Reação de cultivares de soja a uma população atípica de meloidogyne javanica

In the period of 2001/2002 a population of Meloidogyne javanica was found infecting a soybean cultivar 'CD 208" considered resistant in a field located in the County of Nuporanga, state of São Paulo (SP), Brazil. Due to this fact, it was evaluated the resistance of some of the main cultivars used in areas of the Cooperativa dos Agricultores, in Orlandia (CAROL), SP. The study was carried out in greenhouse conditions of the Departamento de Fitossanidade (Plant Protection) da UNESP/FCAV, Campus of Jaboticabal, SP, in clay pots of 5 liters. Five individual plants of the cultivars BRS 133, BRS 183, BRSMG 68, BRSMG Garantia, CD 201, MG/BR-46 Conquista, Empresa Brasileira de Pesquisa Agropecuária (EMBRAPA) 48, IAC 22, M-SOY 7901, M-SOY 8001 and M-SOY 8400 were inoculated with 3,000 eggs and second estage juveniles of the nematode, seven days after seed germination and the evaluation was carried out 57 days after inoculation. Galls, egg masses and the reproduction factor were determined. The results pointed out that the cultivar BRSMG Garantia was tolerant to the nematode population and all others were susceptibles.

Prototexto, narrativa poética da ciência: uma estratégia de construção do conhecimento e religação de saberes no ensino de física

In this thesis I present the prototexto notion and to I base as a complex system while strategy of knowledge construction and reconexion of you know in physics teaching. Prototexto is a poetic narrative of the science, proposal and used initially as "instrument of creative" learning for students apprentice of science of the medium and technical teaching of the Vitória da Conquista's CEFET-BA, in the period of 1997-2004. Later become pregnant as a strategy of knowledge construction, in the Universidade Estadual da Bahia - UESB, the prototexto notion configures a complement to the mathematical formulation. The proposal of a poetic narrative of the science is that the apprentice of science starts to organize in an aesthetic-literary way your knowledge, dispersed in disciplines, starting from a theme of the physics. The prototexto emerges of my reflections concerning the classic science, identified for Edgar Morin as tends a thought excessively numeric, and that it has been reproduced in physics teaching, in most of the schools, limiting him/it to an order pattern with the mistake absence. They are operations of the prototexto: the poetic language, the pedagogic stamp, the unfinished of the argument, the system character and the apprentice's of science inclusion as subject implicated in the construction of the knowledge. the theoretical foundations are based Morin's proposition of the method as strategy, the beginning of the complementarity of Niels Bohr in conceiving excluding categories as face of a same phenomenon and the conception of creative time of Ilya Prigogine that enunciates the alliance among the nature and the man that it describes her

Doses reduzidas de fluazifop-p-butil + fomesafen no controle de plantas daninhas na cultura de soja

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

Efeito de Colletotrichum dematium var. truncata e Phomopsis sojae na qualidade sanitária e fisiológica de sementes de soja

Tem sido atribuído a vários patógenos reduções na qualidade de sementes de soja. Com o objetivo de avaliar o transporte dos fungos pelas sementes provenientes de plantas de soja, artificialmente inoculadas em condições de campo com dois isolados de Colletotrichum dematium var. truncata e um isolado de Phomopsis sojae, e seu efeito sobre a qualidade sanitária e fisiológica das mesmas, quatro variedades de soja (BRS 133, MSoy 6101, Conquista e Liderança) foram manualmente semeadas no campo, e as plantas obtidas foram inoculadas com C. dematium var. truncata isolado 1 e isolado 2, e P. sojae. A testemunha permaneceu sem inoculação. As sementes foram colhidas manualmente e submetidas a testes para avaliação da sanidade, teor de água, peso de 100 sementes, germinação em papel e emergência em areia. A desinfestação das sementes com hipoclorito de sódio a 1% por 3 minutos diminuiu a incidência dos patógenos nas mesmas. As sementes apresentaram uma alta infecção por Fusarium spp.. Phomopsis sojae foi encontrada em todos os tratamentos, e sua incidência nas sementes esteve relacionada com a incidência de Fusarium sp.. Há diferença na patogenicidade entre isolados de C. dematium var. truncata, sendo o isolado 1 o mais patogênico, com destaque para a variedade Liderança (25% de infecção por C. dematium var. truncata). Fusarium sp. influenciou negativamente a germinação de sementes da variedade MSoy 6101, independente do tratamento, e C. dematium var. truncata afetou negativamente a germinação das sementes das variedades Conquista e Liderança. Os valores de emergência em areia apresentaram-se significativamente superiores à germinação em papel, para as variedades MSoy 6101, Conquista e Liderança.

Aprendendo a pertencer: uma leitura da trezena de Santo Antônio em Pradoso enquanto territorialidade humana

The Novena of St. Anthony in Pradoso, is an annual celebration that takes place between June 1 and June 13. Since its preparation to the conclusion of the celebration are employed traditional knowledges and techniques, which are shared by the community. Such knowledges, built over generations, associated with popular religion, form it into the educational processes that build, through orality, practices and experiences of everyday life, the sense of belonging. An analysis of scenes, knowledges and subjects involved in the celebration, shows the form and content of practices capable of building symbolic territories of belonging. Thus, the Novena of St. Anthony in Pradoso, while an human territoriality, is designed as a locus of learning of belonging, reaffirming community values such as solidarity, service, brotherhood, integration, among others. While empirical reference for an analysis of the importance of belonging, the Novena of St. Anthony in Pradoso, offers subsidies for the production of knowledge, focused on understanding the need for a reconnection of technical and humanistic knowledges

A participação dos sujeitos e a reflexão coletiva das práticas na formação docente

Cet article propose, à partir d'une analyse de trois expériences différentes de la formation des enseignants, voir la pratique de l'enseignant comme une réalité et la comprendre, dans cette perspective, dynamique, génératrice de contenu et possible d être transformée. Une étude menée par un groupe de chercheurs de Sao Paulo do Potengi / RN avec des enseignants des écoles municipales dans les années 70, la mise en oeuvre du projet de réorientation curriculaire par le Bureau d Éducation de la ville de São Paulo - SP en 1989, et le cours Pédagogie de la Terre à l UFRN créée en 2002 sont pris en compte dans ce travail, comme des références dans la formation des enseignants qui démontrent à la fois les référentiel théorique et les actions développées sur la pertinence des réflexions par rapport à l'enseignement pratique comme point de départ quand on cherche à transformer l'école. Du matériel de lecture sur la manière dont ces processus de formation des événements a été possible de détecter la présence de deux éléments qui semblent être importants: la participation des personnes concernées et le reflet de leurs pratiques. Nous avons cherché à comprendre comment ces éléments apparaissent dans la pratique de deux étudiants du cours de Pédagogie de la Terre au cours de leurs classes de stage, en cherchant à identifier la façon dont ils font avancer ce point de vue de ce qui se passe dans le processus de formation. L'étude fait remarquer que la participation des sujets comme la réflexion collective des pratiques peuvent être cruciale pour la compréhension d'un enseignement qui peut être dynamique et de transformation des sujets, et qu elle peut se passer dans un processus de construction collective du savoir marquée par une refléxion et d une manière critique de faire et réflexive d'elle-même dans l'autonomie scolaire, améliorer la qualité de l'enseignement et le renforcement de l'enseignant et de l'élève comme des sujets actifs dans la reconstruction de leurs connaissances

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

Educação - Corporeidade - Lazer: saber da experiência cultural em prelúdio

In the passage of life, the labyrinth of songs and corners are propitious ways for a better comprehension, perception and incorporation of learnings that emerge from our subjectiveness in a magic caught by senses. Eyesight, taste, hearing, touch and smell in communication with the world, put us in front of cultural diversities. The ludicity accumulated by experiences promote the flow of hilarious and concrete discoveries that express themselves in work and leisure demonstrations. Such reflections emerge indicators to the problematic construction centralized in the incorporation of cultural experience knowledge to the formation process and professional interventions in this rule and area. From this significant problematic, aiming to deepen studies, we favored leisure as field of investigative production in full expansion. This, for sure, was an exercise of qualification that guided us through meander of education and made us dip into studies about the corporeity. A research in which the scenery was painted and constructed with the complicity of the culture lived with shine, colors, rhythm and drummings of one of the most present cultural cycles: carnival. Recognized as a stimulant for beauty, participation, socialization, and helped us to enter in the essence of gestures and expressions of corporeity, to think, elaborate and socialize a critic-scientific knowledge which, appropriating from the rhythm of colors, of sounds, of tonalities, of senses and of meanings impregnated in the web of life. All these things seduced the researcher, making imagination flow amid ludic-creative dialogues with the imaginary of researchers creation and production in the rule and area of leisure, education and corporeity. Option that made us outline as objective to investigate and interpret how leisure teachers-researchers, from their studies, researches and interventions, locate and incorporate the knowledge from cultural experience to the formation process and intervention of professionals in this rule and in this area, emphasizing the contributions from this knowledge to fence and qualify this praxis. So, as living each cultural scenery, each epistemological contribution was feeding the production with images of the different versions of the Brazilian breedings, creating and raising expectations and new discoveries and newcomers. With the seriousness of a scientific study, we lived an xxiii academic experience with complex intensity, rigor and coherence, eliminating, step by step, the risks and limitations always present in a work of this magnitude. However, we weren t, even for one moment, alone. Our epistemic regard always maintained mediated by the principles of a methodological approach - the Etnomethodology, that while central guide provided us clues to unveil the lived world by our people-playful , in a universe of 15 members, that allowed themselves to comprehend, comment, analyze. This way, grasping the object in interactions arised and provoked by narrative interview, it was systematically dialected by (re) interpretation of images and formulations of people-playful, enriched by their beliefs, myths, conceptions and rituals inherent to knowledge from cultural experience, which each one attuned with Brazilian and international history, in a mixture of senses echoed from songs and tales. Inspired in drummings and percussions, clothing and choreographies of gestures and expressions, in mixtures produced in unit interactions in the multiplicity shown as necessary requests to the totality of life, with ludicity the rescue of the past, the conquest of present and the construction of future was the axle guide. This rich process of scientific creation made us realize that is possible qualify and empower the praxis in the rule and area of leisure incorporating the knowledge from cultural experience. What also becomes possible is the recuperation of objective revolutionaries and changing conditions of praxis itself with the view of strengthening and triggerment of vital elements in the rule and area of leisure. We also reaffirm that from this praxis emerge elements necessary to human formation in plenitude, by the appropriation of knowledge that guide the facing of challenges of a complex and plural world that valorize education, corporeity and leisure

O currículo escolar: uma análise na perspectiva da inclusão de alunos com deficiência intelectual

A mid the many transformations and advances that the contemporary society is going through, the right to education is a topic that does not end and becomes increasingly present, given the urgency of including students with disabilities in education. Given this new reality, schools are challenged to receive them with quality, and implement actions that promote favorable conditions for their development at school. Accordingly, it is fundamental the organizational restructuring of education to meet the specific needs of students. Thus, it is imperative that educational institutions defining the type of person who intend to form and the society proposing to build. These are aspects that precede any question, since the knowledge covered in the curriculum will contribute directly to the creation of human beings are involved there. Based on this theme, this assignment reports aspects of a survey of a local public school, located in Natal/RN, which deals with the analysis of the curriculum and its implementation in teaching practice in the classroom, before the inclusion of students with disabilities intellectual. Thus, to undertake a study of case with five professionals at school, involving documentary analysis and observation of the curriculum of the pedagogical practice of teachers in the classroom, as well as conducting an interview with all stakeholders. To this end, the data analyzed shows that, although the right of citizens with disabilities is guaranteed by constitutional law, the school, locus of this study, have not realized the extent of conquest. Does not recognize the fact of being in school and learn together with others is also a right of persons with disabilities. Thus, while your resume is to present a progressive vision, believed to be open, concerned with the selection and organization of content, with flexibility in defining the goals, with the search for diversification of the procedures adopted, as well as the planning activities teaching and learning based on the level of student learning, this is not effective in teaching practice, either through ignorance of the guidelines defined either by lack of knowledge about the proposal and an inclusive curriculum can provide answers to all educational students, including those with intellectual disability

O percurso formativo do Programa de Pós-Graduação em Educação da UFRN: a trajetória dos egressos mestres e doutores no período 1981 a 2005

La Post-Graduación brasilera ha desarrollado, a lo largo de los años, un papel central en la formación de cuadros académicos de alto nivel, para el desarrollo nacional. En el contexto de la UFRN, el Programa de Post-Graduación en Educación, creado inicialmente en 1977 para formar maestres en Educación, implementando el doctorado en esa área, después de diez y siete años, es pionero. En esa trayectoria, avanza y se destaca en el Estado y en las regiones Norte y Nordeste, como uno de los programas con una fuerte lideranza en la formación de profesores investigadores y de otros profesionales de la educación. El presente estudio tiene como objetivo central, tornar público y revelar el alcance del PPGEd como importante centro de formación de investigadores en educación. Para esa finalidad fue definido un recorte teórico-metodológico apoyados en cuestiones posibles de se identificar, tal como: ¿Cuál es el impacto de ese proyecto de formación de maestreados y doctores en educación en el periodo de 1981 a 2005?. ¿Cuál es la trayectoria de los egresados de ese proyecto de formación?. ¿ Dónde actuaban en el momento de ingreso al programa?, y ¿a dónde pasaron a actuar profesionalmente con el título de la postgraduación?. ¿Cuál es contribución de ese proyecto de Postgraduación en la formación de cuadros para la UFRN y para las regiones del país?.La investigación y la colecta de datos fueron realizadas en el mismo Programa de Postgraduación por medio de consultas a varios documentos, como: proyecto curricular, del PPGED, resoluciones, pareceres ( del Programa, de la UFRN, de la CAPES), informes DATA CAPES, anuarios de congresos ( ANPED y ANPED Regional ), fichas individuales de los egresos, además de entrevistas con estudiantes, profesores, e ex coordinadores del PPGEd. El referencial teórico se apoyó en trabajos de autores aue han ganado una expresión en esa temática, como Gatti, Cury, Fávero, Madeira, Marcondes, Horta, sabían, entre otros. Después de trazar la trayectoria de los egresos, maestres y dotores, el estudio se propone, con sus desdoblamientos y continuidad, la elaboración de un Sistema de Control Académico de los Egresos ( SCAE ), apoyado en indicadores para dar visibilidad y relevancia social y académica a la formación de Maestres y Doctores por el PPGEd de la UFRN

Sobrevivência de patógenos associados a sementes de soja armazenadas durante seis meses

Sementes contaminadas ou infectadas no campo podem ter sua sanidade alterada durante o armazenamento, pela perda da viabilidade dos patógenos. O objetivo do presente trabalho foi verificar o efeito do armazenamento na qualidade sanitária de sementes de soja. Variedades de soja BRS 133, MSoy 6101, Conquista e Liderança foram inoculadas, no campo, por pulverização com suspensão de esporos de dois isolados de Colletotrichum dematium var. truncata e Phomopsis sojae. Após a colheita foram realizados testes de sanidade, sem e com desinfestação superficial das sementes com hipoclorito de sódio a 1% por 3 min. As sementes foram armazenadas em câmara fria, por seis meses, e testes de sanidade foram novamente realizados. Os resultados do trabalho permitem concluir que o armazenamento das sementes de soja contaminadas por fungos em câmara fria, por um período de seis meses, diminuiu a incidência de Phmopsis sojae e Colletotricum dematium var. truncata.

Efeito da compactação na produtividade de cultivares de soja em latossolo vermelho

Na agricultura moderna, o tráfego de máquinas sobre o solo é a principal causa da compactação, que, muitas vezes, causa decréscimos da produtividade de soja. O objetivo deste estudo foi avaliar o desenvolvimento de cultivares de soja, considerando os níveis de compactação do solo. Para tal, foi realizado um experimento em Jaboticabal, SP, em Latossolo Vermelho textura média. Os tratamentos de compactação foram: T0 = 0; T1* = 1; T1 = 1; T2 = 2; T4 = 4 e T6 = seis passadas, no mesmo local, de um trator de 11 t, uma ao lado da outra, perfazendo toda a superfície do solo. No tratamento T1*, a compactação ocorreu quando o solo estava mais seco para obter um menor nível de compactação. O delineamento experimental foi inteiramente casualizado em parcelas subdivididas (seis níveis de compactação e quatro cultivares), com quatro repetições. Foram coletadas amostras indeformadas de solo nas camadas de 0,03-0,06; 0,08-0,11; 0,15-0,18 e 0,22-0,25 m, para determinação dos atributos físicos. em dezembro de 2003, foram semeados os cultivares de soja (Glycine max) IAC Foscarin 31, MG/BR 46 (Conquista), BRS/MG 68 (Vencedora) e IAC 8-2. O cultivar de soja IAC Foscarim 31 foi o mais produtivo no Latossolo Vermelho, quando comparado aos cultivares MG/BR 46 (Conquista), BRS/MG 68 (Vencedora) e IAC 8-2. Os valores de resistência do solo à penetração a partir dos quais a produtividade dos cultivares de soja decresceu foram de 2,24 a 2,97 MPa, conforme os cultivares.

Soil compaction by machine traffic and least limiting water range related to soybean yield

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

Estudo de métodos de inoculação para a avaliação de cultivares de soja a Fusarium tucumaniae

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