Studies show the efficacy of the use of diatomaceous earth for insect control, however, lack studies on the effects of physical and chemical properties of wheat flour added diatomaceous earth. The aim of this study was to assess the physicochemical characteristics of wheat grains treated with increasingly higher dosages of diatomaceous earth and conventionally stored for a 180-day period. Samples containing 10 kg of wheat grains were treated with 0.0, 2.0 and 4.0 g kg -1 of diatomaceous earth and then conventionally stored. Analyses of grain hectoliter mass and ash content, as well as flour gluten content, flour color, alveography and farinography were performed at 0, 60, 120 and 180 days of storage. The experiment was carried out in a totally randomized design. The grain ash content and intensity of color component L* of wheat flour increase proportionally to the application of increasing doses of diatomaceous earth and longer storage periods. The grain hectoliter mass and values of +b* chromaticity coordinate, wet gluten content and gluten content in wheat flour diminish with the application of increasing doses of diatomaceous earth and longer storage periods. The gluten strength and dough stability of flour obtained from wheat grains without addition of diatomaceous earth increase with the storage period; this behavior was not observed in treatments with the application of 2.0 and 4.0 g kg -1 diatomaceous earth. The application of increasing doses of diatomaceous earth changes the physical and chemical characteristics of wheat grains stored, with consequent reduction of the flour technological quality.

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RESUMO Embora exista grande número de trabalhos sobre a aplicação de terra diatomácea no controle de insetos em grãos de trigo, as informações sobre o resíduo que permanece na farinha após a moagem, mesmo com retirada parcial na

One of the central issues of pedagogy is to understand how students’ knowledge articulates and which ones insert the new generations in the human world currently. The teaching practice is in constant transformation, in the historical and linguistic perspectives, requiring a reflection on its functioning in terms of assumptions and horizons. This theoretical essay presents an interpretation of the teaching, understood as the dialog of knowledge, a thesis widespread in the academy by Mário Osório Marques. The choice for the theme and the author has its motivation in the conviction that this understanding is qualified for today and, in addition, it directs the teaching practice of the authors in basic and higher educations. The narrative that follows is based on bibliographical research and guided by the daily challenges of teaching. The horizon of the argument, in turn, follows the path of rapprochement between the teacher as interlocution with the subjects involved and the pedagogical literature that bets on dialogism.