Percepção De Macrofungos Por Estudantes De Uma Escola Publica No Nordeste Do Brasil

Oliveira, Tiago Kramer de; Rocha, José de Ribamar de Sousa; Pereira, Claudiana Silva; Andrade, Thales Eduardo Galdino; Lima, Adriana de Sousa; Santos, Raelson Filipy Martins

doi:10.22409/resa2016.v9i3.a21229

Cited by 3 publications

(4 citation statements)

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“…Por exemplo, de acordo com Santana et al (2012), esse aspecto pode ser claramente observado nos livros de referência indicados para o ensino superior: mesmo os livros destinados ao ensino superior, como Raven et al (2001), mostram que os conteúdos de Micologia já começam com um sério erro abordando os fungos junto ao Reino Plantae, supondo semelhanças que são inexistentes entre esses dois reinos (SANTANA et al, 2012, p. 4691). Oliveira et al (2016) também partilham da mesma ideia: esse táxon causa equívocos até mesmo dentro da ciência moderna, pois ele possui uma grande mobilidade, ora é caracterizado como parte do Reino Plantae, ora assumindo posição de grupo autônomo. Podemos observar isso nos livros destinados ao ensino superior, como por exemplo, Biologia Vegetal, de autoria de Raven et al (2001), que trazem conteúdos de micologia abordados junto ao Reino Plantae (OLIVEIRA et al, 2016, p. 55-56).…”

Section: O Ensino De Micologiaunclassified

“…Da mesma forma, nos cursos de Licenciatura em Ciências Biológicas e Ciências da Natureza, na maioria das vezes, ainda o estudo dos fungos é tratado dentro das disciplinas vinculadas à botânica (OLIVEIRA et al, 2016), o que, de certa forma, contribui para que esses organismos não sejam compreendidos como pertencentes a um táxon independente.…”

Section: O Ensino De Micologiaunclassified

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A visão de estudantes concluintes do Ensino médio sobre fungos

Silva¹,

Gouw

2021

Rev. Bra. Edu. Ciê. Edu. Mat.

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Resumo: O presente estudo trata-se de uma investigação sobre as percepções que os estudantes concluintes do ensino médio apresentam dos fungos. Acredita-se que a escolha pelo público-alvo em questão possa oferecer indícios das possíveis contribuições da escola no que se refere ao ensino de micologia, já que o estudante está prestes a finalizar a educação básica. A pesquisa foi realizada no município de Diadema/SP e contou com a participação de 305 estudantes de escolas públicas e privadas, que responderam um questionário de pesquisa sobre o tema. A análise dos resultados evidenciou que a maioria dos estudantes exibe uma visão dos aspectos negativos a respeito dos fungos, de forma a associá-los, predominantemente, a organismos causadores de doenças e exibindo pouco conhecimento da importância ecológica e econômica desses organismos. Uma concepção errônea comum entre os estudantes é a de que fungos são bactérias, não havendo diferenças entre esses organismos. É possível considerar também, que para uma parcela significativa dos estudantes, não é fácil ou natural falar sobre fungos, o que claramente evidencia a falta de familiaridade e conhecimento sobre o tema. Dessa forma, espera-se que os resultados desta pesquisa fomentem e contribuam com discussões que visem melhorar a qualidade do ensino de biologia nas escolas, especialmente quando o assunto em questão forem os fungos.Palavras chave: Fungos; Ensino de Micologia; Ensino Médio; Percepção dos Alunos; Percepção Pública da Ciência. The view of high school students about fungi Abstract: The present study is aimed to investigate the perceptions of graduating high school students on fungi. Choosing this target audience is justified because they may provide evidence of the possible contributions of science education regarding the teaching of mycology, once the student is about to conclude basic education. It is important to underline that the research was developed in the city of Diadema, São Paulo state, Brazil, where 305 students from public and private schools were engaged by answering a research survey on the subject. The analysis of the results showed that most students have a negative view of fungi, and they associate them mostly with disease-causing organisms and show little knowledge of the ecological and economic importance of these beings. Another clear association that comprises the students' perception is the misconception that fungi are bacteria, and that there are no differences between these organisms. It is also possible to consider that for a significant part of the students it is not easy or natural to talk about fungi, which clearly shows the lack of familiarity and knowledge on the subject. Therefore, it is expected that the results of the present research will motivate and contribute to discussions aimed to improve the quality of Biology education in schools, especially when the subject in question is fungi.Keywords: Fungi; Mycology teaching; High school; Students Perception; Public Understanding of Science.

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Section: O Ensino De Micologiaunclassified

A visão de estudantes concluintes do Ensino médio sobre fungos

Silva¹,

Gouw

2021

Rev. Bra. Edu. Ciê. Edu. Mat.

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“…En el estado de Pernambuco se ha registrado el uso medicinal de hongos liquenizados en una comunidad indígena (Londoño-Castañeda et al, 2017), mientras que en el sur del estado de Piauí se ha descrito cómo la población rural clasifica a los macrohongos (Sousa et al, 2015), destacando la manera en que la población los percibe en el entorno natural y el uso de algunas especies con fines medicinales (Sousa et al, 2017a). En una investigación con estudiantes de una escuela rural en el estado de Piauí, Oliveira et al (2016) mostraron que los estudiantes tenían conocimiento de las características morfológicas y los sustratos en los que se podían encontrar los macrohongos. Por otro lado, en el estado de Alagoas, los agricultores que viven en los alrededores de una reserva forestal reconocieron los macrohongos que se les presentaron, y que fueron recolectados en la reserva, citando sus nombres locales, correspondientes a la morfología (oreja de palo), ambiente donde se encuentran (cebolla del bosque) o propiedades que se les atribuyen (seta buena, seta mala); los tés fueron indicados para el tratamiento del cáncer (Fomes fasciatus (Sw.:Fr.)…”

Section: Introductionunclassified

Etnomicología y riqueza de macrohongos en comunidades rurales de la región sur de Piauí, Brasil

Santina Barbosa,

De Holanda Cavalcanti Andrade,

Farias Melo de Barros

et al. 2024

Acta Bot. Mex.

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Background and Aims: Fungi play an important role in ecosystems and in human culture. In the Northeast region of Brazil, little is known about the importance of these organisms in rural communities. The objective of this study was to register the richness of macrofungi and how this richness is perceived in rural communities of Piauí, Brazil.Methods: A total of 176 inhabitants (99 women and 77 men) from the municipalities of Canto do Buriti and Guaribas were interviewed. Semi-structured interviews were used, complemented with an inventory of macrofungi. Samples were collected in eight areas of the two municipalities between December 2016 and February 2018, and the identifications were confirmed by specialists from the Federal University of Pernambuco and the Federal University of Paraíba. The Margalef Richness Index and the PCORD software were used for the analysis of the quantitative data; the qualitative analysis was based on the description of observational records and structured interviews.Key results: Fifty-one species of macrofungi (Basidiomycota and Ascomycota) distributed in six orders, 17 families and 32 genera were identified. Species richness (S=10.4) was considered high in the studied area. Agaricaceae was the most diverse family (18), followed by Polyporaceae (12). Macrofungi are perceived as environmentally important, but with little direct relevance to humans. According to the perception of local populations, some Agaricaceae species represent a risk to health. However, they are also seen as bioindicators for predicting climate change. Pycnoporus sanguineus (Polyporaceae), a species useful for local medicine, was the most cited, while Hexagonia hydnoides (Polyporaceae), Phellinus sp. and Fomitiporia sp. (Hymenochaetaceae) were perceived as parasites of timber plant species.Conclusions: The mycobiota present in the studied municipalities can be considered rich in macrofungal species and the local peoples recognize their presence, especially the presence of Agaricaceae and Polyporaceae.

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“…Considering this exposed scenario and the context of the rich biocultural biodiversity on a global scale, we consider that narratives related to ethnobiology could be better applied if they are included in the educational context as a pedagogical tool. In this way, a sum of research from around the world has shown that students are entities with an opulent and varied knowledge about nature and its elements, such as medicinal plants (Strgar et al 2013, Bruyere et al 2016, Alves et al 2017, Santos & Campos 2019, fungi (Oliveira et al 2016, Silva 2019, climate change (Pitpitunge 2013, Dewi & Khoirunisa 2018, fish (Sampaio et al 2006, Araújo et al 2011, insects (López et al 2007, Guedes et al 2016, biomes (Souza & Silva 2017, Borges & Simião-Ferreira 2018, snakes (Alves et al 2014), birds (Ortiz et al 2018), amphibians (Oliveira & Silva-Santana 2015), mammals (Kubiatko & Prokop 2009), among other elements of natural resources.…”

Section: Introductionmentioning

confidence: 99%

A methodological proposal for the use of short stories regarding the biocultural memory as a pedagogical tool

2020

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Background: Since its origin, the human being as a biocultural species has been observing the natural world and forming a set of practices, beliefs and cosmovisions associated with its environment. These practices have been transmitted between generations, primarily through oral storytelling, and have played an important role in human evolutionary history. Narratives and short stories about the natural world have also been essential for the maintenance, inheritance, and transmission of knowledge within the cultural and social group. Short stories can even function as a strategy to conserve or rescue the biocultural memory. The students, as culturally distinct subjects, each have a rich knowledge and reports on their individual experiences and perceptions regarding the natural world. In view of this scenario, of the rich biocultural diversity on a global scale, we propose that such narratives regarding ethnobiology can be highly valuable when included in the educational context as a pedagogical tool. To support this idea, we have presented a methodological proposal that aims to stimulate the writing and discussion of those short stories which highlight the interrelationships between students and nature. This methodological proposal is structured in order to value multiculturalism in the teaching environment, having as its main subjects the students and their past and recent experiences. Methodological proposal:The present methodological proposal is broken down into five main subtopics, namely: (1) ethical suggestions, in which the teacher should decide whether the data arising from the application of this methodological proposal would be documented and published, (2) procedures for presentation, in which the teacher must give an explanation related to the short stories, explaining to the students what a short story would be, its structure and characteristics, as well as giving examples of short stories related to ethnobiology to the class, (3) writing procedures, where the students will write their own short stories, (4) socializing procedures of the short stories, where written short stories will be read and discussed, and (5) assessment procedures, which are based on student participation during the execution of this practice, interaction during the socialization of the short stories, and the assembly of a panel.

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Percepção De Macrofungos Por Estudantes De Uma Escola Publica No Nordeste Do Brasil

Cited by 3 publications

References 2 publications

A visão de estudantes concluintes do Ensino médio sobre fungos

A visão de estudantes concluintes do Ensino médio sobre fungos

Etnomicología y riqueza de macrohongos en comunidades rurales de la región sur de Piauí, Brasil

A methodological proposal for the use of short stories regarding the biocultural memory as a pedagogical tool

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