In the face of global climate change, there has been an increase in wildfires around the world, highlighting the need for improved firefighting techniques, such as the use of fire retardants (FRs). These products can enter aquatic systems directly or through runoff, posing potential risks to aquatic biota. In this study, the acute toxicity (24-h/48-h EC50) of three distinct FRs (N-Borate, N-Phosphate+, and N-Phosphate−) was assessed on the immobility of freshwater microcrustaceans Ceriodaphnia dubia and Daphnia magna. The toxicity of the FRs varied up to two orders of magnitude, all of which presented risks to cladocerans even at dilutions much below those recommended by their manufacturers. Among the tested FRs, N-Phosphate− emerged as the most harmful to both species. Specifically, for C. dubia, the 24 h EC50 was 0.005% and the 48 h EC50 was 0.0019%, while for D. magna, 24 h EC50 was 0.003% and the 48 h EC50 was 0.0023%. With the increasing use of FRs for wildfire control, our study highlights the toxicity of newly formulated FRs to daphniid species and emphasizes the need for further evidence-based evaluations of their effects on freshwater ecosystems, which is crucial for choosing FRs that pose the lowest hazard to zooplankton communities.

With the escalating frequency and intensity of global wildfires driven by climate change, fire retardants (FRs) have become essential tools in wildfire management. Despite their widespread use, the environmental safety of newer FR formulations—particularly in relation to aquatic ecosystems and developmental toxicity—remains insufficiently understood. In particular, their effects on fish embryos, which represent a sensitive and ecologically important life stage, are poorly characterized. This study investigated the acute toxicity of three commercially available FRs—N-Borate, N-Phosphate+, and N-Phosphate-—on early life stages of zebrafish (Danio rerio), based on an OECD 236 Fish Embryo Toxicity (FET) test. Notably, N-Phosphate- FR exhibited significant toxicity with a 96 h LC50 of 60 mg/L (0.0055%), while N-Borate (>432 mg/L, >0.032%) and N-Phosphate+ (>1181 mg/L, >0.08%) showed substantially lower toxicity. Sublethal effects, including reduced yolk sac absorption and yolk sac darkening, were observed across all FRs, highlighting potential developmental disruptions. The elevated toxicity of N-Phosphate- FR likely stems from its surfactant content. These findings reveal variations in the acute toxicity of different FR formulations, emphasizing the need for ecotoxicological assessments to guide the selection of safer FRs for wildfire management and to protect aquatic biodiversity. The results highlight the importance of incorporating developmental endpoints in FR risk assessments and provide foundational data for regulatory decisions regarding FR application near aquatic habitats. Further research is necessary to elucidate the mechanisms underlying observed effects and to evaluate cross-species toxicity at environmentally relevant concentrations.

This work seeks to characterize ethnoastronomy themes in science textbooks distributed, in 2020, by the Brazilian's National Program of Didactic Book (PNLD), taking as a focus the ninth year of Elementary School, the series in which astronomy obtains greater curricular space. The research, of a qualitative nature, sought a theoretical and historical review of the object, as well as a new enunciation of its rationality through a reconstructive hermeneutics, using content analysis resources to evaluate the frequency of citations to less valued cultures. socially and approaches that value multiculturalism in the chosen corpus. As a result, it was found that eleven of the twelve works analyzed made reference to the sky seen from the perception of non-dominant cultures. However, in most of these works, the approach still presents a simplistic vision that does not reflect multiculturalism in teaching proposals. It is, therefore, essential that these materials, which are mandatory for use and reach tens of millions of Brazilian students, value the contributions and perspectives of different cultures, incorporating them into the teaching-learning processes.