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On the teaching of ecological restoration in Brazil: an analysis of postgraduate courses
Author(s) -
Sansevero Jerônimo B. B.,
Alonso Jorge M.,
Booth Micael C.,
Bueno Mateus M.,
Carvalho Lucas S.,
Clemente Nicoló,
Foesch Meri Diana S.,
Mateus Felipe A.,
Valcarcel Ricardo
Publication year - 2018
Publication title -
restoration ecology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.214
H-Index - 100
eISSN - 1526-100X
pISSN - 1061-2971
DOI - 10.1111/rec.12662
Subject(s) - restoration ecology , vegetation (pathology) , geography , scale (ratio) , ecology , environmental resource management , environmental science , biology , cartography , medicine , pathology
Several ambitious restoration targets have been set for recovering degraded ecosystems in Brazil (21 million hectares with a legal deficit of native vegetation). The development of scientific knowledge and skilled professionals is necessary to meet this demand and is fundamental for achieving success in medium‐ and long‐term restoration. In this study, we describe the availability and profile of postgraduate courses on ecological restoration in Brazil. We surveyed 272 postgraduate programs, comprising six specific areas of concentration (forestry, soil sciences, botany, environmental engineering, ecology, and environmental science). We analyzed all selected courses in terms of location, approach (economic, social, and legal), and restoration techniques. Only 27% of the postgraduate programs analyzed offer ecological restoration courses, and 49% of these are offered in the southeast region of the country. Regions covered by nonforest ecosystems, such as Pampas , Caatinga , and Pantanal , were poorly represented. Legal aspects were considered in 51% of the courses, whereas social and economic approaches were only considered in 2.7 and 11% of the courses, respectively. Seedling planting (85%) and nucleation (68%) were the most frequently cited techniques of active restoration, and passive restoration was mentioned in 63% of the courses. Our findings highlight the need for increasing postgraduate courses in areas with nonforest ecosystems, especially due to a lack of knowledge about restoration of these areas. The incorporation of economic and social approaches is highly recommended, considering the importance of these attributes in achieving success in large‐scale restoration initiatives.