Interação de microorganismos na solubilização de fósforo e potássio de rochas para produção de biofertilizantes

he present model of agriculture is based on intensive use of industrial inputs, due to its rapid response, but it brings harmful consequences to the environment, and it is necessary the use of modern inputs. And an alternative is the use of rock biofertilizers in agriculture, a product easy to use, with higher residual effect and does not harm the environment. The objective of study was to evaluate the inoculation and co-inoculation of different microorganisms in the solubilization of rock phosphate and potash ground microbial evaluating the best performance in the production of biofertilizers comparing with rocks pure in soil chemical properties and, verify effect of inoculation of the bacterium Paenibacillus polymyxa in the absorption of minerals dissolved in the development of cowpea (Vigna unguiculata [L.] Walp.). The first bioassay was conducted in Laboratory (UFRN) for 72 days in Petri dishes, where the rock powder was increased by 10% and sulfur co-inoculated and inoculated with bacterial suspension of Paenibacillus polymyxa grown in medium tryptone soy broth, Ralstonia solanacearum in medium Kelman, Cromobacterium violaceum in medium Luria-Bertani and Acidithiobacillus thiooxidans in medium Tuovinen and Kelly,and fungi Trichoderma humatum and Penicillium fellutanum in malt extract. Every 12 days, samples were removed in order to build up the release curve of minerals. The second bioassay was conducted in a greenhouse of the Agricultural Research Corporation of Rio Grande do Norte in experimental delineation in randomized block designs, was used 10 kg of an Yellow Argissolo Dystrophic per pot with the addition of treatments super phosphate simple (SS), potassium chloride (KCl), pure rock, biofertilizers in doses 40, 70, 100 and 200% of the recommendation for SS and KCl, and a control, or not inoculated with bacteria P. polymyxa. Were used seeds of cowpea BRS Potiguar and co-inoculated with the bacterial suspension of Bradyrhizobium japonicum and P. polymyxa. The first crop was harvested 45 days after planting, were evaluated in the dry matter (ADM), macronutrients (N, P, K, Ca, Mg) and micronutrients (Zn, Fe, Mn) in ADM. And the second at 75 days assessing levels of macro end micronutrients in plants and soil, and the maximum adsorption capacity of P in soil. The results showed synergism in co-inoculations with P. polymyxa+R. solanacearum and, P. polymyxa+C. violaceum solubilizations providing higher P and K, respectively, and better solubilization time at 36 days. The pH was lower in biofertilizers higher doses, but there was better with their addition to P at the highest dose. Significant reduction of maximum adsorption capacity of phosphorus with increasing dose of biofertilizer. For K and Ca was better with SS+KCl, and Mg to pure rock. There was an effect of fertilization on the absorption, with better results for P, K and ADM with SS+KCL, and N, Ca and Mg for biofertilizers. Generally, the P. polymyxa not influence the absorption of the elements in the plant. In treatments with the uninoculated P. polymyxa chemical fertilizer had an average significantly higher for weight and number of grains. And in the presence of the bacteria, biofertilizers and chemical fertilizers had positive values in relation to rock and control. The data show that the rocks and biofertilizers could meet the need of nutrients the plants revealed as potential for sustainable agriculture

Avaliação dos marcadores celulares por citometria de fluxo nos portadores de leucemia mieloide aguda atendidos no Hemocentro do Rio Grande do Norte-Hemonorte

The acute myeloid leukemia (AML) is a disease in which malignant myeloblasts expand, build up and suppress normal hematopoietic activity would represent a major diagnostic challenge. With the advent of immunophenotyping by flow cytometry, the diagnosis of these tumors have become more faithful, facilitating the treatment and monitoring of patients. The objectives of this study: diagnosis and classification of AML based on immunophenotyping by flow cytometry with a panel of AcMo specific for acute leukemias, set the frequency of AML in samples from patients with acute leukemias sent to the Department of Hematology Blood Center of Rio Grande do Norte - HEMONORTE, establish standards of antigen expression for different subtypes of acute leukemia and its correlation with the newly diagnosed cases refractory to treatment and recurrence of the disease, standardization of methods for detection and labeling of surface antigens by flow cytometry and intracytoplasmic flow, and observe the frequency of acute leukemia with aberrant phenotypes rare. During the study, 351 were diagnosed acute leukemia, and 179 (51%) classified as AML and 172 (49%) and ALL, which were excluded from the present work. Of the 179 AML, 92 (51.4%) were female and 87 (48.6%) were male, with ages ranging from 3 to 95 years of ag, with higher incidence in individuals in the age group of 41 to 65. Splenomegaly was the clinical finding more present, a total of 147 cases (82.1%), followed by hepatomegaly present in 132 cases (73.7%). The hemorrhagic events were observed in 55 cases (30.7%). Lymphadenopathy in turn was detected in 20 of 179 cases (11.2%). In order to classify subtypes of AML, we used a large panel of monoclonal antibodies, obtaining the following results: AML M0, 02 (1.1%) AML M1, 40 (22.3) AML M2, 60 (33.5) AML M3, 22 (12.3%) AML M4, 10 (5.6) AML M5, 13 (7.3%) AML M6 06 (3.4%) and AML M7 01 (0.6%). We observed some cases with aberrant expression of some antigens such as CD7, CD4, CD19, CD3, CD5 and TdT, CD 7 was present in 30 (16.8%), CD4 in 5 (2.8%), the CD 3 in 5 (2.8%), the CD19 in 3 (1.7%), the CD5 in 3 (1.7%) and TDT was in 7 (3.9%) cases of AML .the CD8 and CD79a was present in only a 1 case.

Estado e sociedade civil no Acre (1970-1980)

The relation between State and civil society is not a very recent discussion, but it does not mean that debate is exhausted, since is in the historical context that the novelty is seized. Thinking like this, we may analyze how the relation between state and civil society happened in Acre during the decade of 1970. But, to understand how this relation is established in faraway Acre, we have available to the reader historical analyses, in a tireless attempt to clarify minimally aspects that characterize acreana society. To do this, we take on as a departure point, in general not differentiating of the given structure at national level, the conformation of this society was guided in a passive revolution, in another way, by high transformismo, relegating to the civil society, which is incipient, pífia a simple participation in the hegemonic policy direction. All this brings us to the thought that both state bureaucracy structure and the civil society organization, were influenced decisively for a traditional political elite. In addition, we begin the work with the lifting bibliographic reference searching and then we analyze the empirical reality, such as newspapers, official media publications and private, a few documents and last, interviews with political actors associated with the process consolidation of civil society in the 1970 decade. The interviewees were selected, firstly for their location in the region, and for their outstanding contribution to the consolidating process of recent Acre history. Thus, the interviews followed up on a semi-structured way, leading up, also, for the informations that the interviewees would have to pass on. The systematization and analysis of these surveys have shown us that, in the period before of the Acre Federal State lifting had, of course, a transformismo by high, but at 1970decade, the society with a more heterogeneous social formation, is not allowed, or at least, organize itself, to counter a systematic imposition. Thus, the hegemonic area of dispute between State and civil society occurs from the "reconciliation" with the adoption of public policies that amenizasse the dispute between both spheres, and to build up some bodies, settling a acreana civil society.

Cinematografando o consumo :as narrativas e práticas culturais dos clientes de videolocadoras de Natal (RN)

The present work is an exercise of analysis of cultural practices related to movie consume by the clients of video rental stores in Natal city (Rio Grande do Norte, Brazil). With sociology of practice as support, especially that one which develops from the seminal works of Anthony Giddens and Pierre Bourdieu, we have searched, from the apprehension of the narratives build up by these actors from the movies they attend, to point the way they build exercises of reflexivity and creativity in the reception of works commonly identified as products of the so called mass culture . This path allows us, in the steps of Nestor Garcia Canclini, researcher in reception within Latin-American context, create and, somehow confirm the hypothesis that consume is also useful for thinking . In order to get to this result, we have carried out a camp research that used instruments and techniques both quantitative and qualitative. After the data analysis we came to the conclusion that consume of movies taken as commercial type and as not very noble in the environment of cultural production, also impels exercises of creativity and social reflexivity

Política de assistência social no Brasil: uma análise a partir das tipologias de políticas públicas

The study of public policy typologies is still a knowledge field which lacks more embracing and applicable studies to different sectors. On that perspective, this work, Social Assistance Policy in Brazil: an analysis from the typologies on public policy, pursues to add the relevant literature to social assistance what focus on the public policy ratings. Moreover, it concerns about a study on the the national policy of social assistance implemented by the Brazilian government from the theoretical referrence of the public policy typologies. For that reason, the referential framework of the public policies as well as the analisys of its fundamentals/principles that are indispensable for achieving a bigger goal, that is to tipify the social assistance policy based on the different public policy typologies and characterize it through the main elements which are intrinsec to the social political and economic reality of Brazil. Thus, the issue suggested for the work is: what is the profile and the political trajectory of the social assistance implemented by the Brazilian Government? How it presents, above all, the features of a distributive, focused and lawful policy, the work has been done througho the following hypothesis: the social assistance policy in Brazil has been of universal, assistance, and focusing aspects. For each of those features granted to the social assistance policy, there is a gathering of changes according to the social, political and economic moment of the country and that stands out due to the different institutions within every cyclical period. The work showed that besides the social policy has gone through meaningful changes during the last decades, even though the adoption of the Organic Law of Social Assistance and its rules, some of the mentioned characteristics still remain, as long as the State s primacy goes on being the economic policies over the dubbed social policies. Notwithstanding, the social assistance will build up itself from the materialization of the growing of the social rights related to the State, but also assuming an important role on the amplified reproducing process regarding the capitalist social relations

As ciências da educação e a prática: sentidos atribuídos por estudantes do curso de Pedagogia

This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vitória da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective

As Ciências da Educação e a prática pedagógica: sentidos atribuídos por estudantes do curso de Pedagogia

This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vitória da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective

Navegando nas ondas dos saberes do ser: uma conversa com a sexualidade à luz da corporeidade.

This study aimed to provide a continuing education towards raising teachers for reflection and effective sexual education within the school environment as a possible route of self-education and training of teachers of elementary school. More specifically aim to facilitate through the Continuing Education to discuss the knowledge of the body and knowledge of human sexuality, presenting them as core knowledge in the integral formation of individuals and promote discussion of a Human-centered education Teaching in a vocational training and human .In this sense, we dialogue with the human teaching preconized by Arroyo (2002, 2004) along with the humanization (hominization) of the individuals through education, under Freire´s perspective of the being more (2003) as well as his ideas, Pineau´s (2003) and Josso´s (2004) about the educational practice understanding as a way to build up the autonomy of the individuals who we intend to educate. We defend the inclusion of the body as an essential learning element according to the principles of corporeity presented by Assman (2001), whose comprehension is that every learning experience has a corporal inscription. Furthermore, the knowledge about human sexuality cannot be excluded from this process since the sexuality is inherent of individuals and is constructed and reconstructed during their existence. Our view of the world and of man is supported by the knowledge of the complexity (Morim, 2004) trying to surpass the mechanist view that sees them through the duality view, fragmenting them. For the discussion and construction of knowledge that search for the confluence of these knowledges about the being and the educational practice, aiming at the individual integral formation starting from the process of self-formation/self-knowledge, we´ve directed our research-action-formation having as compass the theoretical-methodological postulate of the research-action (Barbier, 2002; Morin, 2004; Thiollent, 2004) because it makes the participation of all the involved people in the process of resolution or surpassing of problem solving possible. We´ve used the continuing formation as a way of access for data collection, applying a questionnaire with open questions for the ones involved in the research. Based on the findings it´s been possible to infer that for the teaching formation it is necessary the inclusion of the Human sexuality and corporeity theme, so that the teacher can surpass the biological view of sexuality and also the expansion of the mechanist view of the body. To do so, we suggest that the teaching formation happens supported by the teaching capacitation and formation according to Maturana (2004), bringing teaching knowledges (Tardiff, 2002), which contribute effectively for the responsibility to educate people for life.

O uso pedagógico de uma seqüência didática para a aquisição de algumas idéias relacionadas ao conceito de números complexos

The aim of the present work is to contribute to the teaching-learning process in Mathematics through an alternative which tries to motivate the student so that he/she will learn the basic concepts of Complex Numbers and realize that they are not pointless. Therefore, this work s general objective is to construct a didactic sequence which contains structured activities that intends to build up, in each student s thought, the concept of Complex Numbers. The didactic sequence is initially based on a review of the main historical aspects which begot the construction of those numbers. Based on these aspects, and the theories of Richard Skemp, was elaborated a sequence of structured activities linked with Maths history, having the solution of quadratic equations as a main starting point. This should make learning more accessible, because this concept permeates the students previous work and, thus, they should be more familiar with it. The methodological intervention began with the application of that sequence of activities with grade students in public schools who did not yet know the concept of Complex Numbers. It was performed in three phases: a draft study, a draft study II and the final study. Each phase was applied in a different institution, where the classes were randomly divided into groups and each group would discuss and write down the concepts they had developed about Complex Numbers. We also use of another instrument of analysis which consisted of a recorded interview of a semi-structured type, trying to find out the ways the students thought in order to construct their own concepts, i.e. the solutions of the previous activity. Their ideas about Complex Numbers were categorized according to their similarities and then analyzed. The results of the analysis show that the concepts constructed by the students were pertinent and that they complemented each other this supports the conclusion that the use of structured activities is an efficient alternative for the teaching of mathematics

Educação científica no contexto pós-ontológico: por uma concepção plural de conhecimento e educação

The development of this work arises from the research of sociological and philosophical characters contemplating also other approaches which aims to answer the followingquestions: what is the responsibility of science teaching for the image one has about science? ; which scientific education should be designed for nowadays? . After considering the assumptions brought along by rationalism and the criticisms to the illuminist model proposed by sociology and philosophy of science, as well by the biology of the knowing process, going through discussions concerning post-modernity issues, one is given to understand that the image of science has become the central point of discussion in the last hundred years, including what concerns the area of science teaching, and that practically none of those discussions really reached natural science classes indeed. We adopt the term postontological to characterize the recent proposals on philosophy and sociology, because we evaluate that this term allows a better identification of the scientific realism crisis, which supports the existence of an ontological domain which science, and only science, is able to understand. One notices that the general public is not aware of those discussions, mainly if they are science teachers and students. So we believe that discussing the logic in which science is structured, the new understandings concerning the scientific undertaking, especially those of an externalist character, and the relationship between science and society, all of this contributes to build up a science teaching which contemplates a reflective contribution, besides allowing the inclusion of the study of other epistemologies in the educational practice. We argue that a revisionist posture seems to be the most appropriate for the contemporary scientific education, contemplating, besides the teaching of the usual science contents, discussions on the issues involving that knowledge, as well as respecting epistemologies alternative to the modern Western scientific one, in order one can work on the perception of local knowledge generated from other epistemological bases. We describe here practical activities we did involving teachers (short-term courses) and high-school students in an inland school in the Rio Grande do Norte state, in Brazil, as a way to demonstrate the possibility of interventions which can take those conceptions, discussions and changes to the classroom

Psicologia e pobreza no Brasil: limites e perspectivas da produção de conhecimento e atuação do psicólogo

Poverty is a main theme in Brazil: according to official data, poverty reachs 70 million Brazilian people, and, between them, 20 million are unable to provide their basic needs. Psychology, as a welfare profession, and given its historical concerns with social actions, could not be away from this theme. Based on this, we ask: Which answers Psychology can provide, toward both the production of knowledge and the practice about social reality? The purpose of this paper is to investigate the psychological scientific production on poverty and the propositions, limits and impacts of psychological actions. We carried out a three stages documental based study analyzing Brazilian psychological literature: (1) online databases survey (312 papers identified); (2) 109 scientific abstracts accessed and coded; (3) selected 47 scientific papers read and analyzed. Results are presented in three sections: general description of the selected scientific production; characterization of the role of poverty in psychological literature; and themes presented at the papers. The academic production about the main theme (poverty) is dispersed, heterogeneous, and related to other fields of knowledge. Poverty is presented at these studies in many ways, such as: a criterium for sample design and the assessment of its psychological impacts; reports on professional experience with poor population; descriptions of this population group; relationship between poverty and others social themes; developmental and learning problems of poor children. In general, it appears that Psychology has improved the scientific production and experiences with poor population. However, it is necessary to build up theories and technical innovations and also to understand structural boundaries for professional practice with this population group

Lítio e rotação nas estrelas análogas solares: análise teórica das observações

The projected rotational velocity together with lithium abundance and the onset of the dilution by the deepening in mass of the convective envelope provide a key tool to investigate the so far poorly understood processes at work in stellar interiors of solar-analog stars. To investigate the link between abundances, convection and rotational velocities in solar-analog G dwarf stars, we study a bona fide sample of 118 selected solar-analog G dwarf stars presenting measured lithium abundances, rotational velocities, and fundamental parameters together with computed evolutionary tracks (Toulouse-Geneva code) for a range of stellar masses around 1 M and metallicity consistent with the solar-analog range. The aim of this work is to build up an evolution of lithium and rotation as a function of stellar age, mass, effective temperature, and convection. We analyze the evolutionary status of the sample of 118 solar-analog G dwarf in the HR diagram based on Hipparcos data and using a grid of stellar models in the effective temperature and mass range of the solar-analog stars. We discuss the deepening (in mass) of the convective envelope and the influence on the Li abundances and projected rotational velocities. We determined the stellar mass and the mass of the convective envelope for a bona fide sample of 118 selected solar-analog G dwarf and checked the evolutionary link between the rotational velocity, lithium abundance, and the deepening of the convective envelope. Fast rotators (vsini 6 km s��1) are also stars with high Li content. Slow rotators present a wide range of values of log n(Li). Our results shed new light on the lithium and rotational behavior in G dwarf stars. We confirmed the presence of a large Li abundance spread among the solar-analog stars and concluded that the solar twins probably share a similar mixing history with the Sun

As compreensões do construtivismo de Ernst Von Glasersfeld e John Fossa: intermediando um diálogo em busca de novas significações

The present thesis, orientated by a letter sent by Ernst von Glasersfeld to John Fossa, is the product of a theoretical investigation of radical constructivism. In this letter, von Glasersfeld made three observations about Fossa’s understanding of radical constructivism. However, we limited our study to the second of these considerations since it de als with some of the core issues of constructivism. Consequently, we investigated what issues are raised by von Glasersfeld’s observation and whether these issues are relevant to a better understanding of constructivism and its implications for the mathema tics classroom . In order to realize the investigation, it was necessary to characterize von Glasersfeld’s epistemological approach to constructivism, to identify which questions about radical constructivism are raised by von Glasersfeld’s observation, to i nvestigate whether these issues are relevant to a better understanding of constructivism and to analyze the implications of these issues for the mathematics classroom. Upon making a hermeneutic study of radical constructivism, we found that what is central to it is its radicalism, in the sense that it breaks with tradition by its absence of an ontology. Thus, we defend the thesis that the absence of an ontology, although it has advantages for radical constructivism, incurs serious problems not only for the theory itself, but also for its implications for the mathematics classroom. The advantages that we were able to identify include a change from the usual philosophical paths to a very different rational view of the world, an overcoming of a naive way of thi nking, an understanding of the subject as active in the construction of his/her experiential reality, an interpretation of cognition as an instrument of adaptation, a new concept of knowledge and a vision of knowledge as fallible (or provisional). The prob lems are associated with the impossibility of radical constructivism to explain adequately why the reality that we build up is regular, stable, non - arbitrary and publicly shared. With regard to the educational implications of radical constructivism, the ab sence of an ontology brings to the mathematics classroom not only certain relevant aspects (or favorable points) that make teaching a process of researching student learning, empowering the student to learn and changing the classroom design, but also certa in weaknesses or limitations. These weaknesses or limitations of constructivism in the classroom are due to its conception of knowledge as being essentially subjective. This requires it to work with one - on - one situations and, likewise, makes the success of teaching dependent on the teacher’s individual skills. Perhaps the most important weakness or limitation, in this sense, is that it makes teaching orientated by constructivist principles unable to reach the goal of the formation of a community. We conclud e that issues raised by von Glasersfeld’s observation are absolutely relevant to the context of a better understanding of radical constructivism and its implications for education, especially for Mathematics Education.

Interação de microorganismos na solubilização de fósforo e potássio de rochas para produção de biofertilizantes

he present model of agriculture is based on intensive use of industrial inputs, due to its rapid response, but it brings harmful consequences to the environment, and it is necessary the use of modern inputs. And an alternative is the use of rock biofertilizers in agriculture, a product easy to use, with higher residual effect and does not harm the environment. The objective of study was to evaluate the inoculation and co-inoculation of different microorganisms in the solubilization of rock phosphate and potash ground microbial evaluating the best performance in the production of biofertilizers comparing with rocks pure in soil chemical properties and, verify effect of inoculation of the bacterium Paenibacillus polymyxa in the absorption of minerals dissolved in the development of cowpea (Vigna unguiculata [L.] Walp.). The first bioassay was conducted in Laboratory (UFRN) for 72 days in Petri dishes, where the rock powder was increased by 10% and sulfur co-inoculated and inoculated with bacterial suspension of Paenibacillus polymyxa grown in medium tryptone soy broth, Ralstonia solanacearum in medium Kelman, Cromobacterium violaceum in medium Luria-Bertani and Acidithiobacillus thiooxidans in medium Tuovinen and Kelly,and fungi Trichoderma humatum and Penicillium fellutanum in malt extract. Every 12 days, samples were removed in order to build up the release curve of minerals. The second bioassay was conducted in a greenhouse of the Agricultural Research Corporation of Rio Grande do Norte in experimental delineation in randomized block designs, was used 10 kg of an Yellow Argissolo Dystrophic per pot with the addition of treatments super phosphate simple (SS), potassium chloride (KCl), pure rock, biofertilizers in doses 40, 70, 100 and 200% of the recommendation for SS and KCl, and a control, or not inoculated with bacteria P. polymyxa. Were used seeds of cowpea BRS Potiguar and co-inoculated with the bacterial suspension of Bradyrhizobium japonicum and P. polymyxa. The first crop was harvested 45 days after planting, were evaluated in the dry matter (ADM), macronutrients (N, P, K, Ca, Mg) and micronutrients (Zn, Fe, Mn) in ADM. And the second at 75 days assessing levels of macro end micronutrients in plants and soil, and the maximum adsorption capacity of P in soil. The results showed synergism in co-inoculations with P. polymyxa+R. solanacearum and, P. polymyxa+C. violaceum solubilizations providing higher P and K, respectively, and better solubilization time at 36 days. The pH was lower in biofertilizers higher doses, but there was better with their addition to P at the highest dose. Significant reduction of maximum adsorption capacity of phosphorus with increasing dose of biofertilizer. For K and Ca was better with SS+KCl, and Mg to pure rock. There was an effect of fertilization on the absorption, with better results for P, K and ADM with SS+KCL, and N, Ca and Mg for biofertilizers. Generally, the P. polymyxa not influence the absorption of the elements in the plant. In treatments with the uninoculated P. polymyxa chemical fertilizer had an average significantly higher for weight and number of grains. And in the presence of the bacteria, biofertilizers and chemical fertilizers had positive values in relation to rock and control. The data show that the rocks and biofertilizers could meet the need of nutrients the plants revealed as potential for sustainable agriculture