Chemistry teacher training courses have been undergoing restructuring, encouraged by changes in legislation and various research in the educational area. This work presents an overview of the regulations, which in recent years has been considering the importance of including reflective practices during initial training courses, by increasing the workload of internships and the implementation of the “Practice as a Curricular Component” (Prática como Componente Curricular). In the light of these regimentation, through a documentary analysis, we investigate aspects related to the structure of the teacher education curriculum in two undergraduate chemistry courses, which are presented as courses with different curriculum structures, especially the percentage of hours devoted to specific activities that differentiate from the bachelor’s degree for the course as a whole and the distribution of these activities over the 4 years of the course. We identified resistance in change the structure of the curriculum to disassociate the teacher training courses from the baccalaureate. It was also investigated the profile of teachers for both institutions, which are similar and show that the majority of teachers have a bachelor profile, raising a question about the training of teacher educators.

O objetivo foi desenvolver um protocolo de germinação e propagação in vitro de porongo (Lagenaria siceraria). Foram conduzidos experimentos de desinfestação e germinação de sementes inteiras e sem tegumento. O meio MS suplementado de 30g L-1 de sacarose foi utilizado para a propagação de explantes cotiledonares, ápices caulinares e segmentos nodais. Sementes inteiras de porongo somente germinaram sobre papel germitest. Sementes sem tegumento, desinfestadas pela imersão em álcool 70% por 1min. e em solução de 3 a 4% de hipoclorito de sódio por 10min, germinaram em meio de cultura contendo água destilada e 30g L-1 de sacarose, possibilitando o estabelecimento in vitro plântulas de porongo. Explantes cotiledonares produzem brotações adventícias, e ápices caulinares e segmentos nodais crescem e enraízam em meio MS, sem a adição de reguladores de crescimento. A organogênese direta a partir de explantes cotiledonares associada à regeneração de ápices caulinares e segmentos nodais facilita a propagação in vitro do porongo, o que oferece uma excelente oportunidade para explorar a cultura de tecidos, entre outras aplicações, como ferramenta auxiliar no melhoramento genético desta espécie.

The objective was to develop a protocol of 'in vitro' germination and propagation of bottlegourd (Lagenaria siceraria). Experiments of 'in vitro' disinfestation and germination were carried out with intact seeds and seeds without tegument. Cotyledonary explants, apical and nodal segments were propagated in MS medium, supplemented with 30g L-1 of sucrose. Bottlegourd intact seeds only germinated on germitest paper. Seeds without tegument, disinfected in alcohol 70% for 1min. and sodium hypochlorite (3 to 4%) for 10min., geminated in a culture medium of distilled water and 30g L-1 of sucrose, making possible the 'in vitro' establishment of bottlegourd seedlings. Cotyledonary explants produce adventitious shoots and apical and nodal segments grow and root in MS medium without growth regulators. Direct organogenesis of cotyledonary explants and regeneration of apical and nodal segments make easy bottlegourd 'in vitro' propagation and offer a good opportunity to use tissue culture as a complementary tool for breeding and genetics or other applications.