Carcinicultura: Relato de experiência no oeste do Paraná

Abstract

RESUMO O objetivo do projeto é estimular a produção de camarões através do repasse de tecnologia e acompanhamento da produção pela equipe do Laboratório de Carcinicultura da UFPR-Setor Palotina. Anualmente, é ministrado um curso de extensão teórico/prático, onde é fornecido material didático. Os resultados vem demonstraram a viabilidade da produção em sistemas de monocultivo e policultivo, com índices de produtividade de acordo com os melhores resultados alcançados na atividade.

First records of non-native species Malaysian prawn Macrobrachium rosenbergii (Decapoda: Palaemonidae) in an important South American hydrographic system

“…In Brazil, due to the expansion of continental aquaculture, especially the production of Nile tilapia (Oreochromis niloticus) (Linnaeus, 1758), and the viability of polyculture production including prawns, there is a warning signal for new species introductions in Brazilian inland waters. In this scenario, the State of Paraná stands out as the main vector of new introductions, given that it is the largest tilapia producer in Brazil (IBGE, 2017) and a precursor in the implementation of systems for farming fish and prawns together in the western region of the state (Dutra et al, 2015). This way, the present study describes the first records of the species M. rosenbergii in water bodies of the Piquiri River basin, State of Paraná, Brazil.…”

Students as promoters of rural extension in aquaculture in the Marajó archipelago, Pará, Brazil

“…According to Miter et al (2008), the union between theory and practice, represents the breaking of educational paradigms, since it proposes a new view on teaching, in which it brings experience as something essential in learning. For this reason, aquaculture extension projects are needed in educational institutions (Dutra et al, 2015).…”

“…Extension in Brazilian institutions is one of the ways to develop a complete academic education, which integrates theory and practice in communication with society and enables an exchange of knowledge between both(Manchur et al, 2013). The student's contact with the professional environment and with the agents that compose it (aquaculture farmers), stimulated the exchange of knowledge and experiences, for all who participated in these activities, such as, for example, the dialogue about the tambaqui fish production chain, as well as structures for the breeding and marketing of farmed fish Dutra et al (2015). highlights that it is necessary to integrate aquaculture knowledge with the shortage and needs of society, through the exchange of knowledge between students, teachers and aquaculture farmers.…”