Uma análise das pesquisas em educação publicadas nos Anais do Congresso Brasileiro de Micologia - CBMic (período 2016-2024)

Abstract

Fungi are heterotrophic eukaryotes that have a cell wall made of chitin, nutrition by absorption, and reproduction mediated by spores. The content about these organisms is typically explored in an unattractive way through monotonous theoretical classes or through uninvolving practices, limited to conceptual and descriptive content addressed out of context with an emphasis on pathogenicity, although the study of fungi provides a wide range of opportunities for learning procedures and attitudes. Thus, it is urgent to broaden the scope of mycology teaching in order to include the various aspects that allow educators to significantly enrich the learning experience of students, providing a more engaging and effective experience for students, as well as aligning with the broader objectives of the educational field. Therefore, these questions sparked interest in analyzing the educational works presented in the VIII, IX and X editions of the Brazilian Congress of Mycology (CBMic) in order to verify the characteristics of the scientific productions between 2016 and 2024, as well as the efforts to overcome the aforementioned problems. Thus, this work is a bibliographic research carried out using a qualitative-quantitative approach, under the precepts of categorical content analysis. Thus, it is noticeable that the data obtained and analyzed demonstrate that, in general, the researchers used approaches that contradicted the paradigms concerning the teaching of mycology.