Effect of different culture media and plant growth regulators for the optimization of callus induction of Annona mucosa (Jacq.). The Annona mucosa is a fruit tree of the Annonaceae family that produces a range of secondary metabolites of medicinal interest, such as lignans, acetogenins and alkaloids. The callus culture represents a renewable source of valuable medicinal compounds and controlled supply of material for biological and phytochemical studies. Therefore, this study was carried out to investigate the effects of three nutrient media, different concentrations of picloram and cytokinin types, in order to optimize the biomass yield and friability of calluses of A. mucosa. Leaf and hypocotyl segments from seedlings produced from in vivo seed germination were used as explants, which were inoculated in MS, WPM and B5 culture media supplemented with picloram (2-20µM) only or in addition to the cytokinins BAP, KIN or TDZ (0,2 -1μM ). Cultures were maintained at 26±2°C in the dark, with monthly subcultures. After 90 days, biomass production was evaluated. In all treatments, hypocotyl explants provided the highest percentage of callus formation, particularly in WPM. The association with TDZ produced highly proliferative friable callus, with no oxidation, reaching higher values than the previous works with this species. The results enable the use of the calluses produced in cell suspensions and the subsequent phytochemical characterization, in order to explore the in vitro production of metabolites of the species.

ResumoAs questões da "escola moderna", da "aula moderna" e das "salas de aula do futuro" são tão antigas quanto à própria reconstrução da educação em seu modelo escolar contemporâneo. Há uma transformação no tecido social contemporâneo que coloca em xeque os rumos da escola, para além das formas como vem sendo analisados e criticados. A pesquisa abandonou o conceito de tecnofobia como explicação das dificuldades da informatização do cotidiano da aula e por meio do conceito de tecno-lag chegou à proposta de um novo mobiliário escolar (sistema de mesas articuladas) que contribuísse para a superação do paradoxo. O artigo, além de apresentar os elementos conceituais que geraram a proposta, debate ainda o papel desse novo design de sala de aula como viabilizador de um ambiente de educação em que ela se realize, simultaneamente, nos campos "do real" e "do virtual" e estimula pesquisas a respeito de uma Pedagogia que, para além do tradicional "download", possibilite o aprendizado pela interação e pelo "upload".Palavras chave: educação, informática, design, sala de aula do futuro. 147 Abstract The REVOLUTI CLASSROOM: DESIGN AND E DEVELOPEMMENT OF A MODEL FOR "THE CLASSROOM OF THE FUTURE"The issues of "modern school", the "modern class" and the "classroom of the future" are as old as the actual reconstruction of education in his school model. There is a transformation in the contemporary social network that calls into question the school, in addition to the forms as it has been analyzed and criticized. This is the progressive inormatization of everyday life which transcends the question of ownership of equipment and suggests that in less time than we think "connection rights" will be important social issue. This article presents the developmental stage of research, begun in 2007 on the Classroom of the Future carried out by the Post-GraduateProgram Educação, Cultura e Comunicação (UERJ / FEBF) and Habto Design (company incubated at UERJ / ESDI ) which resulted in Revoluti Room. The basic problem that generated this work was the perception of a paradox between theory and practice of innovation that are specific to the fields of Education and Informatics.In summary, both innovations seemed to work in opposite directions in the classroom, which reduces the inormatization of schools to the construction of instructional labs. The research replace the notion of technophobia as an explanation of the difficulties of inormatization of classrooms for the concept of techno-lag and has proposed new school furniture (tables articulated system) which would help overcome the paradox. The article, besides presenting the conceptual elements that led to the proposal, debate still the role of the new design of the classroom as a facilitator of learning environment which takes place simultaneously in the "the real"and "virtual" and encourages research about a pedagogy that, in addition to the traditional "download", enables learning by interaction and "upload".

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