Efeito de períodos de controle de plantas daninhas sobre o desenvolvimento inicial de plantas de eucalipto

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Pegamento e crescimento inicial de enxertos do pessegueiro 'Aurora-1' em clones de umezeiro (Prunus mume Sieb. et Zucc.) e 'Okinawa' [Prunus persica (L.) Batsch] propagados por estacas herbáceas

O presente estudo teve por objetivo avaliar o pegamento e o crescimento inicial de enxertos do pessegueiro 'Aurora-1' em clones de umezeiro (Prunus mume Sieb. et Zucc.) e 'Okinawa' [Prunus persica (L.) Batsch] propagados por estacas herbáceas. Realizaram-se dois experimentos, adotando-se a enxertia de borbulhia por escudo (março) e borbulhia por escudo modificada (julho). Com os resultados obtidos, pode-se concluir que é viável a realização da enxertia do 'Aurora-1' nos Clones 05; 10 e 15 de umezeiro e no 'Okinawa', tanto em março quanto em julho, com as metodologias utilizadas. O 'Okinawa' induz crescimento mais rápido ao enxerto, de forma que o ponto máximo do comprimento é atingido em tempo menor.

Aplicação de zinco via sementes e seu efeito na germinação, nutrição e desenvolvimento inicial do sorgo

O objetivo deste trabalho foi avaliar o efeito da aplicação de zinco em sementes de sorgo (Sorghum bicolor (L.) Moench) na nutrição, na germinação e no desenvolvimento inicial das plantas, em casa de vegetação. Utilizou-se delineamento inteiramente casualizado dos tratamentos, em esquema fatorial 2x5, duas cultivares de sorgo (BR 304 e BR 310) e cinco doses de Zn (0, 3,57, 7,14, 14,28 e 28,56 g de Zn por kg de sementes), com três repetições. Foram avaliadas as variáveis de germinação (tempo médio, média diária e a velocidade), e 28 dias depois da semeadura, determinou-se a massa da matéria seca e os teores de Zn na parte aérea e nas raízes. A aplicação de Zn nas sementes de sorgo não afetou o acúmulo de matéria seca da parte aérea, entretanto, diminuiu a germinação e o acúmulo de matéria seca das raízes e da planta inteira. O Zn aplicado nas sementes de sorgo acumulou-se principalmente nas raízes. A cultivar BR 304 apresentou maior absorção de Zn e acúmulo de matéria seca, em relação à cultivar BR 310.

Condutividade elétrica e teor de água inicial das sementes de soja

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

Autoconhecimento e práticas corporais: para uma educação transpessoal integradora do saber ao ser no processo de formação inicial dos alunos de educação física

This thesis deals with the self-knowledge importance and corporal practices and the contribution of the Transpersonal Education for the initial formation process of students of Physical Education. In this context, students are stimulated to come in contact with the bases of learning to know, to make, to live together and to be for the promotion of integral education. We give priority to holistic conception of educating based in Emergent Paradigm. In this conception, student in initial formation is led to get back the view of integral being, life and love as education basis. We had as starting point, the essential dimensions to the learning geared toward the embodiment integration, autopoiesis and trans-disciplinarity. This work presents tracks for the teacher formation of Physical Education. It deals with the unfolding of teaching experiences in 2006, in Graduation Course in Physical Education of Universidade Federal do Rio Grande do Norte, in subject of Corporal Conscience, offered to undergraduate students which can be characterized as an action-research. This process was chosen as knowledge and intervention method because it allowed knowing and acting at the same time, studying the conditions and results of accomplished experience. In shared meetings with reflected experiences, we appeal to the experiences of situations that had mobilized the corporal, emotional, mental and spiritual dimensions of participants. The data collected through observations, accounts, questionnaires and interviews of learning processes had been starting points for the beginning of dialogue along with students of Graduation Course in Physical Education. The findings had been interpreted through of hermeneutics and discourse analysis. In this research, participants are considered as protagonist and boosters of educative process. The theoretical basis was supported by Transpersonal Education which contributed for a peace culture and respectful relationship. In its initial formation process, this research protagonists had evidenced of the importance of transpersonal education, geared toward action and changing, new ways of being and living together, facing the daily conflicts from a human and rational perspective. The research emphasized the importance of a new look on the teacher formation of Physical Education to face the limits of fragmented formation. Thus, we recognize that through the teacher education process, the transpersonal education provided wide significant changes reported during research, extending and re-meaning different learning levels such as: cognitive, emotional, attitudinal, and behavioral geared toward the personal and transpersonal development, reiterating the relevance of self-knowledge for development and establishment of pedagogical practice which prioritizes the life direction. The necessity of integrating knowledge to being in the initial process of teaching formation was emphasized in all the transpersonal meetings

O uso de modelos no ensino de química: uma investigação acerca dos saberes construídos durante a formação inicial de professores de Química da UFRN

In the past twenty years, there has been a significant increase of researches about teacher s professionalization. In that context, the investigations concerning teacher s knowledge represent an important contribution, as they aim to identify and to rescue the base of knowledge that sustains the teacher s profession. In particular, the reflections and propositions of Lee Shulman have been constitute a fundamental subsidy to the teacher s professionalization in the sense of harnessing the pedagogic knowledge to the content s knowledge, establishing the pedagogic knowledge of the content that characterizes and differentiates the teacher and the bachelor in a certain field of knowledge. Among the indispensable knowledge for the Chemistry teacher's professional practice, in this research we have pointed out the pertinence of the knowledge on the use of models in Chemistry classes in the middle and high school. Those knowledges regard the comprehension of students concerning the understanding and models elaborated in science and the models implemented in the Chemistry teaching, as well as the abilities to plan didactic situations that use models. In this research, we aimed to identify the contributions and barriers during the Chemistry teacher education, in UFRN, in relation to the construction of knowledge that subsidize training teachers in the elaboration of teaching activities that involve the use of models. The investigation was accomplished in UFRN, in the Course of Degree in Chemistry, along with 13 student teachers that studied the subject Practice of Chemistry Teaching. For this research, the following instruments were used: questionnaires with open and closed questions, elaboration of a plan of activities for the Chemistry teaching and an interview to answer the established study s questions. The data was analyzed in an established criteria, classified and tabled. The results showed that the student teachers representations regarding scientific knowledge contemplated, among other topics, the idea of a method for his/her construction. In some cases, the models role was emphasized in that construction, as well as the social dimension in the validation of that knowledge. The scientific models were highlighted by most of the student teachers, as a representation method to explain, understand and interpret the chemical phenomena. On the other hand, the didactic models stood out, in most of cases, as a method of aiding the Chemistry students of the Basic Education to understand the scientific models. The representations regarding those categories contemplated important aspects, although in a superficial way, reflecting the limitations of reflections during the formative process. In the elaboration of teaching activities that use models, difficulties were evidenced, in the process of plan construction, relative to the didactic structure and to the proposition of activities that contemplated models, although the student teachers have mobilized different elements regarding the pedagogic knowledge of the content. Such verifications evidence the urge for the teacher development programs to promote changes in the teacher education in order to propitiate, during this process, reflections, discussions and propositions of activities regarding categories highlighted in this research, contributing to the construction of initial elements regarding the pedagogic knowledge of the content that will be developed throughout teaching, therefore corroborating to the teacher s professionalization

Ser professor de português: o que dizem os discursos reguladores, os alunos e os professores no contexto da formação inicial (UMINHO/Portugal e UFRN/Brasil)

The constitution of being a teacher of Portuguese occurs in a dynamic process involving various factors, such as the requirements of regulatory documents, the context of teacher formation, and the configuration of current society, per se. This study is aimed at reflecting on the initial formation of teachers of Portuguese and on official documents that face this formation, raising the following questions: (1) what does it mean to be a Portuguese teacher? (2) what is the vision of the subjects (teachers and students) involved with the formation of teaching the Portuguese Language? (3) how do these individuals deal with official documents? and (4) how do these subjects discourses relate? To understand the context of the formative processes and the knowledge inherent in them, first we take the studies of Garcia (1999) and Tardif (2002) as a theoretical framework, and to understand and interpret the utterances of the interviewees, we were grounded in the writing of Bakhtin (2003), for whom the object of the Humanities, the sciences of man, is the text, since man is, by nature, an expressive being. We situate this study in the framework of qualitative research. It is a multiple case study that focuses on two contexts: formation of teachers of Portuguese at the University of Minho, Portugal, and the Federal University of Rio Grande do Norte, Brazil. The data that make up the research corpus come from documents elaborated by the Ministries of Education of Portugal and Brazil and were adopted by the two teacher formation institutions cited, from individual interviews involving eight trainer teachers (four from each university), and from two group-interviews (one in each institution), done with students in training. Our analysis is divided into three stages: first, document analysis; second, analysis of the discourse of the teachers in both contexts studied; and, third, analysis of the speech of the students in training. It is noteworthy that our purpose in this research was not to come out with a definition like being a teacher of Portuguese is X, but we are interested, above all, in discussing the issues surrounding initial formation, seeking different points of view, and hearing voices coming from different social positions for better understanding our object of study. Our analysis reveals that the initial formation of teachers of Portuguese, both in Portugal and Brazil, occurs in a complex way, under the influence of various factors, including: (a) difficulties in having the individuals involved adapt to the demands of regulatory agencies; (b) students and teachers adequacy to the organizational model of the post-secondary institution; (c) teachers difficulties to deal with the learning problems of students who have limited schooling basis and come from distinct socioeconomic realities; (d) a search for the establishment of methodologies for teaching and learning the Portuguese Language more adequate to reality; and (e) a search for a definition of professional knowledge needed for the teaching practice

Um estudo sobre o estágio supervisionado na formação inicial de professores de matemática na Bahia

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education

Avaliação do Desempenho e Excreção de Cálcio em Duas Linhagens de Frangos de Corte, na Fase Inicial, Alimentados com Diferentes Níveis de Aminoácidos e de Cálcio

Dois experimentos foram realizados com o objetivo de avaliar os efeitos de diferentes níveis de aminoácidos e de cálcio sobre o desempenho e excreção de cálcio de duas linhagens de frangos de corte (Cobb e Avian Farms) na fase inicial de criação. Foram avaliados os dados de desempenho (consumo de ração, ganho de peso e conversão alimentar) e excreção de cálcio. Foram utilizadas 540 aves, em cada experimento, distribuídas em delineamento inteiramente casualizado, em esquema fatorial 3x2, ou seja, 3 perfis de aminoácidos (metionina, metionina+cistina, lisina e treonina - 100%, 125% e 150% dos níveis do NRC,1994) e 2 níveis de cálcio (75% e 100% dos níveis do NRC,1994), com 30 aves por repetição. Analisou-se o cálcio excretado das aves, e para tanto, utilizou-se 72 aves, em cada experimento, alojadas em gaiolas, seguindo o mesmo delineamento descrito anteriormente. Não houve interação entre os tratamentos estudados. Para a linhagem Avian Farms, o ganho de peso diminuiu com a elevação dos níveis de aminoácidos e ocorreu menor excreção de cálcio com menor nível de cálcio da dieta. A linhagem Cobb não foi influenciada pelos tratamentos em nenhum dos parâmetros estudados.

Um estudo sobre a apreciação do raciocínio matemático na formação inicial de professores

The present work focused on developing teaching activities that would provide to the student in initial teacher training, improving the ability of mathematical reasoning and hence a greater appreciation of the concepts related to the golden section, the irrational numbers, and the incommensurability the demonstration from the reduction to the nonsensical. This survey is classified itself as a field one which data collection were inserted within a quantitative and qualitative approach. Acted in this research, two classes in initial teacher training. These were teachers and employees of public schools and local governments, living in the capital, in Natal Metropolitan Region - and within the country. The empirical part of the research took place in Pedagogy and Mathematics courses, IFESP in Natal - RN. The theoretical and methodological way construction aimed to present a teaching situation, based on history, involving mathematics and architecture, derived from a concrete context - Andrea Palladio s Villa Emo. Focused discussions on current studies of Rachel Fletcher stating that the architect used the golden section in this village construction. As a result, it was observed that the proposal to conduct a study on the mathematical reasoning assessment provided, in teaching and activity sequences, several theoretical and practical reflections. These applications, together with four sessions of study in the classroom, turned on to a mathematical thinking organization capable to develop in academic students, the investigative and logical reasoning and mathematical proof. By bringing ancient Greece and Andrea Palladio s aspects of the mathematics, in teaching activities for teachers and future teachers of basic education, it was promoted on them, an improvement in mathematical reasoning ability. Therefore, this work came from concerns as opportunity to the surveyed students, thinking mathematically. In fact, one of the most famous irrational, the golden section, was defined by a certain geometric construction, which is reflected by the Greek phrase (the name "golden section" becomes quite later) used to describe the same: division of a segment - on average and extreme right. Later, the golden section was once considered a standard of beauty in the arts. This is reflected in how to treat the statement questioning by current Palladio s scholars, regarding the use of the golden section in their architectural designs, in our case, in Villa Emo

A representação social de disciplinas didático-pedagógicas no contexto da formação inicial docente: um entremear de saberes

We seek, through this study, to analyze about social representation that the students of licentiate degree course of the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN - have about didactic-pedagogical subjects. We utilize the Social Representations Theory (MOSCOVICI, 2009; 2012; JODELET, 2001) as a theoretical and methodological contribution and as aim, we identify this social representation and understand how it is influenced by the formation of these undergraduates. So we developed the research under the seven undergraduate classroom courses offered by IFRN, namely: Biology, Spanish, Physics, Geography, Computer Science, Mathematics and Chemistry, covering units located both in the capital and in the countryside. While methodological approach we used the Procedure of Multiple Classification (PMC) - (ROAZZI, 1995), whose realization requires a set of words achieved through of Free Technique of Words Association - FTWA - (ABRIC, 1998). For this realization we have a total of one hundred twenty (120) participants, with thirty (30) in FTWA and other stage in the realization of free classification and directed that correspond to the MPR. Achieved the empirical data, we use the analysis of content (BARDIN, 2011; FRANCO, 2007) and multidimensional (ROAZZI, 1995) for the course of his interpretation. Finally, we identify the social representation of didactic and pedagogical subjects centered around the idea that it is through these subjects that can achieve the profile of "good professional" as one who gathers knowledge and attributes required for the full development of teaching involving capabilities it and characteristics that mark the sense of professionalism. Furthermore, we found that the anchoring social representation on the understanding that these disciplines "teach the teacher to be" in the image and its objectification of the "good teacher", ie, one that reaches through the training process and experiences, qualities that make it unique and able to carry full professional. Still see that the actions of the teacher trainer affects the way students perceive, assume and engage in the study of teaching and pedagogical subjects and it reflects significantly the social representation then created

A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN

This work is a research about the policy of initial education of teachers made by the federal government, in the Brazilian educational view in the 1990 s. It is based on that the procedures to the initial education of teachers are in a much bigger context of the productive rearrangement and of the reconstruction of the State and they have in the international institutions, like the CEPAL, UNESCO and the World Bank, their main mediators. The dissertation aims to analyze the implementation of the policy of initial education of educators, having as empirical field the CEFET RN institution, and as reference the undergraduate course of Geography, more specifically the subject vocational practice. This study is advised by the theoretical and methodological fundamentals of the qualitative research, and it is being characterized by a case study. Among the methodological procedures which were used, some of them can be pointed out such as, the bibliographic research, the documental analysis, the application of questionnaires and the carrying out of interviews. The studies show up CEFETs and the Superior Education Institutes were considered by the Brazilian government suitable for the introduction of the initial education of vocational training, related to teaching, a proposed model by updated principles of international organizations. However, in the CEFET RN reality, although the difficulties listed by the teachers and students in the introduction of the subject vocational practice, the initial background in the undergraduate course of Geography got one point which is getting close to the teaching that is carried out in universities, privileging teaching, research and extension. For the people who have participated of researches, the subject vocational practice is relevant for the curriculum of teaching education because it makes the articulation between theory and practice possible, aspects considered essential ones for a teaching education of quality. Also, the studies show that one of the big obstacles faced in the introduction of the subject in question, was the lack of assistance to the students who are in a period of training and in the execution of research and extension projects caused by the insufficiency of educators to perform in the undergraduate course, as well as the lack of time of the teachers due to a large number of activities that they develop in their workplace (CEFET RN). This fact reveals the way how the policy of education of teachers came to educational institutions, imposed by MEC, without considering their structure conditions. Although the difficulties, the innovator character of the experience stood out, as in relation to the locus of education as because of being an educational model which involves theory and practice and the different kinds of knowledge, pretty necessary ones for the teaching education, as well as coming beyond a pragmatic education coherent with the immediate interests of the world of work

Seletividade de herbicidas: III - aplicação de herbicidas em pós emergência inicial e tardia da cana-de-açúcar na época da estiagem

Este trabalho objetivou avaliar a seletividade dos herbicidas diuron+hexazinone, azafenidin+hexazinone, metribuzin e isoxaflutole aplicados em pós-emergência inicial e tardia das plantas de cana-de-açúcar, variedade RB835089, na época da estiagem, em soqueira de quarto corte, após colheita com queima prévia do canavial, em Araras, SP. O delineamento experimental foi o de blocos casualizados com testemunhas pareadas, com cinco tratamentos e quatro repetições, existindo uma testemunha capinada para cada tratamento químico dentro de cada bloco. Os tratamentos foram: diuron+hexazinone (1.170+330 g ha-1), azafenidin+ hexazinone (192,5+247,5 g ha-1), metribuzin (1.920 g ha-1), isoxaflutole (127,5 g ha¹) e testemunha capinada. Concluiu-se que os herbicidas foram mais fitotóxicos quando aplicados na pós-emergência tardia. em pós-emergência inicial, as plantas recuperaram-se totalmente dos efeitos fitotóxicos dos herbicidas. Na pós-emergência tardia, azafenidin+hexazinone, isoxaflutole e diuron+hexazinone prejudicaram o índice de fluorescência e a produtividade agrícola.

Seletividade de herbicidas: II - aplicação de herbicidas em pós-emergência inicial e tarida da cana-de-açúcar na época das chuvas

Objetivou-se com este trabalho testar a seletividade dos herbicidas diuron+hexazinone, azafenidin+hexazinone, metribuzin e isoxaflutole, aplicados em pósemergência inicial e tardia das plantas de cana-de-açúcar, cultivar RB835089, na época das chuvas, em soqueira de terceiro corte, após colheita com queima prévia do canavial, em Araras-SP. O delineamento experimental foi o de blocos casualizados com testemunhas pareadas, com cinco tratamentos e quatro repetições, existindo uma testemunha capinada para cada tratamento químico dentro de cada bloco. Os tratamentos foram: diuron+hexazinone (1.170+330 g ha-1), azafenidin+hexazinone (192,5+247,5 g ha-1), metribuzin (1.920 g ha-1), isoxaflutole (127,5 g ha-1) e testemunha. Concluiu-se que os herbicidas foram mais fitotóxicos quando aplicados na pós-emergência tardia. em pós-emergência inicial, o isoxaflutole foi o único produto que afetou a produtividade agrícola. Na pós-emergência tardia, todos os herbicidas prejudicaram a produtividade agrícola, sendo o diuron+hexazinone o único produto que não afetou as características tecnológicas e o rendimento de açúcar.

Emergência e crescimento inicial de plântulas de Archontophoenix cunninghamiana H. Wendl. & Drude provenientes de sementes de diferentes plantas matrizes

A diversidade genética é um fator fundamental nos programas de melhoramento e seleção de plantas, dessa forma, o objetivo no trabalho foi avaliar genótipos de Archontophoenix cunninghamiana quanto à emergência e crescimento inicial das plântulas, no sentido de orientar a seleção de plantas matrizes. Os frutos maduros foram colhidos em dez plantas matrizes em Monte Alegre do Sul - SP, nos quais se avaliaram o peso e as dimensões e, nas sementes, também o peso e as dimensões, além do teor de água, emergência, índice de velocidade de emergência, diâmetro e comprimento da parte aérea e massa seca de plântulas. O delineamento utilizado foi o inteiramente casualizado e a comparação entre médias foi realizada pelo teste de Tukey (P<0,05). Entre as sementes das matrizes, há diferenças nas características físicas e fisiológicas, o que possibilita a identificação e seleção de matrizes produtoras de sementes de qualidade superior.