Sistemática filogenética: uma análise dos livros didáticos de biologia aprovados pelo PNLD 2015

Abstract

This research had analyzed high school textbooks and the predominance of the intuitive method of gathering the taxa as the only reference to describe the characteristics and classify the biological diversity in Traditional Systematics. Thus, this paper had aimed to analyze biology textbooks approved by PNLD/2015 and used by the public schools of União da Vitória, Paraná, to verify if they used the knowledge of Phylogenetic Systematics for the study and organization of biological diversity. The qualitative and quantitative approach of documentary/bibliographic type had been developing by the content analysis methodology proposed by Moraes (1999). The categories of analysis were constructing from the objectives pointed out in four thematic units of three structuring themes described in the National Curriculum Parameters for High School (PCNEM+). Regarding the books of PNLD/2015, the results showed a predominance of the category “Relating the existence of common characteristics among living beings and their unique origin”, with 59.4% of the analysis' units. For this reason, it could be inferred that the started point of this discussion could be the reciprocal influence of ideas among researchers in scientific construction of the period that formed collective thought. So, it is suggesting that textbooks should pass through continuous evaluation to minimize conceptual errors. Also, assessments are required from an integrative perspective, aimed to contextualize and interconnect the subjects covered the textbook, and ensured the assumptions set out in the PCNEM+ are applying on the textbook.