Nova tecnologia de poda para o café Arábica: poda programada de ciclo para o café Arábica

This study aimed to better understand the productive behavior of Coffea arabica when cultivated using the new management of Cyclic Pruning Program for Arabica Coffee (CPPAC), stablished using the same principles of the Cyclic Pruning Program for Conilon Coffee. The experiment was carried out in Baixo Guandú, Espírito Santo state, in the Southeast region of Brazil, in order to test the conditioning of this new pruning management for Arabica coffee (CPPAC) over the crop yield of a plantation of Catuaí Vermelho IAC 81. It was found increased crop yield with use of the (CPPAC) over the traditional management of Arabica coffee, considering five consecutive years of production. The (CPPAC) technique can be used as a viable alternative for pruning management of Arabica coffee.Este estudo teve como objetivo compreender melhor o comportamento produtivo do café, Coffea Arábica quando cultivado usando a nova tecnologia da Poda Programa de Ciclo para o Café Arábica (PPCA), estabelecida usando os mesmos princípios da Poda Programa de Ciclo do Café Conilon. O experimento foi desenvolvido em Baixo Guandu, no Espírito Santo, na região Sudeste do Brasil, a fim de testar o condicionamento dessa nova tecnologia de poda para o Café Arábica (PPCA) sobre o rendimento da colheita de uma plantação de café Catuaí Vermelho IAC 81. Foi encontrado aumento da produtividade com o uso da PPCA sobre a poda tradicional do café arábica, considerando cinco anos consecutivos de produção. A técnica da PPCA pode ser usada como uma alternativa viável para a poda do café arábica

Comparison between grafting and cutting as vegetative propagation methods for conilon coffee plants - doi: 10.4025/actasciagron.v35i4.16917

The purpose of this study was to assess the growth of conilon coffee tree plantlets that were propagated by grafting and cutting. The experiment was conducted at the plantlet production site of Incaper’s Experimental Farm in the city of Marilândia, Espírito Santo State. For grafting, plantlets derived from the seed propagation of Coffea canephora cv. Robusta Tropical (ENCAPER 8151) were used as rootstocks, and six clones of cv. Conilon Vitória (INCAPER 8142) were used as the grafts. The cutting was performed with six clones that were used for grafting. The experimental design consisted of randomized blocks of twelve treatments with five repetitions composed of twelve plantlets. On the hundred and fifth day, the averages of the variables were assessed and compared by the Scheffé test at a probability of 5%. The grafted plantlets were superior for almost all of the characteristics assessed, which suggests that it is possible to propagate conilon coffee trees.

Professores e Alunos: o engendramento da violência da escola

The school violence engendering is partially analyzed, considering the violence production in the school environment. This is a bibliographic research with quantitative and qualitative approach. Sources: 77 theses and 15 dissertations carried out in Brazil (2007 to 2012). Data collection and organization: Content Analysis. Main reference: Bernard Charlot and Pierre Bourdieu. Results: the sources showed that Brazilian teachers participate effectively in the school violence engendering, contributing to violence production in the school environment. The students are the main victims. The teacher is less affected by physical and verbal violence. The symbolic power is the most perpetrated by the teacher against the student. The school also plays a major role in it.Analisa-se o engendramento de uma face da violência da escola, tendo em vista a produção da violência em espaço escolar. Pesquisa bibliográfica quanti-qualitativa. Fontes: 77 dissertações e 15 teses produzidas no Brasil (2007 a 2012). Coleta e organização dos dados: Análise de Conteúdo. Fundamentação base: Bernard Charlot e Pierre Bourdieu. Resultados: as fontes apontaram que professores brasileiros são protagonistas na constituição da violência da escola, contribuindo para a produção da violência em espaço escolar. Os alunos são as principais vítimas dessa violência. O professor sofre menos violência física e verbal do que o aluno. A violência simbólica é a mais usada pelo professor contra o aluno. A escola também usa desse expediente