Quality of seedlings of Copaifera langsdorffii Desf Cultivated in Alternative Substrates According to the Source and Methods of Application of Humic Acids

The objective of this study was to evaluate the effect of humic acid application methods on an alternative organic substrate in the quality of seedlings of Copaifera langsdorffii Desf. The experiment was carried out in a nursery of production of forest seedlings under cover of the dark type with 50% of luminosity retention, located in the municipality of Dianópolis state of Tocantins, in geographical coordinates, 11° 37′ 41″ S of latitude, 46° 49′ 17″ W of longitude, with altitude of 702 meters. The results revealed that the use of the commercial humic acid source applied via foliar promotes a higher quality of seedlings in relation to the alternative source and the absence of application of humic acids

QUALIDADE DE MUDAS DE COPAIFERA LANGSDORFFII DESF., CULTIVADAS EM SUBSTRATOS ALTERNATIVOS, EM FUNÇÃO DE ADUBAÇÃO COMPLEMENTAR

There is a growing interest in the production of seedlings of native species for recovery of degraded areas, restoration of legal reserve and areas of permanent preservation or for use in different sectors of the economy. The objective of this study was to evaluate the quality of seedlings of Copaifera langsdorffii Desf. cultivated in an alternative substrate as a function of complementary mineral fertilization. The experiment was carried out at the Forest Nursery of the Federal University of Tocantins - UFT, Gurupi University Campus. A randomized complete block experimental design was used in a 2x12 factorial design with ten replications. They were measured at 90 days after emergence: Height of seedlings, Root length; Colo diameter; Dry mass of aerial part and root system; Leaf area; Substrate density and seedling quality index. The substrate was composed of Worm Humus (50%) and subsoil soil (50%) in the absence of fertilization provides improvement in the morphology of the seedlings as dry shoot mass, dry mass of the roots and the highest quality index of seedlings . Substrates with 75% commercial substance and 25% subsoil and 100% commercial substrate do not require fertility supplementation with fertilization to promote improvement in seed quality index. However, if the sources of commercial substrate and bark of charred rice are used, the use of fertilizer is recommended as the proportion of these organic compounds is reduced.Atualmente, é crescente o interesse na produção de mudas de espécies nativas para recuperação de áreas degradadas, recomposição de reserva legal e áreas de preservação permanente ou para o uso em diferentes setores da economia. Com isso objetivou-se avaliar a qualidade de mudas de Copaifera langsdorffii Desf. cultivada em substrato alternativo em função da adubação mineral complementar. O experimento foi desenvolvido no Viveiro Florestal da Universidade Federal do Tocantins – UFT, Campus Universitário de Gurupi. Instalou-se ensaio experimental em delineamento de blocos casualizados, em esquema fatorial de 2x12, com dez repetições. Foram mensurados aos 90 dias após a emergência: Altura das Mudas, Comprimento da Raiz; Diâmetro do Colo; Massa Seca de Parte Aérea e Sistema Radicular; Área foliar; Densidade do substrato e o Índice de Qualidade de Mudas. O substrato foi constituído por Húmus de Minhoca (50%) e terra de subsolo (50%) na ausência de adubação proporciona melhoria na morfologia das mudas quanto a massa seca da parte aérea, massa seca das raízes e o maior índice de qualidade de mudas. Os substratos com 75% de substância comercial e 25% de terra de subsolo e 100% de substrato comercial não requerem a suplementação da fertilidade com adubação para promover a melhoria no índice de qualidade de mudas. No entanto, se forem utilizadas as fontes de substrato comercial e casca de arroz carbonizada, recomenda-se o uso de adubação à medida em que forem diminuindo a proporção desses compostos orgânicos

CONCEPTS, PROCEDURES AND ATTITUDES IN SCIENCE TEACHING: EVALUATING A CLASS ON FUNGUS IN FUNDAMENTAL EDUCATION

Neste trabalho apresentamos os resultados da análise das aulas de uma Sequência de Ensino sobre o conteúdo de Fungos com alunos do 5° ano do Ensino Fundamental de uma escola pública. O objetivo foi avaliar as etapas da Sequência de Ensino com relação à abordagem dos conteúdos conceituais, atitudinais, procedimentais e factuais, por compreender que os conteúdos de Microbiologia no Ensino Fundamental estão relacionados a temas - como higiene pessoal e saúde e outros que envolvem o funcionamento do meio ambiente - que permitem, ao professor, trabalhar outros conteúdos além dos conteúdos conceituais. As aulas foram planejadas por alunos da graduação participantes do Projeto Institucional de Bolsa de Iniciação a Docência – PIBID Interdisciplinar de Ciências sob orientação da professora de Ciências do 5º ano. Foi percebido que, embora os alunos bolsistas do PIBID estivessem imersos em leituras e discussões enfocando temas como planejamento de ensino, tipologias de conteúdo, experimentação no ensino de Ciências, ensino-aprendizagem de conteúdos de Ciências, entre outros, as aulas apresentaram um viés tradicional, focando os conteúdos conceituais. Tal resultado nos leva a perceber a necessidade de compreender de que forma se relacionam o processo de formação docente e a prática pedagógica do futuro professor ou do professor iniciante.In this work we present the results of the analysis of the classes of a Teaching Sequence on the content of Fungi with students of the 5th year of Elementary School in a public school. The objective was to analyze the types of content (conceptual, attitudinal, procedural and factual) covered in the classes considering that the contents of Microbiology are related to themes that allow the teacher to work on other contents besides the conceptual contents. The classes were planned by students participating in the Institutional Project for Teaching Initiation Scholarship - PIBID Interdisciplinary Science under the guidance of the 5th year Science teacher. As main results it was noticed that, although the PIBID scholarship holders were constantly immersed in reading activities and discussions of topics such as teaching planning, experimentation in Science teaching, among others, thinking about planning that considered other learning beyond the conceptual one was a challenge . In general, the classes presented a traditional bias, prioritizing the teaching / learning of conceptual contents. Even the experimental practical activity, which would allow focusing on procedures and attitudes, was approached eminently with a proof of what had been presented in the theoretical classes. In addition, the interaction between fellows and students took place from an authoritative discourse, leading them to a certain point of view, that of school science. In general, the observed results lead to reflections on the teacher training process in undergraduate courses with regard to the relationship between theoretical knowledge and “doing” manifested in practice.En este trabajo presentamos los resultados del análisis de las clases de una Secuencia Docente sobre el contenido de Hongos con alumnos de 5º año de Educación Primaria en una escuela pública. El objetivo fue analizar los tipos de contenidos (conceptuales, actitudinales, procedimentales y factuales) tratados en las clases considerando que los contenidos de Microbiología están relacionados con temas que permiten al docente trabajar otros contenidos además de los conceptuales. Las clases fueron planificadas por estudiantes participantes del Proyecto Institucional de Beca de Iniciación a la Enseñanza - PIBID Ciencia Interdisciplinaria bajo la guía del profesor de Ciencias de 5º año. Como principales resultados se notó que, si bien los becarios del PIBID se encontraban constantemente inmersos en actividades de lectura y discusión sobre temas como la planificación de la enseñanza, la experimentación en la enseñanza de las ciencias, entre otros, pensar en la planificación que consideraba otros aprendizajes distintos al conceptual era un desafío. . En general, las clases presentaron un sesgo tradicional, priorizando la enseñanza / aprendizaje de contenidos conceptuales. Incluso la actividad práctica experimental, que permitiría centrarse en procedimientos y actitudes, se abordó eminentemente con una prueba de lo presentado en las clases teóricas. Además, la interacción entre becarios y estudiantes se dio desde un discurso autoritario, llevándolos a un cierto punto de vista, el de la ciencia escolar. En general, los resultados observados conducen a reflexiones sobre el proceso de formación docente en los cursos de pregrado en cuanto a la relación entre el conocimiento teórico y el “hacer” manifestado en la práctica

Clonal Fidelity and Genetic Diversity of Micropropagated Hancornia speciosa Gomes (Apocynaceae) as Evaluated by Molecular Markers

The plant tissue culture procedures for asexual multiplication of Hancornia speciosa represent an important process facilitating the preservation of selected genotypes of this threatened species and large-scale production of plantlets for population reinforcement or other utilization. However, there is no research regarding the somaclonal variation of this threatened species at molecular level. This study aimed to evaluate the role of the multiplication process in the genetic stability of H. speciosa plantlets and calluses using molecular markers. The tissue culture techniques for H. speciosa micropropagation used in this study did not influence the occurrence of somaclonal variation, which can be related to the genotypes of the donor plants and to the low concentrations of growth regulators used in tissue culture procedures adopted. The results observed here provide a reliable methodology for further studies involving micropropagation techniques with the goal of preserving selected or endangered genotypes of H. speciosa without genetic losses and producing seedlings of this species on a large scale. In addition, it was possible to verify that the donor plants used in this study showed a relatively low genetic variability