242 resultados para Fecundidade


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Pós-graduação em Ciências Biológicas (Zoologia) - IBB

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

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The fall armyworm is a pest that feeds on various botanies species. The objective of this experiment was to study the biology of this pest in corn and cassava leaves. Caterpillars were collected in area under cultivation with cassava and maintained on artificial diet for two generations. Under controlled conditions in a climatic chamber (B.O.D) in the laboratory (25 degrees, 60 +/- 10% RH and photophase 14 hours) were evaluated daily 50 caterpillars in corn treatments and 50 in cassava, where duration and viability of the larval phase and pupal, weight of pupas were observed after 24 hours, deformation percentage of pupas and adults, longevity, fecundity and total life cycle. The viability of larvae fed on leaves of maize and cassava was 74% and 60%, respectively. The larval period of the insects was shorter in maize 16.89 days (seven instars) and cassava 20.08 days (six instars). The pupal phase lasted 11.42 days in cassava treatment and 10.87 in the maize. The pupal weight of females and males was higher in corn 204.91 mg and 198.97 mg, respectively. The biological cycle varied depending on the ingested food. Adult longevity lasted 9.88 days for insects fed on cassava leaves. Therefore, cassava affected the development of S. frugiperda.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

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Pós-graduação em Ciências Sociais - FFC

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This text is in theoretical study, with consideration of the authors of the critical perspective of education and training of science teachers. We indicate a set of principles and concepts of some philosophers, like Habermas and Gramsci and theoretical education in a critical bias, as Freire, Saviani, Giroux and Duarte, which can enrich the discussions in the field of science teacher education. Some of these concepts: organic intellectual philosophy of praxis, inconclusiveness, incompleteness, dialogue and problematization, communicative action, critical pedagogies of learning to learn, dialectical relationship between theory, culture and depth psychology. Thus, we intend to explain the richness of the dialogue among this perspective and its implications for the training of science teachers.