Approach to phylogenetic systematics with emphasis on biodiversity in textbooks

Abstract

This study aims to present an analysis of how phylogenetic systematics is presented when it comes to biological diversity in materials intended for high school. Eight didactic collections were analyzed, and seven previously approved by PNLD/2015 and a reference to the curricular proposal of the state of São Paulo. For this purpose, a form from specialized theoretical references, composed of eighteen criteria that contemplate from the composition of the theoretical content to the complementary notebooks, has been elaborated. The collections and excerpts were categorized by following the three stages of the Content Analysis proposed by Bardin (1997). It was found that only 25% of the collections meet the pre-established criteria. In most collections it still perpetuates the treatment of biodiversity in a linear way, with little or almost no contextualization. However, advancement can be denoted, which is the projection of phylogenetic systematics as a dynamic science, with possibilities for current and future research, which can make reading more stimulating for students. The importance of teacher training on the coauthorship and the choice of didactic collections is also emphasized, since conceptual inaccuracies are recurrent.