Organic wastes are considered the most significant components of urban solid waste, negatively affecting the environment. It is essential to use renewable resources to minimize environmental risks. Composting is one of the most sustainable methods for managing organic waste and involves transforming organic matter into a stable and nutrient-enriched biofertilizer, through the succession of microbial populations into a stabilized product. This work aimed to evaluate the efficiency of the new type of composter and the microbial and physiochemical dynamics during composting aiming to accelerate the degradation of organic waste and produce high-quality compost. Two inoculants were evaluated: (1) efficient microorganisms (EM); (2) commercial inoculum (CI), which were compared to a control treatment, without inoculation. Composting was performed by mixing organic waste from gardening with residues from the University's Restaurant (C/N ratio 30:1). The composting process was carried out in a 1 m3 composter with controlled temperature and aeration. The thermophilic phase for all treatments was reached on the second day. Mature compost was obtained after an average of 120 days, and composting in all treatments showed an increase in the availability of P and micronutrients. The new composter helped to accelerate the decomposition of residues, through the maintenance of adequate oxygen content and temperature control inside the cells, providing high metabolic activity of microorganisms, contributing to an increase in physicochemical characteristics, also reducing the composting time in both treatments. During composting, the bacteria and actinobacteria populations were higher than yeasts and filamentous fungi. The inoculated treatments presented advantages showing more significant mineralization of P-available and micronutrients such as Mn and Zn in terms of the quality of the final product in comparison to the control treatment. Finally, the new composter and the addition of inoculants contributed significantly to the efficiency of the process of composting organic waste.

In some leguminous plants, associations with nitrogen-fixing microorganisms allow their nutrition with nitrogen (N) from the atmosphere. This process is known as Biological Nitrogen Fixation (BNF), where through nitrogenase enzymes, N2 is converted to an available form. This process can replace in part, or in total, nitrogen fertilizers. Cowpea bean is a legume species that is recognized for its high capacity to carry out BNF. In the last decades, studies have encouraged small farmers from north and northeast Brazil to use inoculants with rhizobia species since the results of researches have demonstrated that inoculation is an interesting strategy to improve cowpea production. Considering the specific function of molybdenum (Mo) in the N assimilation, different doses of Mo were tested in this study in order to find doses that could improve and enhance BNF. Therefore, this study aimed to compare nitrogen fertilization and BNF in the N assimilation by plants with different Mo doses. Inoculation was performed with the strains UFLA 03-84 and INPA 03-11B. Doses of Mo were applied in seeds and each pot contained five seeds. Thirty-five days after germination, the plants were analyzed for shoot dry matter and fresh matter, N contents and accumulation, as well as the Soil-Plant Analysis Development (SPAD) Index and nodulation in inoculated plants. The different doses of Mo and also the nodulation treatments did not show significant differences in the contents of N. Plants with N fertilization had significant higher shoot dry matter and root dry matter production, in addition to higher N foliar contents and N accumulation. Therefore, BNF was not as efficient as nitrogen fertilization in the evaluated experimental conditions using cowpea beans.

remotas. Assim, a partir dessa relevância, surgiu este estudo, que teve como problema central a seguinte questão: quais estratégias de intervenção online podem ser utilizadas com crianças que possuem dificuldades na alfabetização? O foco se concretizou em desvelar essas estratégias de intervenção, a partir de uma visão crítica fundamentada em Magda Soares (2004). O lócus é uma escola pública situada na cidade de São Sebastião -Distrito Federal, na qual possui como um dos serviços de apoio multidisciplinar, a Equipe Especializada de Apoio à Aprendizagem, composta por duas pedagogas da carreira de Magistério Público da Secretaria de Estado de Educação do Distrito Federal. OBJETIVOO objetivo geral teve como embasamento a pergunta: quais estratégias de intervenção online podem ser utilizadas com crianças que possuem dificuldades na alfabetização? Delineou-se em: descrever e refletir sobre estratégias interventivas online utilizadas pela Equipe Especializada de Apoio à Aprendizagem de uma escola pública do DF, em relação aos estudantes com dificuldade no processo de alfabetização. O objetivo relacionou-se com o disposto na Base Nacional Curricular Comum -BNCC (2018), no que se refere ao campo do Ensino Fundamental/Anos Iniciais -Língua Portuguesa, no tópico 4.1.1.1. -Práticas de Linguagem, objetos de conhecimento e habilidades, onde se destaca o processo de alfabetização (BNCC, 2018, p. 89). Desta forma, o foco deste estudo se concretizou em desvelar essas estratégias práticas. A partir de uma visão crítica fundamentada em Magda Soares (2004), partindo dos pressupostos da BNCC (2018). TEMA, COMPONENTE CURRICULAR, ANO, UNIDADE TEMÁTICA E HABILIDADEA Equipe Especializada de Apoio à Aprendizagem que atua no lócus deste estudo atende estudantes do Ensino Especial, Educação Infantil e Ensino Fundamental -Anos Iniciais (1º ao 5º ano), sendo o foco principal os estudantes com dificuldades de aprendizagem e transtornos funcionais. Verifica-se que os estudantes com dificuldades mais acentuadas desta escola situam-se no Bloco Inicial de Alfabetização (B.I.A), que ocorre do 1º ao 3º Anos Iniciais. Desta forma, as estratégias práticas caracterizaram-se na alfabetização.

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