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EFICÁCIA DA PROTEÍNA VIP3AA NO MANEJO DE Spodoptera frugiperda EM ALGODOEIRO
(Instituto Federal Goiano, 2025-12-12) SANTOS, MÁRCIO VICTOR GONÇALVES DOS; Perreira, Jardel Lopes; http://lattes.cnpq.br/4506329863627887; Lopes Pereira , Jardel; http://lattes.cnpq.br/4506329863627887; Júlio Silva Cruz, Sihélio; Jakelaitis, Adriano; Nogueira, Luciano
The fall armyworm (Spodoptera frugiperda) is considered one of the most significant agricultural pests in Brazil, particularly affecting cotton crops grown under conventional production systems. To reduce the damage caused by this insect and to enhance management efficiency, genetically modified varieties expressing the insecticidal Bacillus thuringiensis (Bt) protein were developed, offering a more effective control alternative. However, the improper use of this technology, especially the absence or incorrect implementation of refugees, has favored the development of resistant populations in response to the available Bt technologies. The objective of this study was to evaluate the efficacy of the Vip3Aa protein in controlling Spodoptera frugiperda in cotton cultivars. To this, larvae collected in Luís Eduardo Magalhães, Bahia, were compared with a reference population from Embrapa, both maintained on conventional cotton plants and Bt cotton plants. The parameters assessed included larval duration, viability, and survival under the treatments analyzed. The results demonstrated the high effectiveness of the Bt technology (Vip3Aa) in controlling Spodoptera frugiperda originating from Luís Eduardo Magalhães, Bahia. A significant mortality rate was observed in larvae fed with Bt cotton leaves and floral buds, reaching levels close to 100% after 168 hours of exposure, in contrast to the low mortality recorded in conventional cotton. Contrary to the initial hypothesis, no substantial survival was detected that would indicate established or emerging resistance in this field population. Consequently, due to the high susceptibility of the evaluated population, it was not possible to assess the fitness cost associated with resistance to the Vip3Aa protein in this study, as the primary condition (the presence of resistant individuals) was not met. The findings reinforce that this technology remains effective in the region; however, continuous monitoring and resistance management practices—such as the use of refuge areas—remain essential to preserving its long-term efficacy.
TESTE2
(Instituto Federal Goiano, 0025-12-01) NUNES, LUIZ; TESTE2, TESTE2; TESTE2; TESTE2; TESTE2
TESTE2
Cultura digital e educação profissional e tecnológica: ferramentas pedagógicas para a educação de jovens e adultos
(Instituto Federal Goiano, 2026-03-26) Nascimento, Andre, Roger Sá; Silva, Jesiel; http://lattes.cnpq.br/1262375754694269
This work discusses the relationship between Digital Culture and Vocational and Technological Education (VTE), investigating how digitalization influences corporate control over technical training and the development of digital skills in students. The research starts from the premise that VTE, a result of historical struggles of the working class, needs to balance preparation for the market with a broad and critical education. In this context, digital culture emerges both as a tool of control and as a means of emancipation. The study analyzes the historical trajectory of VTE in Brazil, arguing that, despite legal advances such as the Law of Guidelines and Bases of National Education (LDBEN) of 1996, VTE still faces challenges, such as the influence of capital, which tends to limit training to specific market needs. The theoretical framework addresses the formative conceptions present in Youth and Adult Education (EJA-VTE), contrasting the welfare and compensatory vision with more critical and emancipatory approaches, inspired by Paulo Freire. The importance of integrated education as a guiding principle is discussed, seeking to articulate general and professional education, overcoming the fragmentation of knowledge. The research also investigates the identity of EJA-EPT (Youth and Adult Education - Professional and Technological Education) participants, recognizing them as workers with prior knowledge and life experiences that should be valued. Regarding teaching work, the text points to the need for teachers to adopt a critical and emancipatory stance, overcoming paternalistic views and seeking continuing education that enables them to use digital culture in a pedagogical and transformative way. Finally, the work proposes that, for EPT to be an agent of transformation, digital culture should be used not only as a technical tool, but as an object of critical analysis, promoting the autonomy of students and teachers and ensuring digital competencies.
O PAPEL DAS BACTÉRIAS PRODUTORAS DE ÁCIDO INDOLACÉTICO (AIA) NO ENRAIZAMENTO E CRESCIMENTO VEGETAL
(Instituto Federal Goiano, 2026-03-27) Silva, Danilo Ferreira; Oliveira, Patrícia Rasteiro Ordiale; http://lattes.cnpq.br/2130602862308818
Indoleacetic acid (IAA) is the main natural auxin involved in regulating plant growth-promoting bacteria. In recent years, the scientific community has focused its attention on the use of plant growth-promoting bacteria (PGPB), especially those capable of producing IAA, as a sustainable alternative to stimulate germination, rooting, and development in different plant species. This review brings together evidence from studies demonstrating the effectiveness of these bacteria in various agricultural crops and plant species, including vegetables and plants propagated by cuttings or micropropagation. Among the microorganisms most cited in the literature are species of the genera Rhizobium, Bacillus, Pseudomonas, Enterobacter, Pantoea, Burkholderia, and Azospirillum, recognized for their ability to synthesize IAA and promote plant growth. The results analyzed indicate that, when well selected, these bacteria have the potential to improve root development, promote nutrient absorption, and contribute to increased plant vigor, potentially reducing the use of synthetic inputs partially or totally. However, some studies indicate that excessive concentrations of IAA can cause negative physiological effects, highlighting the importance of proper management of these microorganisms. It is concluded that the rational use of AIA-producing bacteria represents a promising strategy for strengthening
DESAFIOS DA INCLUSÃO DIGITAL NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA: A DESIGUALDADE DE ACESSO ÀS TECNOLOGIAS E SEU IMPACTO NO ENSINO TÉCNICO
(Instituto Federal Goiano, 2026-03-11) Sousa, Ligia Christine Oliveira ; Cruz, Eduardo Nogueira da ; Santos, Cinara Gomes dos ; Santos, Nelielson Duarte dos ; Nascimento Neto, Jonas Cordeiro do; http://lattes.cnpq.br/0343345023727315
Digital inclusion presents a central challenge for achieving equitable education in Professional and Technological Education (PTE). This study investigates the economic, geographic, and social barriers that hinder access to digital technologies and analyzes their impacts on the technical training of students in different contexts. Using critical frameworks such as Freire (1996, 2005), who advocates for emancipatory education, and Saviani (2020), who discusses the school's role in overcoming social inequalities. The work also dialogues with Tapscott (2008) on the digital generation and with Bourdieu and Passeron (1970) on the reproduction of inequalities in the educational field. The methodology adopts a mixed approach, combining a literature review, analysis of secondary data (IBGE, Cetic.br, and INEP), and the planned collection of primary data in technical schools. Preliminary results indicate that digital exclusion compromises the use of innovative methodologies, the development of digital competencies, and student retention, especially in rural and peripheral regions (Oliveira & Scopel, 2024; Marques, Vieira & Pontel, 2020). Thus, it is evident that inequality in access to technologies perpetuates a cycle of social and professional exclusion, reinforcing the urgency of public policies that promote digital inclusion as a basic educational right and a condition for comprehensive human development. Keywords: Digital inclusion; Professional and Technological Education; Social inequality; Access to technologies; Emancipatory education.