Abstract Many plant species from Brazilian semi-arid present arbuscular mycorrhizal fungi (AMF) in their rhizosphere. These microorganisms play a key role in the establishment, growth, survival of plants and protection against drought, pathogenic fungi and nematodes. This study presents a quantitative analysis of the AMF species associated with Mimosa tenuiflora, an important native plant of the Caatinga flora. AMF diversity, spore abundance and root colonization were estimated in seven sampling locations in the Ceará and Paraíba States, during September of 2012. There were significant differences in soil properties, spore abundance, percentage of root colonization, and AMF diversity among sites. Altogether, 18 AMF species were identified, and spores of the genera Acaulospora, Claroideoglomus, Dentiscutata, Entrophospora, Funneliformis, Gigaspora, Glomus, Racocetra, Rhizoglomus and Scutellospora were observed. AMF species diversity and their spore abundance found in M. tenuiflora rhizosphere shown that this native plant species is an important host plant to AMF communities from Brazilian semi-arid region. We concluded that: (a) during the dry period and in semi-arid conditions, there is a high spore production in M. tenuiflora root zone; and (b) soil properties, as soil pH and available phosphorous, affect AMF species diversity, thus constituting key factors for the similarity/dissimilarity of AMF communities in the M. tenuiflora root zone among sites.

Biological invasions pose a serious threat to native semi-arid areas of Brazil, especially in areas of the state of Ceará that are typically invaded byCryptostegia madagascariensis, an exotic plant species from Madagascar. However, how this biological invasion influences the composition of the arbuscular mycorrhizal fungal (AMF) community and how this affects further invasion by C. madagascariensis is not well known. Here we tested how inoculation with species of AMF affects the development of this invasive plant. We analyzed and compared the AMF community composition of four different stages of biological invasion by C. madagascariensis, and examined the effects of inoculation with these four AMF communities, plus a dominant AMF species (Rhizoglomus intraradices) on plant dry biomass, root colonization, plant phosphorous concentration, and plant responsiveness to mycorrhizas of plants of C. madagascariensis. We found that all studied treatments (except the inoculum from the native plant root zone) promoted the growth of C. madagascariensis and lead to a higher P concentration. Our results demonstrate that the invader might be altering the composition of the AMF community in field conditions, because inoculation with this community enhanced invader growth, root colonization, and P uptake.

El DN Jovem, suplemento que el periódico portugués Diário de Notícias (DN) comenzó a publicar en mayo de 1983, se convirtió rápidamente en un escaparate para los nuevos prosistas, poetas, fotógrafos e ilustradores. En junio de 1996, año en que el acceso a la Internet en los hogares portugueses no era siquiera el uno por ciento, su contenido migró del papel al online. La transición, determinada por la Administración de DN en el ámbito de una reestructuración del periódico, anunció la muerte de aquel que, según el escritor portugués José Jorge Letria, era “el lugar más importante para la revelación y la afirmación de nuevos valores literarios” en el Portugal democrático.

O DN Jovem, suplemento que o Diário de Notícias começou a publicar em maio de 1983, rapidamente se tornou uma montra para novos prosadores, poetas, fotógrafos e ilustradores. Em junho de 1996, ano em que o acesso à Internet nos lares portugueses não atingia sequer um por cento, os seus conteúdos migraram do suporte impresso para o online. A transição, decidida pela Administração do DN no âmbito de uma reestruturação do jornal, anunciou a morte daquele que, segundo o escritor José Jorge Letria, foi “o mais importante espaço de revelação e de afirmação de novos valores literários” no Portugal democrático.

Le DN Jovem, supplément que le quotidien portugais Diário de Notícias (DN) a commencé à publier en mai 1983, est rapidement devenu une vitrine pour prosateurs, poètes, photographes et illustrateurs. En Juin 1996, quand l’accès Internet dans les foyers portugais n’a pas atteint l’un pour cent, son contenu était migré du papier au support en ligne. La transition, déterminée par l’Administration du DN en vertu d’une restructuration du journal, a annoncé la mort d’un supplément que, selon l’écrivain portugais José Jorge Letria, était “l’endroit le plus important pour la révélation et l’affirmation de nouvelles valeurs littéraires” dans le Portugal démocratique.

The DN Jovem, a supplement that the Portuguese newspaper Diário de Notícias (DN) began publishing in May 1983, quickly became a showcase for new prose writers, poets, publishing in May 1983, quickly became a showcase for new prose writers, poets, photographers and illustrators. In June 1996, when access to the Internet didn’t even reach one percent of Portuguese homes, its contents migrated from print to online. The transition, determined by the Administration of DN within a newspaper’s restructuring, announced the death of a supplement that was, according to Portuguese writer José Jorge Letria, “the most important spot for the revelation and affirmation of new literary values” in democratic Portugal.

Este artigo apresenta o trabalho realizado entre maio e novembro de 2005, pela Comissão Assessora de Avaliação do Exame Nacional de Desempenho dos Estudantes (ENADE) da área da Pedagogia, incumbida de propor diretrizes, objetivos e outras especificações para a construção dos instrumentos de avaliação a serem aplicados aos estudantes ingressantes e concluintes participantes do Exame de 2005. Após uma breve recapitulação histórica da trajetória dos Cursos de Pedagogia no país, em termos legais e situacionais, é destacado o contexto, marcado pela ausência de Diretrizes Curriculares Nacionais devidamente aprovadas, no qual ainda se situavam esses Cursos em 2005. Nesse sentido, a Comissão Assessora trabalhou sob o impacto da conjugação dos fatores da realidade e das discussões e tensões que ainda marcavam o cotidiano dos Cursos de Pedagogia, procurando contemplar as proposições do movimento nacional à luz das determinações do SINAES. Os parâmetros orientadores das matrizes para a construção dos instrumentos - conhecimentos e habilidades demandados - partiram das definições do perfil do Pedagogo e das áreas de atuação consagradas nos documentos aprovados por entidades representativas da área, os quais têm orientado a organização curricular da maioria dos cursos ora em desenvolvimento. Respeitados os princípios estabelecidos pelo SINAES e pelo ENADE na definição de uma política nacional de avaliação do Ensino Superior, a Comissão orientou todas as etapas de seu trabalho pela concepção de avaliação como instrumento de articulação de saberes, num estímulo à mútua cooperação e às práticas formativas solidárias. Tomada como uma questão pública e não só técnica, tendo como suporte o compromisso ético-político com a defesa do caráter público e social da instituição universitária, a avaliação tem, pois, conseqüências não apenas restritas ao seu âmbito, mas com repercussões importantes para a sociedade.

This paper presents the work conducted between May and November of 2005 by the Evaluation Assistance Committee of the National Student Performance Exam (ENADE) in the field of Pedagogy. The purpose of the Committee is to present guidelines, objectives and other specifications that contribute to the construction of evaluation tools to be provided to in-coming and graduating students who participate in the 2005 Exam. The text begins with a brief historic recapitulation of the trajectory of Pedagogy Programs in Brazil, in legal and situational terms. The analysis emphasizes the context of these Programs in 2005, one that is marked by the absence of properly approved National Curriculum Guidelines. Given this fact the Assistance Commission addressed the impact of the various elements in this situation and the discussions and tensions that still mark the daily life of the Pedagogy Programs, considering the propositions of the national movement in light of the determinations of SINAES. The guiding parameters of the matrixes for the construction of the instruments - the knowledge and abilities required - are based on the definitions of the profile of the pedagogue and of the fields of activity consecrated in the documents approved by the representative entities in the field, which have guided the curricular organization of most of the operating programs. Respecting the principles defined by SINAES and ENADE for the establishment of a national evaluation policy for Higher Education, the Commission guided all of the phases of its work by the concept of evaluation as an instrument of articulation of knowledge, to encourage mutual cooperation and solidary educational practices. Considered as a public and not only technical issue, which is supported by an ethical and political commitment in defense of the public and social character of the university, the evaluation has consequences that go beyond this institution and has important repercussions for society.

O texto examina as políticas e programas no campo da formação do atual governo, identificando linhas de uma política marcada por ações de formação focalizadas, de cursos a distância, pela Universidade Aberta do Brasil. Analisa suas relações com a transformação da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) em agência reguladora da formação de professores. Tomando por referência a base comum nacional, indica as condições para uma política global de formação e profissionalização dos profissionais da educação, nos termos defendidos pela área da educação e pela Associação Nacional pela Formação dos Profissionais da Educação (ANFOPE).

This text explores the present government policies and programs in the field of training and identifies political lines marked by actions of focalized training, through distance courses, and by the Open University of Brazil. It analyses its relations to the transformation of the Coordination for the Advance of Graduate Personnel (CAPES) into an agency that regulates teachers' training. Based on the Brazilian common basis, it points out conditions for a global policy to train and professionalize the professionals of education in the terms advocated by the field of education and by the National Association for the Professional Educators Formation (ANFOPE).

Neste artigo, os autores analisam as novas diretrizes curriculares do curso de pedagogia, objeto de normatização do Conselho Nacional de Educação (CNE), em 2005, a partir do debate feito à luz do acervo de conhecimentos teórico-práticos sistematizados pelas principais entidades do campo educacional (ANFOPE, ANPED, CEDES, FORUMDIR, ANPAE).<A NAME="tx01"></A><A HREF="#nt01">1</A> Evidenciam, criticamente, alguns dos problemas e das tensões que marcam a trajetória desse curso ao longo da história da educação brasileira. Focalizam, no âmbito das políticas educacionais, em especial, o movimento dos educadores pela definição das diretrizes curriculares para a formação dos profissionais da Educação Básica, que reflete posições de ordem epistemológica, pedagógica e política atinentes às visões e aos projetos educacionais em disputa, no Brasil, nas últimas décadas. A problematização das diretrizes curriculares concorre para ampliar a compreensão da complexidade do campo da pedagogia e dos desafios teórico-práticos com que as instituições de ensino superior, em particular as universidades, deparam-se para materializar a reforma do curso de pedagogia, na esteira das novas regulamentações legais e na perspectiva de uma formação cidadã.

Based on the debate conducted in the light of the theoretical-practical knowledge acquired by the main organisms of the educational field (ANFOPE, ANPED, CEDES, FORUMDIR, ANPAE), the authors analyze the new curriculum guidelines of the pedagogy course, which was regulated by the Conselho Nacional de Educação (CNE - Brazilian Council for Education) in 2005. They critically highlight some of the problems and tensions that have marked the trajectory of this course along the history of Brazilian education. Within the educational policies, they more particularly focus on the educator movement for the definition of curriculum guidelines for the training of basic education professionals, which reflects some epistemological, pedagogical and political positions related to the educational visions and project in dispute, in Brazil, these last decades. Problematizing the curriculum guidelines helps understanding better how complex the field of pedagogy is and what theoretical-practical challenges face the higher education institutions, more particularly universities, in order to concretize the reform of the pedagogy course to comply with the new legal regulations but also from the point of view of a citizen training.

The importance of biodiversity (below and above ground) is increasingly considered for the cleanup of the metal contaminated and polluted ecosystems. This subject is emerging as a cutting edge area of research gaining commercial significance in the contemporary field of environmental biotechnology. Several microbes, including mycorrhizal and non-mycorrhizal fungi, agricultural and vegetable crops, ornamentals, and wild metal hyperaccumulating plants are being tested both in lab and field conditions for decontaminating the metalliferous substrates in the environment. As on todate about 400 plants that hyperaccumulate metals are reported. The families dominating these members are Asteraceae, Brassicaceae, Caryophyllaceae, Cyperaceae, Cunouniaceae, Fabaceae, Flacourtiaceae, Lamiaceae, Poaceae, Violaceae, and Euphobiaceae. Brassicaceae had the largest number of taxa viz. 11 genera and 87 species. Different genera of Brassicaceae are known to accumulate metals. Ni hyperaccumulation is reported in 7 genera and 72 species and Zn in 3 genera and 20 species. Thlaspi species are known to hyperaccumulate more than one metal i.e. T. caerulescence = Cd, Ni. Pb, and Zn; T. goesingense = Ni and Zn and T. ochroleucum = Ni and Zn and T. rotundifolium = Ni, Pb and Zn. Plants that hyperaccumulate metals have tremendous potential for application in remediation of metals in the environment. Significant progress in phytoremediation has been made with metals and radionuclides. This process involves rising of plants hydroponically and transplanting them into metal-polluted waters where plants absorb and concentrate the metals in their roots and shoots. As they become saturated with the metal contaminants, roots or whole plants are harvested for disposal. Most researchers believe that plants for phytoremediation should accumulate metals only in the roots. Several aquatic species have the ability to remove heavy metals from water, viz., water hyacinth (Eichhornia crassipes (Mart.) Solms); pennywort (Hydrocotyle umbellata L.) and duckweed (Lemna minor L.). The roots of Indian mustard are effective in the removal of Cd, Cr, Cu, Ni, Pb, and Zn and sunflower removes Pb, U, 137Cs, and 90Sr from hydroponic solutions. Aquatic plants in freshwater, marine and estuarine systems act as receptacle for several metals. Hyperaccumulators accumulate appreciable quantities of metal in their tissue regardless of the concentration of metal in the soil, as long as the metal in question is present. The phytoextraction process involves the use of plants to facilitate the removal of metal contaminants from a soil matrix. In practice, metal-accumulating plants are seeded or transplanted into metal-polluted soil and are cultivated using established agricultural practices. If metal availability in the soil is not adequate for sufficient plant uptake, chelates or acidifying agents would be applied to liberate them into the soil solution. Use of soil amendments such as synthetics (ammonium thiocyanate) and natural zeolites have yielded promising results. Synthetic cross-linked polyacrylates, hydrogels have protected plant roots from heavy metals toxicity and prevented the entry of toxic metals into roots. After sufficient plant growth and metal accumulation, the above-ground portions of the plant are harvested and removed, resulting the permanent removal of metals from the site. Soil metals should also be bioavailable, or subject to absorption by plant roots. Chemicals that are suggested for this purpose include various acidifying agents, fertilizer salts and chelating materials. The retention of metals to soil organic matter is also weaker at low pH, resulting in more available metal in the soil solution for root absorption. It is suggested that the phytoextraction process is enhanced when metal availability to plant roots is facilitated through the addition of acidifying agents to the soil. Chelates are used to enhance the phytoextraction of a number of metal contaminants including Cd, Cu, Ni, Pb, and Zn Researchers initially applied hyperaccumulators to clean metal polluted soils. Several researchers have screened fast-growing, high-biomass-accumulating plants, including agronomic crops, for their ability to tolerate and accumulate metals in their shoots. Genes responsible for metal hyperaccumulation in plant tissues have been identified and cloned. Glutathione and organic acids metabolism plays a key role in metal tolerance in plants. Glutathione is ubiquitous component cells from bacteria to plants and animals. In phytoremediation of metals in the environment, organic acids play a major role in metal tolerance. Organic acids acids form complexes with metals, a process of metal detoxification. Genetic strategies and transgenic plant and microbe production and field trials will fetch phytoremediaition field applications.The importance of biodiversity and biotechnology to remediate potentially toxic metals are discussed in this paper. Brassicaceae amenable to biotechnological improvement and phytoremediation hype are highlighted.

Este texto analisa as iniciativas do atual Governo Lula no campo da formação de professores. Para esta análise foi considerado o Programa Toda Criança Aprendendo, orientador da política de formação continuada e da certificação de professores, que oferece as diretrizes para a criação das matrizes de competência e da Rede Nacional de Centros de Pesquisa e Desenvolvimento da Educação. Tais matrizes deverão constituir-se em referência não apenas para os processos de certificação dos professores, mas sobretudo para a acreditação e autorização das instituições formadoras. A atual política, ao dar seqüência às políticas anteriores marcadas pela subordinação do país às agências internacionais de financiamento, indica, portanto, uma continuidade do processo de desprofissionalização do magistério e o aprofundamento do processo de controle e regulação do trabalho docente, principalmente por meio dos exames de certificação e da ampliação do caráter tutorial da formação, com a criação da Rede e, nela, a priorização de produção de programas de educação a distância e material didático para a formação continuada de professores da educação básica.

The purpose of this work is to analyze the initiatives of Lula Administration related to the professional training of teachers. The analysis was based on the so-called 'Every Child Must Learn' program (Toda Criança Aprendendo), which regulates the ongoing training and certification of teachers and sets the guidelines to establish competency standards and a National Network of Educational Research and Development Centers. The referred standards should be established with reference to not only the teachers' certification procedures but also to the official recognition and authorization of professional training institutions. The current policy is in line with former policies marked by subordination to international financial agencies, and, therefore, represents the continuity of the deprofessionalization of teacher training. It also implies the increased control and regulation of teaching activities, mainly by means of certification exams and the increasingly tutorial nature of training as a result of the referred Network and, with it, the prioritization of distance learning programs and teaching material for the ongoing training of basic education teachers.

O trabalho analisa as políticas de formação de professores centrando-se na análise das Diretrizes Nacionais para Formação Inicial de Professores para a Educação Básica em Nível Superior, por identificar nesse documento legal a materialização das múltiplas facetas das políticas de formação, desde a definição das competências e habilidades, passando pela avaliação de desempenho e organização curricular. Identifica-se a temática da avaliação como estreitamente vinculada à questão da formação de professores, principalmente em virtude das políticas para a formação de professores e da adoção do modelo de competências na definição das Diretrizes Nacionais para Formação Inicial de Professores para a Educação Básica em Nível Superior. A criação de um sistema federativo de certificação de competências dos professores indica que estamos vivenciando o processo de flexibilização do trabalho docente comprometendo a luta histórica dos educadores pela profissionalização do magistério.

This paper analyses the policies of teacher training focalizing on the Directives on Teachers' Initial Training for Basic Education in Higher Education. This legal document can be seen as the materialization of the multiple facets of the training policies, from the definition of competence and skills to the assessment of performance and curricular organization. The theme of assessment is assumed as closely linked to the issue of teacher training mainly because of the policies of teacher training and the adoption of the model of competence in the definition of the Brazilian Directives on Teachers' Initial Training for Basic Education in Higher Education. The creation of a federative system of teacher competence certification indicates that we are experiencing the process of flexibilization of teacher work, which jeopardizes the historical fight of educators for the professionalization of teacher training.

O presente trabalho apresenta as discussões que têm orientado o debate acerca da formação dos profissionais da educação, recuperando a trajetória do movimento dos educadores na luta pela sua formação e pela profissionalização do magistério - representada na atualidade pela Associação Nacional pela Formação dos Profissionais da Educação (Anfope) - nos últimos 20 anos. A construção coletiva em torno da base comum nacional, em oposição às políticas de formação, e a proposta de escola única de formação, que materializa os princípios da Anfope para a reorganização dos cursos de formação dos profissionais da educação nas universidades, vêm orientando o debate atual na resistência às políticas oficiais de aligeiramento e fragmentação da formação profissional.

This work presents the discussion that have oriented the debate about the formation of educational professionals, recuperating the trajectory of the movement of the educators in the struggle for transformation and professionalization of teaching as represented actually by the National Association for the Professional Educators Formation (Anfope), during the last 20 years. The collective construction of common national base in opposition to the formation policies and the proposal of a single school of formation which materializes Anfope's principles for the reorganization of the courses of education professional formation in the universities, have oriented the actual debate of resistence to the official policies that propugnes hastening and fragmentation in the professional teaching formation.

Reclamation of metalliferous areas is a priority field of biogeochemistry of trace elements. Ultramafic outcrops rich in heavy metals have been mapped in different parts of the world. Heavy metals are potentially cytotoxic, caricinogenic and mutagenic. Environment protection agencies and legislations insisting the mine operators to restore the mine spoils and tailings since the metal leachates have serious implications in production of healthy agricultural products. Hence, restoration of mine spoils, tailings and metalliferous soils is a challenging task for the well being of Humans. Synthetic and natural zeolites have been used as chelators for rapid mobility and uptake of metals from contaminated soils by plants. Use of synthetic chelators significantly increased Pb and Cd uptake and translocation from roots to shoots facilitating phytoextraction of the metals from low grade ores. Contrastingly, synthetic cross linked polyacrylates, hydrogels have protected plant roots from heavy metals toxicity and prevented the entry of metals into roots. However, application of these synthetics on large scale may not be a practical solution due to exorbitant costs. Therefore, introduction of metal tolerant wild plants to metalliferous soils, genetic engineering of plants for enhanced synthesis and exudation of natural chelators into the rhizosphere, improvement of the rhizosphere with the help of mycorrhiza and integrated management of the metalliferous ecosystem following the principles of phytoremediation are discussed in this paper.