Resposta de diferentes populações de Digitaria insularis ao herbicida glyphosate

Objetivou-se com estse trabalho avaliar o controle químico de diferentes populações de capim-amargoso (Digitaria insularis) pelo herbicida glyphosate por meio de curva de dose-resposta, além de propor tratamentos alternativos para as populações mais tolerantes. O delineamento experimental foi o de blocos ao acaso, com quatro repetições, em esquema fatorial 5 x 9. As sementes de capim-amargoso foram coletadas em cinco locais: área de produção de grãos da Fazenda de Ensino, Pesquisa e Produção da UNESP, Jaboticabal (SP); área de produção comercial de grãos, localizada nos municípios de Campo Florido-MG e Rio Verde-GO; pomar de laranja, localizado no município de Matão (SP); e área não agrícola sem histórico da aplicação de glyphosate (Jaboticabal-SP). O glyphosate (0D, 1/4D, 1/2D, D, 2D, 4D e 8D, em que D é a dose recomendada de 1,5 kg ha-1 de equivalente ácido) e as suas associações [glyphosate + fluazifop-p-butil (1,5 + 0,25 kg ha-1) e glyphosate (1,5 kg ha-1) com sequencial de diuron + paraquat (0,20 + 0,40 kg ha-1 + 0,2% de surfatante)] foram pulverizados em plantas de sete a oito perfilhos e altura média de 20 cm. As populações de capim-amargoso de Campo Florido e Rio Verde foram consideradas suscetíveis; as de Jaboticabal e Matão, tolerantes; e a da área não agrícola, de sensibilidade intermediária. A associação de glyphosate ao fluazifop ou a sua aplicação com sequencial de diuron + paraquat foram eficazes no controle das populações mais tolerantes de capim-amargoso.

Professores em contexto formativo: um estudo do processo de mudanças de concepções sobre o ensino da matemática

El objetivo en esta tesis consistió en estudiar el proceso de los cambios de los conceptos de profesores de la educación infantil y de los años iníciales de la educación básica referente a la enseñanza de la matemática. La investigación se desenvolvió en la escuela Presidente Kennedy, en la ciudad de Natal, en Rio Grande do Norte, teniendo como participante 05 (cinco) profesores del curso normal superior a través de la educación superior del instituto relacionado. El trabajo asocia el programa a él Programa de Pós-Graduação em Educação da Universidade Federal do Rio Grande do Norte, en la base de pesquisa Formação e Profissionalização Docente coordinada de los doctores Betânia Leite Ramalho e Isauro Beltran Núñez. El referencial teórico-metodológico en quien si apoya el trabajo se inserta en la señal conceptual usada por Giordan y de Vecchi (1996), de Carrillo y Contreras (1994), Ramalho; Núñez y Gauthier (2003), Ponte (1998), Guimarães (1988), Ernest (1989). En esta investigación, los conceptos de los profesores habían sido estudiados en el contexto educativo de la formación del nivel superior, usándola reflexiva crítico práctico como estrategia formativa. Estos conceptos se entienden como estructuras subyacentes al pensamiento del profesor. Dado la naturaleza del objeto del estudio, la información, para las intenciones de esta investigación, habían sido cosechados a través de los instrumentos siguientes: cuestionario, plan de la lección, entrevista diaria y del campo. El cuestionario fue constituido de preguntas abiertas y de las entrevistas de la mitad-structuralized. La organización de los datos permitió a La inferencia de los conceptos, usando la técnica de la triangulación de datos. La investigación divulgó que los conceptos de los profesores, a través del proceso formativo, se habían desarrollado de una plataforma para otra, yéndose puesto que los modelos didácticos tradicionales para otros modelos dirigidos a una tendencia didáctica de espontaneísta/investigativa. La reflexión crítica era considerada como elemento catalítico de los cambios de los conceptos de los profesores en la educación de las matemáticas, sin embargo déjenos verifican que estos cambios son difíciles de ocurrir para la naturaleza compleja de estos conceptos. Como facilitadores de los factores de estos cambios, encontramos y el investigativo el trabajo, la dinámica y la naturaleza de las actividades se convirtió en el colaborativo de proceso formativo, entre otros. Como obstáculos a los cambios, identificamos el contexto del trabajo de los profesores, de la cultura de los individualistas prácticos de sus profesores de los colegas, del concepto linear, estático y de los mecánicos de los procesos para enseñar, el conocimiento profesional construído durante la formación inicial, alineación con los modelos didácticos de sus viejos profesores, entre otros

Livre expressão :para que te quero? o interesse público no ensino do Jornalismo

The main objective of this research was studying the meanings of the freedom of expression and what professors of Journalism think about the way those meanings are used in pedagogical practices. The term freedom of expression is commonly used in journalism even though it is not so studied, consequently we don t have a word to define it. Therefore, we related the term freedom of expression in Journalism teaching to the condition as the object of this study, aiming to establish a connection among the term, the right, free expression and the endurance of the right. The theorical support to understand the dynamic of the meanings of the freedom of expression in the social practice of Journalism teaching was based in the Hegeliana dialetic theorical principles and in the language philosophy more specifically in Bakhtin s perspective from which we can mention the social auditorium, immediate conditions of production and a wider social horizon as the main categories of analysis. This study is a qualitative research with an interacionist perspective anchored in a semi-structured interview as a privileged method of data collecting made with ten professors from Journalism graduation. The analysis reveals that, in the interviewers perspective, there would be a deceiving practice from freedom of expression in the journalism teaching in which emerges either in speeches with handbills spreading the fear and/or under a stimulus form to concealment

Distribuição de Leptopharsa heveae em seringal no Estado de São Paulo

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Reação de laranjeiras-doces quanto à resistência a Guignardia citricarpa

O objetivo deste trabalho foi determinar o comportamento de variedades de laranjas-doces quanto à resistência a Guignardia citricarpa, agente causal da mancha preta dos citros (MPC). Os ensaios foram conduzidos em dois campos, nos municípios de Rincão e Tambaú, SP. As mudas foram formadas em viveiro localizado na Estação Experimental de Citricultura de Bebedouro-SP. Para tal, foram utilizadas borbulhas de plantas cítricas existentes no Banco Ativo de Germoplasma de Citros da Estação Experimental de Citricultura de Bebedouro (EECB), Bebedouro-SP. Avaliou-se a severidade da doença por meio de escala de notas, de zero (ausência de sintomas) a seis (sintomas severos). A partir de tais dados, foi calculado o valor do índice de doença (ID). em 2007, no experimento de Rincão, dentre as 65 variedades avaliadas, apenas 59 produziram frutos, sendo constatada ausência de sintomas da doença em Castellana, Maçã e Olivelands. Nas demais variedades, os níveis de severidade variaram de 0,35 para Grada a 3,0 para China SRA-547. Para Tambaú, os valores de severidade variaram de 0,40 para a variedade Cadenera a 2,46 para Pera. No ano de 2008, em Rincão, todas as variedades mostraram-se suscetíveis. Os níveis de severidade verificados variaram de 0,18 para a variedade Belladona, e 3,92 para Vera 97. em Tambaú, somente a variedade Navelina não apresentou sintomas da MPC. Foi observado que, dentre as plantas que frutificaram, e com exceção daquelas cujos frutos mostraram-se assintomáticos, os valores de severidade variaram de 0,11 para a variedade Tua Mamede a 3,57 para Amares.

Diversidade de espécies e ocorrência estacional de afídeos (Hemiptera: Aphididae) em um pomar de citros em Taiúva, SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Acaricidas utilizados na citricultura convencional e orgânica: manejo da leprose e populações de ácaros fitoseídeos

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

Diversidade e dinâmica populacional de ácaros em pomar cítrico

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

Luta pela terra, luta pela palavra: história de vida e formação de duas educadoras populares do campo

This project has resulted from a reunion between me and two teachers with whom I had already worked, pedagogically counseling them during the execution of the Project of Youngsters and Adults Schooling at the Agrarian Reform Settlements in the State of Sergipe (PAJA/PRONERA) between 2002 and 2003. The matter that really motivated the research was related to the essential principle that guided the accomplishment of the PAJA s teachers education and professionalization: understanding their reality and knowing their needs, promoting the dialogue between scientific and common sense knowledge. Taking as a reference the fact that the teachers education is not restricted to the academic qualification, that is, that it is a part of the educational process, which, in turn, is a result of each one s personal background, dialectically individual and collective, the access to the teachers reality and needs was accomplished by studying their backgrounds, especially their school and professional career. They, inevitably, focused themselves on the country life s social and cultural context, that could be better understood by living together with the teachers during the twenty-seven days I stayed in the Golfo s settlement, located in the town named Pacatuba/SE. The approach to the teachers lives through their stories and the daily contact proved how much Science is still distant from the peasants routine, sometimes being presented to them as a finished product . That way, the dialog between those two categories and the expectation of the country life s social and cultural conditions, together with the education, in which teachers have an essential role, still remain as a challenge

Ocorrência de animais persistentemente infectados pelo vírus da diarréia viral bovina em rebanhos bovinos nos Estados de Minas Gerais e São Paulo

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

Robótica e educação: uma possibilidade de inserção sócio-digital

This paper presents a reflection on the use of robotics in education technology and the fostering of social and digital inclusion, unveiling a new field that has been outlined today. Robotics constitutes a tool still little known and not regulated at national level in education, there is little experience involving the tool in the Northeast. This research aims to reveal one of the first experiments with educational level robotics in Rio Grande do Norte. We present a field research conducted in a public school chancellor for a major institute of science and technology education of the state from seeking review of the robotics course, understand how they work and show their use in school and shows that contributions were generated for digital inclusion category students, based on speeches by teachers, engineers, management and students. As part of gathering information, we used the focus group technique, applied in two stages, one with groups of students, teachers and other school administration, as well as comments directed to the times when the robotics course was being finalized. As a result, we found that the school, through the robotics course is a provider of social and digital inclusion, since it awakens in the sample of students in this research knowledge enabler of social change. And that despite the student category do not understand the depth of meaning of inclusion, the same report in daily actions that integrate technology into their social context in harmony, enjoying its cultural citizenship in full

A rotina de crianças de zero a dois anos na educação infantil e as especificidades infantis

In current upbringing production, children are often conceived as rightful subjects, and concrete and singular people, marked by specificities that schools must respect, mainly their personal wholeness, their care and attention needs, as well as their abilities to learn and produce culture. In the educational practices frame, routine is considered to have a definitive roll in time, space and activities structuring, as with actions and relations of subjects involved. In that perspective, this research aims to analyze routines of zero to two years old children in the upbringing context, relating to their childish specificities. Anchored in the qualitative approach, a Case Study was developed, according the procedures of daily routine observation and semi-structured interviews with six nursery teachers of CMEI Centro Municipal de Educação Infantil, Natal-RN, the research field. The data analysis was based in Speech Analysis principles. The teachers utterances regarding routine and it s roll in the frame revealed significances related to control/regulation of actions theirs and students aiming to streamline tasks; learning relative to routine itself, time and school practices. Thus, prospects of discipline and exercise of power of teachers over students surges, reducing their possibilities to participate. These conceptions reflect the daily routine of the kids and their teachers. By analyzing the methods of routine operation in the time/space/activities frame of CMEI, it was possible to perceive its homogenization of actions and rhythms, not only of the group s children, but the whole institution, which creates, many times, a controlling character that contains/prevents children s initiative. However, it was also possible to observe that in routine recesses, when it s relaxed, and other spaces, times and actions are provided, kids have the opportunity to experience and create different ways of action and relation with time, materials, other kids and teachers, being, as such, respected their specificities. We highlight the importance of reflections regarding routine in upbringing context, as to comprehend it s functions and the need for it s construction to take a multiple character that respects the plurality of situations and singularities of children as persons

INTRAOCULAR TRANSMISSIBLE VENEREAL TUMOR IN A DOG

Tumor venéreo transmissível (TVT) é uma neoplasia de células redondas que acomete a mucosa genital externa de cães, machos e fêmeas. A transmissão decorre da implantação de células tumorais durante o coito, brigas ou interações entre animais portadores e susceptíveis. Existem relatos referindo-se a localizações atípicas do TVT, mas metástases raramente ocorrem. O presente relato descreve um caso incomum de TVT, com acometimento intra-ocular e metástases nos linfonodos ingüinais, num cão Terrier Brasileiro, com seis anos de idade. O animal apresentava massas anormais de tecido no olho direito, extremidade do pênis e aumento de volume de linfonodos da região ingüinal. A histopatologia do globo ocular e as citologias da massa peniana e dos nódulos subcutâneos evidenciaram aspectos citológicos semelhantes, caracterizados por células redondas com núcleo grande e nucléolo proeminente localizado centralmente. O citoplasma apresentou-se pálido e com presença de vacúolos pequenos e arredondados. O diagnóstico de TVT com acometimento intra-ocular e metástases em linfonodos foi baseado nos achados clínicos, citológicos e histopatológicos.

A história local e seu lugar na história: histórias ensinadas em Ceará-Mirim

This Researchis about history education and is directed toward the understanding of teacher practices in schools of the basic education in Ceará-Mirim, a city located in the state of Rio Grande do Norte. Its purpose is to understand the approaching forms of local history in 5ª to 8ª grade classrooms in the light of the recent innovations in the fields of the historiografy and education. The study was done with a view of investigating local history is being taught by teachers, as well as reflecting on the necessary conditions to the accomplishment of a teaching whose know how to make possible to break, on the one hand, with the limits of the narrow `local view`, and, on the other hand, with the globalized view, negating the local particularitities and especifications. Such questions had emerged as the understanding of what local history contents can constitute in a significant component in the production of school historical knowledge in 5ª to 8ª grade classrooms. History education is analyzed, considering the depositions of three teachers of Ceará-Mirim in reagard to its historiography conceptions and history as a school subject. This inquiry is of a qualitative nature and had as a main strategy of data construction from the interviews with the teachers. The analysis indicates the permanence of teacher practices who, even though presenting innovations, bring an implicit value hierarchy where the place or thematic places are not contemplated in the school contents or appear overwhelmed by general history and the Brazilian history, configuring itself as a hierarchical relation to problematic historical ones. Thus the necessity of having historical school knowledge, that considers the local especifications, without, however, ignoring the articulations with other spatial dimensions

A relação entre a família e a instituição de educação infantil: descrição reflexiva sobre uma experiência

The present paper is a doctorate thesis, in the area of Education, that has as a goal to describe and to reflect on the construction/systematization of a relation between family and institution of Childhood Education, in favor of sharing the care and education actions of children, in the context of creation of a County Center of Childhood Education, located in the city of Natal-RN. Our intension with this paper is to share some of the ideas and actions collectively constructed by this experience, with the intention of bringing a contribution for the thematic debates concerning Childhood Education - as modality of education, in a general way; and the relations between families and Institutions of Childhood Education, in a more specific way. The paper presented here is endorsed by the postulates of the qualitative research with characteristics of a research-action, having as main instruments of the data construction the open or half-structuralized interviews, the personal notebook of registers, the participant s index cards characterizing the children and comments. Authors as Aries (1981); Bassedas, Huguet and Solé (1999); Bhering and Blatchford (1999); Brasil (1998); Bujes (2001); Didonet (2002 - 2003); Formosinho (2007); Gómez (2000); Heywood (2004); Kramer (2005); Marchesi and Martín (2003); Marschal and Zohar (2006); Thiollent (2004); Tiriba (2006), amongst others, had theoretically based this paper. The experience described here points to the possibilities of sharing the care and education actions between family and Institution of Childhood Education, emphasizing the relevance of participative praxis in the interior of the institution, so that its job can propitiate this sharing with the families, throughout activities as meetings, lectures, workshops, participation in didactic projects, open expositions to the community, commemorative parties and valuation of the local culture, amongst other chances of dialogue and interaction between the educative institution and the families