Monica Torres

Common bean is the most important grain legume for human consumption and has a role in sustainable agriculture owing to its ability to fix atmospheric nitrogen. We assembled 473 Mb of the 587-Mb genome and genetically anchored 98% of this sequence in 11 chromosome-scale pseudomolecules. We compared the genome for the common bean against the soybean genome to find changes in soybean resulting from polyploidy. Using resequencing of 60 wild individuals and 100 landraces from the genetically differentiated Mesoamerican and Andean gene pools, we confirmed 2 independent domestications from genetic pools that diverged before human colonization. Less than 10% of the 74 Mb of sequence putatively involved in domestication was shared by the two domestication events. We identified a set of genes linked with increased leaf and seed size and combined these results with quantitative trait locus data from Mesoamerican cultivars. Genes affected by domestication may be useful for genomics-enabled crop improvement.

The text is part of the investigative concerns from the authors with regard to the dialogue between literature and science teaching. It starts from several theoretical approaches around the general didactics, university or superior didactics, science’s didactics and for last, literature’s didactics. This is largely due to our search which is focused in articulate the university didactics with science and literature’s didactics, meanwhile, we pretend to answer to the questions ¿How are the specific didactics of science and literature going to contribute to the university didactics and how is the last one going to contribute to these specific didactics? ¿Is it the dialogue between science and literature possible? The paper has been made in middle education, in Educative Institution José Miguel de Restrepo y Puerta, from Copacabana and also in university education, in the academic unities of Dietetics and Nutrition School, Agricultural Sciences and Medicine, from the University of Antioquia. Finally, the partial results indicate: i) the necessity of general Didactics as a discipline focused on teaching and learning processes to ask itself for its internal problems and establish relations with specific didactics.