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The Sunflower plant is an oilseed of great importance on the world stage. However, their productivity may be compromised by lack of rain and availability of nutrients. Thus this study aimed to evaluate the growth of sunflower plants under different hydric regimes in two soils with the application of cattle biofertilizer. The experiment was performed in a greenhouse State University of Paraíba campus IV in Catolé do Rocha, Paraíba, Brazil. The treatments were arranged in a completely randomized design using a 2 × 2 × 5 factorial for two levels of water availability (100 and 50% WA), two soils Entisol and Alfisol and five rates of cattle biofertilizer (0.0, 2.5, 5, 7.5 and 10% of the substrate volume), totaling 20 treatments with nine replications and 180 experimental plots. At 90 days after sowing the plants were evaluated for growth and biomass accumulation. The reduction from 100 to 50% WA negatively affected the vegetative behavior of the plants in both soils. The increased growth and biomass accumulation occurred with the application of biofertilizer rates of 3.5 and 10% (v/v) in Entisol and Alfisol, and respectively.

Work arising from the discussions of the subject Teacher Training and Teaching Professionalization: programs, processes and pedagogical practices of a Graduate Program in Education at a Brazilian university. We start from the research problem: do continuing education favor the development of critical-reflective thinking in teachers at school?. As a general objective: to analyze the perception of Basic Education teachers about critical reflection of their professional work resulting from continuing education. We carried out a descriptive, bibliographical and documentary research with a qualitative approach based on the works of Alarcão (2003), Candau (2003), Freire (1989, 2010), Nóvoa (2019), Prada (2010), Zeichner (2008), among others. . According to the results of the research, the importance of critical-emancipatory reflection was verified and how it impacts on pedagogical knowledge and actions. Schools still do not follow reflective thinking, leaving gaps in continuing education and in the development of an emancipatory praxis. It should offer training with themes based on a demand arising from teachers and not imposed vertically, as they do not have significant effects.