Processamento mínimo em goiabas 'Paluma' e 'Pedro Sato': 2. Avaliação química, sensorial e microbiológica

Foram utilizados frutos de goiabeiras das cultivares Pedro Sato e Paluma, provenientes de pomar comercial, no estádio de maturação de vez, correspondente à coloração verde-mate e considerados ótimo para o consumo. Os frutos foram inicialmente imersos em solução de hipoclorito de sódio (150mg de cloro.L-1) por 5 minutos, para desinfecção superficial. Pessoas treinadas, utilizando proteção adequada e equipamentos desinfetados descascaram os frutos, cortaram-nos longitudinalmente ao meio e eliminaram a polpa com as sementes, em ambiente a 12°C. Após enxágüe com água clorada (20mg de cloro.L-1) foram embalados em contentores de tereftalato de polietileno (PET) com tampa. Estas unidades foram armazenadas a 3°C por 10 dias. Foram realizadas análises microbiológicas ao longo do período. Determinaram-se quimicamente os conteúdos de lignina, ácido ascórbico, acidez total titulável, sólidos solúveis totais e porcentagem de solubilização das pectinas, bem como as variáveis sensoriais de textura, sabor e preferência. A textura tornou-se mais frágil e os conteúdos de ácido ascórbico se reduziram, ao longo do período de armazenamento, nos produtos de ambas as cultivares. Durante este período houve aumento no conteúdo de lignina e manutenção dos conteúdos de sólidos solúveis totais (SST), acidez total titulável (ATT) e da relação SST/ATT. O produto da cultivar Pedro Sato apresentou menor perda de textura que o da 'Paluma', sendo considerado pelos provadores como o mais saboroso e, portanto, o mais preferido. Devido aos cuidados higiênicos tomados durante o processamento o produto apresentou baixa contagem microbiana (< 10³ UFC.g-1), em todas as avaliações efetuadas.

Como vão se formando os professores em física e química: embates entre o ser, o ter e o fazer na formação de licenciandos da UFRN sob a perspectiva da teoria das representações sociais

The purpose of this work is to approach and understand the Social Representations (SR) (MOSCOVICI, 2003) about Physics and Chemistry from people who are major in these courses, as well as their Social Representations about teaching . We took as principle that approaching these representations it would be possible to relate their symbolic contents, in order to show how people who are following the first segments of bachelor degree courses in Physics and Chemistry become teachers, taking into account a psychosocial view. Two source of data was used during this research: Free-association Technique FA (ABRIC, 1994); and Multiple Classification Procedure (MCP) (ROAZZI, 1995). The analytical treatment of the collected data from FA was done according to the proposition of Grize, Vergés and Silem (1987 apud ABRIC, 1994, p. 66). MCP data were analyzed through MSA (Multidimensional Scalogram Analysis) and SSA (Singular Spectrum Analysis) methods associated with the Facet Theory (BILSKY, 2003). The discourses of MCP discussing groups at the moment of explanations were studied by Content Analysis as it was proposed by Bardin (1977) and Franco (2005). Indicative of an approach to the relations with knowledge (CHARLOT, 2000), the connections which aroused from the analyses showed that the group of future majors in Physics thought that this scientific field was based on a rationalist conception, influencing the idealization sense of the phenomena to be explained by Physics. Thus, Physics as school content started to require the student of the fundamental and high school to think abstractly as a cognitive skill of learning. The identifying elements observed in the relations between SR about Physics and Teaching aroused from the antagonism between future majors and their teacher, as well as from the speculation between their fundamental and high school students and themselves, mainly when they had to face the act of teaching due to the obstacles imposed by the own educational system, and by the weakness of the initial preparation. The group of future majors in Chemistry, through its discourses, showed these relations when they conceived empiricist Chemistry and said that teaching was the way of transmission of this knowledge, and didactics of Chemistry teaching was the direction to learning through pedagogic methods in order to lead the students to discoveries. The psychosocial contents which were built and showed from the symbolic relations in the studied SR achieved the relation of identity. This relation revealed identifying elements for these people, resulting from the traffic between their condition as students of Chemistry, and as teachers regarding their work, what placed the current relational contents in the teaching space, named as Knowledge changing and Adaptability . In order to study emerging questions in the discussing environment about formation and teaching professionalization, we focused the psychosocial view on this traffic and managed to observe epistemological practical and pedagogic obstacles that limited a configuration of the teaching work as a professional activity, especially from the particular conditions which led the relations of senses to Physics , Chemistry and Teaching ; and Chemistry and Physics as it was seen in this research. Generally speaking, we noted that these obstacles can denounce such obstacles concerning to the pedagogic doings which mainly impair the learning process of fundamental and high school students

História e filosofia da ciência nos currículos das licenciaturas em física e química da UFRN

Esta disertación es el resultado de un estudio de naturaleza de calidad que tuvo como objetivo analizar la estructura curricular de los cursos de Licenciatura en Física y en Química de Universidad Federal de Rio Grande del Norte en lo que se refiere a la inserción de disciplinas de contenido histórico y filosófico. La metodologia adoptada se constituye en un estudio de caso comparativo, pues procura establecer relaciones entre los dos cursos analizados. En este sentido, fueron consultados, para cada uno de los dos cursos, el Proyecto Político Pedagógico, el programa de La Disiplina y los materiales en ella utilizados. Se realizó también, la observación simple de clases de la disciplina y en seguida, una entrevista semi-estructurada con el profesor responsable por ella. Los resultados muestran que las disciplinas están inseridas en los currículos de los cursos de Física y de Química de maneras diferentes, principalmente en lo que se refiere a los enfoques teóricos-metodológicos asumidos por los profesores en el trabajo con los contenidos y en lo que se dice al respecto del papel desempeñado por la disciplina en la estructuta curricular. Hay por otro lado, puntos de convergencia, notadamente cuanto a la formación y al histórico de los profesores formadores, asi como en la relación a los modelos de formación subyacentes a la estructura curricular de los cursos. Se concluye que el conocimineto mútuo de los diferentes modelos de inserción de disciplinas de contenido histórico y filosófico en las Licenciaturas en Física y en Química de La UFRN podría contribuir para futuras reformulaciones curriculares, en el sentido del establecimiento de opciones claras y concientes acerca del papel a ser desempeñado por esas disciplinas en los cursos

Formação da habilidade de interpretar gráficos cartesianos em licenciandos em química segundo a teoria de P. Ya. Galperin

It has been remarkable among the Science Teaching debates the necessity that students do not learn only theories, laws and concepts, but also develop skills which allows them to act towards a critical citizenship. Therefore, some of the skills for the natural sciences learning must be taught consciously, intentionally and in a planned way, as component of a basic competence. Studies of the last twenty years have shown that students and teachers have plenty of difficulties about skills development and, among several, the skill of interpreting Cartesian graphics, essential for the comprehension of Natural Science. In that sense, the development of that type of professional knowledge during the initial education of future Chemistry teachers has become strategic, not only because they need to know how to use it, but also because they need to know how to teach it. This research has as its general objective the organization, development and study of a process of formation of the skill of interpreting Cartesian graphics as part of the teachers professional knowledge. It has been accomplished through a formative experience with six undergraduate students of the Teaching Degree Course of Chemistry of Universidade Federal do Rio Grande do Norte (UFRN Federal University of Rio Grande do Norte), in Brazil. In order to develop that skill, we have used as reference P. Ya. Galperin s Theory of the Stepwise Formation of Mental Actions and Concepts and its following qualitative indicators: action form, degree of generalization, degree of consciousness, degree of independence and degree of solidness. The research, in a qualitative approach, has prioritized as instruments of data collecting the registering of the activities of the undergraduate students, the observation, the questionnaire and the diagnosis tests. At the first moment, a teaching framework has been planned for the development of the skill of interpreting Cartesian graphics based on the presupposed conceptions and steps of Galperin s Theory. At the second moment, the referred framework has been applied and the process of the skill formation has been studied. The results have shown the possibility of develop the skill conscious about the invariant operation system, with a high degree of generalization and internalized the operational invariant in the mental plane. The students have attested the contributions at that type of formative experience. The research reveals the importance of going deeper about the teaching comprehension of the individualities tied to the process of internalization, according to Galperin s Theory, when the update of abilities as part of the teaching professional knowledge is the issue

Mecanismos sócio-genéticos da representação social de trabalho docente por grupos de licenciandos de física e de química da Universidade Federal do Rio Grande do Norte

This research aims to understand the social representations Teaching Work in groups of undergraduate students of Physics and Chemistry of the Federal University of Rio Grande do Norte. For this, the proposal was based on the three theoretical and methodological consensus Carvalho (2012) in the explanation of socio-genetic mechanisms constituents of dynamic consensus that has functionality to your organization. It Was used to achieve this goal, the theoretical-epistemological Serge Moscovici (1978, 2003), Jodelet (2011), Wagner (1998,( 2011) and Carvalho (2012). The corpus analyzed results from a qualitative and quantitative research, developed in three stages. The first two (2) questionnaires to fifty (50) of each undergraduate course, a questionnaire and another profile for collection of free associations concerning motes inductors "Give Lesson," "Student" and "Teacher". The second step in the procedure Multiple Classifications, Roazzi (1995), aimed for another thirty (30) undergraduate students for each course, as well as Document Analysis of Educational Projects Curriculum courses in Physics and Chemistry. The data analysis of the first stage focused on descriptive statistics and frequency and average order of the words associated with motes inductors. The results from the Multiple Classification Procedure submitted to multidimensional analysis (MSA multidimensional scalogram analysis) and SSA (Similarity Structure Analysis), were interpreted by the theoretical and methodological proposal of the three consensus, supported by analysis of the rhetorical nature of justifications classifications and categorizations of words, boosted in times of application of Procedure Multiple Classification. The data revealed that the groups surveyed were the same Social Representation with specific dynamic consensual. Thinking Teaching Work for these groups it is considered in three dimensions: the BE-DO-HAVE of teaching. In the group of Physics consensus was clear semantic, which expressed a dynamic in which the interpretations of "Teaching Work" peacefully coexist on perceptions of two concepts: An identity around the "BE" "Teacher" or "BE" "Educator" and the other, how they think about professional development. The type of group consensus Chemistry pointed to a consensual logic hierarchical order in which the gradual between the elements of BE-DO-HAVE attested conflicts and disagreements about the perceptual object "Teaching Work", around what value most, whether they are the attributes of personal or professional-technical dimension of teaching, in the course of professional development. The thesis to explain the mechanisms of socio-genetic Representation Social Teaching Work by theoretical and methodological proposal was confirmed

Produtividade de melância em diferentes níveis de adubação química e orgânica

The experiment aimed to evaluate the effect of different levels of chemical and organic fertilization on watermelon (Crimson Sweet variety) yield. The experimental design was in randomized blocks, factorial scheme 5 x 4 (5 doses of chemical fertilizer 4-30-16 and 4 levels of organic fertilizer: cattle manure). Four replicates and 10 plants per plot were used. The levels of chemical fertilization tested were: 0, 150, 300, 450 and 600 g per hole. In relation to the organic fertilization 0, 3, 6 and 9 L of cattle manure per hole were used. There was a positive linear correlation among all variables evaluated. Only length and diameter of fruit in the doses 0, 3 and 6 L per hole shows interaction between chemical and organic fertilizers. The highest yield (22.989 kg(-1)) was reached with 450 g per hole of 4-30-16. The watermelon yield increase was limited by nitrogen and phosphorus application when cultivated only with chemical fertilizer and cattle manure, respectively.

Curva de crescimento e acúmulo de matéria seca em couve-flor cultivada em substrato

Aiming to evaluate the curve of growth and dry matter accumulation in cauliflower cv. Verona in commercial substrate for vegetables Plantmax (R), an experiment was conducted in a greenhouse at UNESP, Jaboticabal, SP. The experimental design was randomized blocks with six treatments, five replicates, each plot had a plan. The treatments consisted of sampling times (20, 30, 40, 50, 60 and 70 days after transplantation). Evaluations of plant height, leaf number, stem diameter, leaf area, dry matter of shoot, root and whole plant, and fresh weight of the inflorescence. Furthermore, calculated the relative growth rate (RGR) of leaves, stems, roots, flowers and whole plant, presented in g day(-1) plant(-1). The hybrid of cauliflower 'Verona' shows initial slow growth, stepping up from 30 days after transplantation. The maximum accumulation of dry matter per plant was 87g at 70 DAT, with the participation of sheets of 53.8%, stem 9.9%, 30.7% of inflorescence and root 6.5%. The cultivation cauliflower Verona in substrate showed high accumulation of dry Inflorescence.

Caracterização morfológica e química de frutos de rambutan

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

Características agronômicas de genótipos de feijoeiro cultivados nas épocas da seca e das águas

O feijão é um dos alimentos produzidos em maior quantidade em todo o território nacional, sendo intensa a busca por cultivares produtivas e adaptadas ao local de cultivo. Assim, desenvolveu-se um trabalho, em Botucatu (SP), com o objetivo de avaliar as características agronômicas de genótipos de feijoeiro, visando obter informações sobre aqueles com melhor desempenho produtivo. O experimento foi desenvolvido em três safras, correspondendo à época da seca de 2005, das águas de 2005 e da seca de 2006. O delineamento experimental utilizado foi o de blocos casualizados, com 24 tratamentos, representados pelos genótipos de feijoeiro (grupo comercial carioca e preto), com quatro repetições. em todos os genótipos de feijoeiro o desenvolvimento agronômico foi satisfatório, destacando-se os genótipos Gen 96A28-P7-1-1-1-1, Pérola, OP-S-16, OP-NS-331, Gen 96A28-P4-1-1-1-1 e CNFC 8065 quanto ao número de vagens por planta, à massa de cem grãos, renda e consequentemente maior produtividade de grãos.

Sequências de culturas em sistema de semeadura direta: I - produção de matéria seca e acúmulo de nutrientes

Em sistema de semeadura direta, os resíduos das culturas de entressafra são utilizados com as finalidades de proteger a superfície do solo dos agentes erosivos e de promover a ciclagem de nutrientes. O objetivo deste trabalho foi avaliar a produção de matéria seca e o acúmulo de nutrientes nos resíduos vegetais provenientes de diferentes sequências de culturas em semeadura direta. O experimento foi conduzido em Jaboticabal-SP (48° 18' W e 21° 15' S), em um Latossolo Vermelho eutrófico. O delineamento experimental foi em faixas, com três repetições. Os tratamentos foram constituídos pela combinação de três sequências de culturas de verão (rotação soja-milho e monoculturas de milho e de soja) com sete culturas de entressafra (milho, sorgo, girassol, crotalária, guandu, nabo forrageiro e milheto). O experimento iniciou-se em 2002, e o presente estudo refere-se aos anos agrícolas 2007/2008 e 2008/2009. Avaliaram-se as quantidades de matéria seca e o acúmulo de nutrientes pelas culturas. As culturas com colheita de grãos na entressafra (milho, sorgo e girassol) produziram resíduos com menor quantidade de nutrientes acumulados e em menor quantidade de matéria seca, quando comparadas às culturas com trituração no florescimento (crotalária, guandu, nabo forrageiro e milheto). Milheto e crotalária apresentaram as maiores produções de matéria seca e os maiores acúmulos de nutrientes. O milheto mostrou os maiores acúmulos de K e Mg, e a crotalária, maiores acúmulos de N e P. As gramíneas cultivadas na entressafra apresentaram maior desenvolvimento quando em sucessão ao cultivo de soja no verão anterior, com maior produção de matéria seca de milheto e, também, maior produtividade de grãos de milho e sorgo.

Efeitos da aplicação de manganês no crescimento, na nutrição e na produção de matéria seca de plantas de Brachiaria brizantha (cv. MG4) em condições de casa de vegetação

A adubação com micronutrientes, como o manganês em gramíneas forrageiras tropicais, contribui para o atendimento das exigências nutricionais tanto das plantas quanto dos animais. Objetivou-se, neste trabalho, estudar os efeitos da aplicação de manganês no crescimento, na nutrição e na produção de matéria seca de plantas de Brachiaria brizantha, em condições de casa de vegetação. Para isto, realizou-se um experimento em casa de vegetação da FCAV/UNESP, Campus de Jaboticabal, com Brachiaria brizantha (cv. MG4), em vasos com 3,5 dm³ preenchidos com amostras de um Latossolo Vermelho distrófico (Mn = 0,6 mg dm-3). O delineamento experimental foi inteiramente casualizado, com cinco tratamentos, que corresponderam às doses de manganês (0, 15, 30, 60 e 120 mg dm-3), e quatro repetições. Avaliaram-se, nos dois cortes da forrageira (primeiro corte, 35 dias após o transplantio e, segundo, 30 dias após o primeiro), as variáveis de crescimento, produção de massa de forragem, teor e acúmulo de Mn na parte aérea. As doses de manganês aplicadas aumentaram a concentração deste micronutriente no solo e nas plantas e a produção de massa de forragem no primeiro corte. A Brachiaria brizantha cv. MG4 apresenta alta tolerância ao manganês, atingindo elevados teores de Mn na parte aérea, mesmo sem provocar sintomas visuais de toxicidade.

Manganês na nutrição e na produção de massa seca do capim-mombaça

There are few studies that relate the micronutrient manganese nutritional status and production of fodder. The objective was to evaluate the application of manganese in the nutrition and growth of Mombaca grass. The completely randomized design was used with five manganese levels (0, 15, 30, 60, 120 mg dm(-3)) and four replicates. Each experimental unit consisted of a pot filled with 3.5 dm(-3) of soil from Oxisol (Mn = 0.6 mg dm(-3)), containing four plants. Two harvests were set, the first 44 days after sowing and the second 38 days after the first cut. The concentration of manganese in the soils, the manganese content of leaves, number of tillers, plant height, shoot dry mass in each slice and the root system of Mombaca grass were evaluated. The applied rates of manganese resulted in increased accumulation of Mn in the plant, and there was an increase in dry mass of Mombaca grass, with maximum production, obtained from derivation, of 5.9 and 6.3 g plant(-1) for levels of 121 and 71 mg dm(-3) of Mn in the first and second cut respectively. The Mombaca grass has showed high manganese's tolerance, the critical level of toxicity was 841 mg kg(-1) in the second cut.

Materiais corretivos e nitrogênio na nutrição e na produção de matéria seca de cana-de-açúcar cultivada em vaso

Silicon is a beneficial element that can increase the yield of sugarcane, especially when associated with nitrogen. The aim of this study was to evaluate the effects of silicate slag as a source of Si and its interaction with soil N on nutrition and dry matter production of sugar cane. The treatments consisted of two sources of correctives (limestone and silicate slag) in three doses (one half, once and twice the dose shown to increase V to 60%), two N rates (300 e 600mg.dm(-3)) administered as urea, a control (without corrective and without N), arranged in a completely randomized factorial design 2x3x2+1, with four replicates. Each experimental unit was constituted by a 40dm(3) pot filled with an Oxisol (V= 10% and Si= 10.3mg.dm(-3)), and 4 seedlings (SP79-1011). The nutritional status (Si and N) was evaluated 10 months after planting the sugarcane, as well as the Si content of the soil and shoot dry matter The application of silicate slag increased the content of available Si in soil and the plant. The application of corrective materials improved the nutrition and dry matter production of sugarcane. Nitrogen fertilization was not significant for dry matter production of the sugarcane-plant, regardless of the source of corrective material.

Modos de aplicação de zinco na nutrição e na produção de matéria seca do milho BRS 1001

The culture of the maize is responsive the fertilization with zinc, however, its efficiency can be affected by the method of aplication. Thus, this work had as objective to evaluate the effect of the methods of zinc application in the nutritional state and the initial growth of the culture of the maize. The experiment was in a completely randomized design, with five treatments in four repetitions. The experimental unit was composed for a pot (7 L) filled with a distrofic Red Latosol, clayey texture, with four plants of maize. The treatments had been constituted by four ways of zinc application: in the soil incorporated (3 mg Zn dm(-3)), and located (1 mg Zn dm(-3)); foliar (solution of 23 mg Zn L(-1)); e in seed (40 g Zn kg(-1) of seed) and beyond the witness (control). The treatments had been applied during two cultivation of 42 days, except the Zn incorporated in the soil. In the end of each culture, the cut of the plants for the evaluation of the growth variable (leaf height, number, the diameter of stems and dry matter) and the determination of the zinc text was carried through in the soil and the aerial part. The zinc application promoted increment in the height and the production of matter of the maize. The zinc application soil (incorporated and located), foliar and seed had been similar in the initial development of the culture, however, the foliar way promoted greater absorption of the nutrient for the plant.

Modos de aplicação de zinco na nutricão e na produção de massa seca de plantas de trigo

Zinc application methods can affect the nutrition and the initial development of the wheat. Thus, the aim of this work was to analyze the different ways of Zn application in the soil, on nutrition and on dry matter production. A completely randomized experimental design with four replications was used. The experiment was composed by the following Zn application treatments: control (no zinc application); soil incorporation, furrow located, seeds treatment and leaf pulverization. The experimental unit was composed of a pot filled with 7 L of soil. Morphological traits for each plant were determined on 52 days after emergence by the evaluations of plant height, internodes number, tillers number and aerial part dry matter. Still, the soil and plant chemical analysis was accomplished. The furrow located method provided larger concentrations of the micronutrient available. The zinc application methods did not influence the initial growth of the wheat plants. The zinc concentration in leaves was influenced by the different application methods, being the leaf pulverization the one that was caused the largest zinc accumulation on aerial part dry matter.