activity in Brazil from the point of view of research and the labor market. (SD environments th century reefs Currently hardtoreach hard reach places islands caves Antarctica However selfregulation self projects Thus country includes 1 2 3 4 waters 5 6 rules regulations monitoring tasks Finally market

Abstract: Biosphere reserves have among their functions to support scientific research, education, training and monitoring. In the Cape Horn Biosphere Reserve (RBCH), created in 2005, this function has been fulfilled with the creation of the Omora Ethnobotanical Park in 2000, and its implementation in 2008 as a co-founder site of the Chilean Network of Studies Long-Term Socio- Ecological (LTSER-Chile). In 2016, this network has been strengthened with the addition of the new Cape Horn Long-Term Socio-Ecological Research Network (LTER-Cape Horn). The latter includes the Omora Ethnobotanical Park, and three new sites added to the monitoring of the sub-Antarctic Magellanic ecoregion. From south to north, the four sites are: (1) Gonzalo Island (56°31’S; 68°43’O), at the southern end of the Diego Ramírez Archipelago, with sub- Antarctic vegetation dominated by grasses and cryptogams, devoid of woody species; (2) Horn Island (55°58’S; 67°13’O), at the southern end of the Cape Horn Archipelago, hosting the southernmost forest ecosystems on the planet, which are dominated by the evergreen beech (Nothofagus betuloides); (3) Omora Ethnobotanical Park (54°57’S; 67°40’O), Navarino Island, an ideal site for studies on climate change and its impact on biota and sub-Antarctic ecosystems, since it protects a watershed that includes a representative mosaic of characteristic habitats of the RBCH in an altitudinal gradient with a thermal decrease analogous to that which occurs with increases in latitude; and (4) Caleta 2 de Mayo Site (54°52’S; 68°41’O), Yendegaia Bay, in an ecotonal zone between evergreen and deciduous forests (product of the local climate gradient), at a site that will be central to future connectivity between Continental Chile, Tierra del Fuego, Navarino Island, and the RBCH. In 2015, UNESCO approved the Report of the First Periodic Review of the RBCH that proposed the protection of the Diego Ramírez Archipelago and the creation of the Diego Ramírez Islands-Drake Passage Marine Park. This goal was achieved with the promulgation of this new park on February 2, 2018, and its entry into force on January 21, 2019 with the publication of the creation decree in the Diario Oficial of Chile. In this context, the new LTER-Cape Horn network acquires great local, national and global relevance. At the local scale, it covers a representative environmental heterogeneity of the great diversity of landscapes and terrestrial, freshwater and marine ecosystems of the RBCH and the sub-Antarctic Magellanic ecoregion. At the national scale, it incorporates sub-Antarctic sites, located at the southern end of South America, to LTSER-Chile and to the Monitoring Network of the Ministry of the Environment. On a global scale, the terrestrial ecosystems of the LTER-Cape Horn network stands out for two main reasons: (1) these sub-Antarctic ecosystems lack a geographical replicate in other continents of the southern hemisphere, and (2) high latitude ecosystems are especially sensitive to global climate change. Thus, the LTER-Cape Horn network helps to overcome critical geographical gaps in the implementation of the International Network for Long-Term Ecological Research (ILTER). In order to articulate these four sites and strengthen the training of technical capacities and knowledge transfer to decision makers in the area of special interest tourism and other sustainable economic activities, the LTER-Cape Horn network will be managed locally from the new Cape Horn Sub-Antarctic Center (Cape Horn Center) that will be inaugurated in Puerto Williams in 2021. The implementation of the LTER-Cape Horn network is based on a close collaboration with various public institutions: Ministry of National Assets, Ministry of the Environment, Subsecretary of Fisheries and Aquaculture of the Ministry of Economy Development and Tourism, National Forestry Service, General Water Directorate of the Ministry of Public Works, Navy of Chile, Chilean Police (Carabineros), Municipality of Cape Horn, Provincial Government of Chilean Antarctica, and the Regional Government of Magallanes and Chilean Antarctica. In the following phases, the LTER-Cape Horn network and the Cape Horn Center aim to strengthen the participation of the local community, especially the Yahgan Indigenous Community of Bahía Mejillones, artisanal fisheries, tour operators, and the educational community, including private actors. Located at the “southern summit” of the Americas, Puerto Williams, capital of the Chilean Antarctic Province emerges as a global hub for transdisciplinary sub-Antarctic research, equipped with a new center and the network of long-term socio-ecological studies. Collaboration with regional, national and international actors will allow the LTER-Cape Horn network and the Cape Horn Center to: (i) provide critical data, which will open up new opportunities for monitoring climate change and its impact on biodiversity and ecosystems in sub-Antarctic latitudes; (ii) consolidate long-term monitoring, which is an essential component to effectively design mitigation and adaptation actions; (iii) strengthen a local sustainable development model that, associated with the Cape Horn Biosphere Reserve, contributes from the south of the world, to a biocultural conservation model that meets the needs of socio-economic well-being and environmental sustainability at multiple regional and planetary scales.

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RESUMO O ensino de Botânica está inserido no contexto mais amplo da Educação Biológica. Contudo, apresenta peculiaridades que justificam uma análise mais cuidadosa e específica para suas questões. Realizamos reflexões sobre os objetivos, os desafios e as possibilidades para o enfoque dessa temática tão central na Educação Básica. Discutimos a importância da contextualização para promover o ensino de Botânica de boa qualidade, principalmente quando aliada à utilização de uma variedade de estratégias didáticas dinâmicas e que propiciem o interesse e protagonismo do estudante. Finalmente, enfatizamos a relevância da aproximação entre Universidade e Escola, apresentando experiências realizadas nesta perspectiva.

ABSTRACT The teaching of Botany is inserted in the broader context of Biological Education. However, it presents some peculiarities that justify a careful and specific analysis of its issues. We reflect on the objectives, challenges and possibilities of focusing on this central theme in Basic Education. We discuss the importance of contextualization to promote quality teaching in Botany, especially when allied with the use of a variety of dynamic didactic strategies conducive to student interest and proaction. Finally, we emphasize the relevance of bringing together University and School, reporting some experiences related to this perspective.

Resumo Um grupo de trabalho de costões rochosos (GT) integrado à ReBentos (Rede de Monitoramento de Habitats Bentônicos Costeiros), e vinculado à Sub-Rede Zonas Costeiras da Rede Clima (MCT) e ao Instituto Nacional de Ciência e Tecnologia para Mudanças Climáticas (INCT-MC), foi criado para estudar a vulnerabilidade das comunidades bentônicas dos costões rochosos e os efeitos das alterações ambientais sobre a respectiva biota. A presente síntese foi um dos produtos desse GT e teve como objetivo principal levantar e revisar o conhecimento existente sobre as comunidades bentônicas de costões rochosos na costa brasileira, a biodiversidade associada, e verificar as potencialidades de estudos futuros para uma previsão/mensuração mais acurada dos efeitos das mudanças climáticas sobre os ambientes e sua biota.

Abstract A rocky shores working group (WG) integrated with ReBentos (Monitoring Network for Coastal Benthic Habitats; Rede de Monitoramento de Habitats Bentônicos Costeiros) was created and linked to the Coastal Zones Sub Network of the Climate Network (MCT; Sub-Rede Zonas Costeiras da Rede Clima) and to the National Institute of Science and Technology for Climate Change (INCT-MC; Instituto Nacional de Ciência e Tecnologia para Mudanças Climáticas), to study the vulnerability of benthic communities on rocky shores and the effects of environmental changes on biomes in such environments along the Brazilian coast. The synthesis presented here was one of the products of this GT, and aimed to collect and review existing knowledge on benthic communities present on rocky shores of the Brazilian coast, their associated biodiversity, and the potential of future studies to accurately predict/measure the effects of climate change on such environments and their biota.

Resumo Bancos de rodolitos formam oásis de alta biodiversidade em ambientes marinhos de fundo arenoso. Os rodolitos são formados por espécies bioconstrutoras, que fornecem abrigo e substrato para diversas e abundantes comunidades bentônicas. No Brasil esses ambientes são frequentes, representando grandes "fábricas" de carbonato com um papel fundamental no ciclo biogeoquímico do carbono no Atlântico Sul. Estes organismos e ambientes estão ameaçados pelas mudanças climáticas (principalmente a acidificação dos oceanos e o aquecimento global) e pelos estressores locais, tais como os impactos causados pela pesca e as descargas costeiras de efluentes. Neste trabalho fazemos uma revisão da taxonomia, filogenia e biologia desses organismos, com destaque para os efeitos previstos das mudanças climáticas e suas relações com estressores locais. A maioria dos estudos acerca dos efeitos das mudanças climáticas e da acidificação dos oceanos em algas calcárias relatam respostas negativas não só no crescimento e na calcificação, mas também no processo de fotossíntese, espessura da parede celular, reprodução e sobrevivência das algas. Este cenário reforça a necessidade em estabelecer uma consistente rede de trabalho para proporcionar um programa de monitoramento amplo e de longo prazo, bem como infraestrutura para avaliações experimentais de impactos locais e regionais das mudanças climáticas e dos estressores locais em bancos de rodolitos.

Abstract Rhodolith beds are important marine benthic ecosystems, representing oases of high biodiversity among sedimentary seabed environments. They are found frequently and abundantly, acting as major carbonate 'factories' and playing a key role in the biogeochemical cycling of carbonates in the South Atlantic. Rhodoliths are under threat due to global change (mainly related to ocean acidification and global warming) and local stressors, such as fishing and coastal run-off. Here, we review different aspects of the biology of these organisms, highlighting the predicted effects of global change, considering the additional impact of local stressors. Ocean acidification (OA) represents a particular threat that can reduce calcification or even promote the decalcification of these bioengineers, thus increasing the eco-physiological imbalance between calcareous and fleshy algae. OA should be considered, but this together with extreme events such as heat waves and storms, as main stressors of these ecosystems at the present time, will worsen in the future, especially if possible interactions with local stressors like coastal pollution are taken into consideration. Thus, in Brazil there is a serious need for starting monitoring programs and promote innovative experimental infrastructure in order to improve our knowledge of these rich environments, optimize management efforts and enhance the needed conservation initiatives.

Resumo A importância da educação ambiental marinha (EAM) vem tomando relevância à medida que aumenta a expectativa de impactos nos ecossistemas brasileiros ocasionados por mudanças nos ambientes costeiros. Entretanto, apenas 32 contribuições sobre esse assunto foram publicadas no Brasil. O grupo de trabalho em EAM da ReBentos objetiva promover a comunicação da pesquisa ecológica marinha para o público escolar como um todo, bem como a grupos com influência na percepção comum, como a mídia, políticos e cientistas. Este trabalho apresenta uma visão das iniciativas em EAM no Brasil, com ênfase nos projetos e diretrizes da ReBentos. A base conceitual de ação é o Tratado de Educação Ambiental da Rio 92, implicando em um ensino com características transdisciplinares, reflexivas e emancipatórias, dirigidas a mudanças em valores, princípios e atitudes. Durante o período de 2011 a 2015, 10 modelos de atividade foram desenvolvidos, de Alagoas a Santa Catarina, envolvendo sua concepção, implementação e teste por meio de pesquisa científica. O material didático produzido compreendeu três livros e 21 capítulos de livros. Um público total ao redor de 5500 visitantes de UCs, 250 professores de escolas públicas e 800 estudantes foi impactado. Como monitores e multiplicadores, foram treinados 250 estudantes de graduação e profissionais. Projetos de avaliação de pesquisa geraram nove trabalhos científicos. Como uma próxima iniciativa, é salientada a necessidade de elaboração de protocolos para cada modelo, a fim de direcionar e facilitar futuras iniciativas.

Abstract As changes in coastal and marine environments are expected to negatively affect Brazilian ecosystems, the importance of Marine Environmental Education (MEE) comes to the fore. However, so far only 32 contributions related to this issue have been published in Brazil. The MEE workgroup of ReBentos aims at promoting EE and the communication of marine ecological research to the scholastic public as a whole, as well as to groups which exert an influence on general perception, such as the media, politicians, and scientists. This paper presents an overview of the initiatives of MEE in Brazil, with emphasis on the ReBentos projects and guidelines. The conceptual background of action is based on the Rio'92 Treaty on Environmental Education, thereby implying an MEE with Transdisciplinar, emancipatory and reflexive characteristics, directed to changes in values, principles and attitudes. During the period 2011 to 2015, 10 projects were developed from Alagoas to Santa Catarina States, involving the development, implementation and testing through scientific research of 16 MEE activity-models. The didactic material subsequently produced comprised three books and 21 book-chapters. A public of around 6,500 Conservation Unit visitors, 250 public school teachers and 800 high school students have been impacted to date. To act as monitors and multipliers, 250 undergraduate students and professionals were trained. Research project evaluation generated the publication of nine papers. As a further step, the need for protocol elaboration for each model is placed in evidence, in order to direct and facilitate future initiatives.