A visão dos alunos sobre fungos: estudo das percepções e conhecimentos de fungos por estudantes concluintes do ensino médio
Data
2019-08-05
Autores
Silva, Aline da Costa 
Orientadores
Gouw, Ana Maria Santos
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Estudos atrelados ao Ensino de Micologia indicam que os estudantes da Educação Básica pouco percebem ou conhecem sobre os fungos, inclusive, parte desses estudantes apresenta uma visão distorcida a respeito desses seres vivos, associando-os, predominantemente, a organismos maléficos e causadores de doenças, exibindo pouco conhecimento da importância ecológica e econômica desses seres. No entanto, estudos que explorem esta questão são limitados na literatura científica educacional. Nesse sentido, o presente estudo trata-se de uma investigação das percepções e conhecimentos que os estudantes concluintes do ensino médio apresentam sobre 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. Os professores desses estudantes também foram investigados nesta pesquisa, porém, como o intuito de compreender os reflexos de sua formação e prática no ensino de fungos nas escolas. Em relação a metodologia, a pesquisa foi realizada em seis escolas do município de Diadema/SP e contou com a participação de 305 estudantes e seis professores. Os estudantes responderam a um questionário de pesquisa elaborado especialmente para investigar suas percepções e conhecimentos acerca dos fungos e, os professores responderam a um questionário elaborado para explorar aspectos que levam em conta sua prática e formação. Os resultados, analisados por uma combinação de métodos de natureza qualitativa e quantitativa, evidenciaram que os estudantes associam fortemente os fungos as doenças por eles causadas e as atividades desses seres que entram em conflito com os interesses humanos, como o estrago de alimentos e objetos em decorrência do desenvolvimento de mofos e bolores. Outra clara associação que compõe a percepção e o conhecimento dos estudantes é a ideia de que fungos são bactérias, não havendo diferenças entre esses seres vivos. Sobre o papel decompositor dos fungos, a maioria dos estudantes apresenta conhecimentos sobre esta importante atividade ecológica, no entanto, a maioria deles também não exibe noção da necessidade de proteção desses organismos no meio ambiente. Além disso, a percepção dos estudantes sobre o uso dos fungos em aplicações biotecnológicas de valor alto econômico é baixa, pouco parecem saber da utilização dos fungos na produção de pães, medicamentos, combustíveis e bebidas. De modo similar, os conteúdos científicos relacionados à biologia dos fungos se mostraram deficientes em boa parte dos estudantes. Ao observar a pesquisa como um todo, não se notaram diferenças significativas na percepção e no conhecimento dos estudantes quanto aos seus gêneros (feminino e masculino). Todavia, os estudantes do ensino privado se destacaram em relação aos estudantes do ensino público, demonstrando terem uma visão sobre os fungos conceitualmente mais correta. No que concerne à pesquisa realizada com os professores, este estudo evidenciou que a precária formação docente, em relação a biologia dos fungos e ao ensino de micologia, exibe fortemente seus reflexos nas escolas, pois os conteúdos de fungos são trabalhados de maneira superficial e pouco significativa. Diante dos resultados apresentados, espera-se que essa pesquisa fomente e contribua com discussões que visem melhorar a qualidade do ensino de biologia nas escolas, especialmente quando o assunto em questão for os fungos.
Studies associated with the teaching of Mycology indicate that Basic Education students little observe or know about fungi, and some have a distorted view of these living beings, since they relate them especially with malicious and disease-causing organisms, which is a sign of poor knowledge of the ecological and economic importance of these beings. However, studies investigating this issue are scarce in the educational scientific literature. In this sense, the present study is aimed to investigate the perceptions and knowledge that students of high school present about fungi. It is believed that the choice by the target public in question may offer indications of possible contributions of the school in what concerns the teaching of mycology, since the student is about to complete basic education. These students' teachers were also investigated in this research, but the aim here is to understand the response of their training and practice in fungi teaching in schools. Regarding the methodology, the research was carried out in six schools in the city of Diadema, SP, and 305 students and 6 teachers participated. The students responded to a research questionnaire especially designed to investigate their perceptions and knowledge about fungi, and the teachers answered a questionnaire developed to explore aspects that take into account their practice and training. The results, analyzed by a combination of qualitative and quantitative methods, showed that students strongly associate fungi with the diseases they cause and the activities of these beings that conflict with human interests, such as food and objects damage as a result of moulds. Another clear association that comprises the perception and knowledge of students is the idea that fungi are bacteria, and there are no differences between these living things. As for the decomposition role of fungi, most students know about this important ecological activity, however, most of them do not have the slightest notion of the need to protect these organisms in the environment. Furthermore, their perception of the fungus use in biotechnological applications of high economic value is low, since they seem to know little about the use of fungi in the production of breads, medicines, fuels and beverages. Similarly, the scientific content related to fungal biology has been found to be deficient to most students. Observing the survey as a whole, no significant differences in the perceptions and knowledge of the students about their gender (female and male) were noted. However, private school students excelled in public education, demonstrating that they have a conceptually correct view of fungi. In what concerns the research carried out with teachers, the present study showed that poor teacher training on fungi biology and on the teaching of mycology strongly reflects in schools, since the contents that approach fungi subjects are worked superficially and are little significant. Given the results presented, it is expected that this research encourages and contributes to discussions aimed at improving the quality of biology teaching in schools, especially when the issue is fungi.
Studies associated with the teaching of Mycology indicate that Basic Education students little observe or know about fungi, and some have a distorted view of these living beings, since they relate them especially with malicious and disease-causing organisms, which is a sign of poor knowledge of the ecological and economic importance of these beings. However, studies investigating this issue are scarce in the educational scientific literature. In this sense, the present study is aimed to investigate the perceptions and knowledge that students of high school present about fungi. It is believed that the choice by the target public in question may offer indications of possible contributions of the school in what concerns the teaching of mycology, since the student is about to complete basic education. These students' teachers were also investigated in this research, but the aim here is to understand the response of their training and practice in fungi teaching in schools. Regarding the methodology, the research was carried out in six schools in the city of Diadema, SP, and 305 students and 6 teachers participated. The students responded to a research questionnaire especially designed to investigate their perceptions and knowledge about fungi, and the teachers answered a questionnaire developed to explore aspects that take into account their practice and training. The results, analyzed by a combination of qualitative and quantitative methods, showed that students strongly associate fungi with the diseases they cause and the activities of these beings that conflict with human interests, such as food and objects damage as a result of moulds. Another clear association that comprises the perception and knowledge of students is the idea that fungi are bacteria, and there are no differences between these living things. As for the decomposition role of fungi, most students know about this important ecological activity, however, most of them do not have the slightest notion of the need to protect these organisms in the environment. Furthermore, their perception of the fungus use in biotechnological applications of high economic value is low, since they seem to know little about the use of fungi in the production of breads, medicines, fuels and beverages. Similarly, the scientific content related to fungal biology has been found to be deficient to most students. Observing the survey as a whole, no significant differences in the perceptions and knowledge of the students about their gender (female and male) were noted. However, private school students excelled in public education, demonstrating that they have a conceptually correct view of fungi. In what concerns the research carried out with teachers, the present study showed that poor teacher training on fungi biology and on the teaching of mycology strongly reflects in schools, since the contents that approach fungi subjects are worked superficially and are little significant. Given the results presented, it is expected that this research encourages and contributes to discussions aimed at improving the quality of biology teaching in schools, especially when the issue is fungi.