Cryptococcus haglerorum, sp. nov., an anamorphic basidiomycetous yeast isolated from nests of the leaf-cutting ant Atta sexdens.

A yeast strain (CBS 8902) was isolated from the nest of a leaf-cutting ant and was shown to be related to Cryptococcus humicola. Sequencing of the D1/D2 region of the 26S ribosomal DNA and physiological characterization revealed a separate taxonomic position. A novel species named Cryptococcus haglerorum is proposed to accommodate strain CBS 8902 that assimilates n-hexadecane and several benzene compounds. Physiological characteristics distinguishing the novel species from some other members of the C. humicola complex are presented. The phylogenetic relationship of these strains to species of the genus Trichosporon Behrend is discussed

Occurrence of Killer Yeasts in Leaf-Cutting Ant Nests

Killer activity was screened in 99 yeast strains isolated from the nests of the leaf-cutting ant Atta sexdens against 6 standard sensitive strains, as well as against each other. Among this yeast community killer activity was widespread since 77 strains (78 %) were able to kill or inhibit the growth of at least one standard strain or nest strain. Toxin production was observed in representatives of all the studied genera including Aureobasidium, Rhodotorula, Tremella and Trichosporon, whose killer activity has not yet been described

Os conteúdos escolares das disciplinas de história e ciências e suas relações com a organização curricular da Educação Física na escola Contenidos de los cursos de historia y de la ciencia y sus relaciones con la organización del currículo de educación física en la escuela Contents of history and science disciplines and their relation to the organization of physical education curriculum in school

O propósito desse estudo foi investigaras relações entre os conteúdos das disciplinas de História e Ciências com a Educação Física. Assim, buscou-se apontar princípios para a organização dos conteúdos conforme os ciclos escolares do 6º ao 9º ano, garantindo sua integração com o projeto político pedagógico. Os resultados mostraram que os livros das demais disciplinas auxiliam a sistematização dos conteúdos da Educação Física na escola e que é fundamental o professor participar da elaboração do projeto político pedagógico e dos projetos de ensino, além de conhecer os livros didáticos adotados pela escola. Da mesma forma, é importante que se esclareça aos demais professores o corpo de conhecimentos específicos da Educação Física e qual seu papel nos projetos escolares, possibilitando a reflexão sobre como organizar os conteúdos e sobre como aproveitar as informações deste trabalho.<br>El propósito de este estudio fue investigar la relación entre el contenido de las disciplinas de Historia y Ciencias con de la Educación Física. Por lo tanto, hemos tratado de señalar principios para la organización de contenidos como los ciclos escolares a partir del 6 º al 9 º grado, lo que asegura su integración con el proyecto político pedagógico. Los resultados mostraron que los libros de otras disciplinas ayudan a sistematizar los contenidos de la educación física en la escuela y el maestro es crucial que participen en el desarrollo de los proyectos de enseñanza políticos y pedagógicos, además de conocer los libros de texto aprobados por la escuela. Asimismo, es importante aclarar a otros profesores del cuerpo específico de conocimiento de la educación física y su papel en proyectos de la escuela, lo que permite la reflexión sobre la forma de organizar el contenido y la información sobre la manera de hacer este trabajo.<br>The purpose of this study was to investigate the relations between the contents of History and Science and Physical Education (PE) at school. Therefore, an effort was made to set principles to establish the sequence of contents for the 6t h to 9t h grades, and at the same time assuring the integration of PE to the school's political pedagogical proposal. The results demonstrate that those documents present a set of knowledge that offers possibilities to systematize the PE contents at school and show that the participation of PE teachers and their knowledge about books adopted is essential to build the political pedagogical proposal. Moreover, teachers from other disciplines should be aware of Physical Education specific knowledge and its value to school projects. This approach could lead to reflections on how to organize the contents while taking advantage of this work