Recursos didáticos para o ensino de Sistemática Filogenética na educação básica: uma revisão bibliográfica

Abstract

Evolution is recognized by the scientific community as an integrative theme in the teaching of science and biology, although this is not properly considered in the main official curriculum documents of Brazilian education. Because of this, effectively addressing it in the classroom requires the teacher's attention, so that its teaching does not become fragmented, contradicting its structural nature, or reduced to a mere opposition of ideas, such as Darwin vs Lamarck, for example. Due to its structural nature, evolution can be addressed in practically all contexts of science and biology education, with one of the main examples being the study of biodiversity. The main model for describing the relationship between evolution and diversity comes through Phylogenetic Systematics and its graphical representations, cladograms. However, the conventions used in the construction and interpretation of cladograms are abstract and require teachers' attention for proper teaching. Because of this, Phylogenetic Systematics is often considered a difficult subject by teachers and students in basic education. One possible way to overcome this is through the use of a greater variety of teaching resources, beyond the textbook, facilitating the teaching process and bringing students closer to the conventions involved in interpreting a cladogram. In this sense, the objective of this work was to gather didactic resources and strategies produced for the teaching of Phylogenetic Systematics in basic education. For this, a bibliographic research was conducted using the Google Scholar platform, employing a combination of seven search terms related to teaching proposals ("teaching", "teaching material", "didactics", "didactic", "activity", "playful" and "game-based") and four related to the theme ("phylogenetic systematics", "phylogeny", "phylogenetic" and "cladogram"). At the end of the reading and selection process, 14 studies containing a total of 25 didactic resources were used in the study. The majority of the resources involved the development or interpretation of cladograms, using textual-visual strategies, didactic models, and games. They were all categorized and described in order to simplify access and choice by teachers of the most suitable resources for their needs and pedagogical objectives, possibly stimulating a greater frequency of their use in classes, thus encouraging tree thinking in students.