REPRESENTATIVENESS OF MYCOLOGY IN INITIAL TRAINING IN BIOLOGICAL SCIENCES: A DOCUMENTARY ANALYSIS OF SYLLABI AND TEACHING MATERIALS

Abstract

Mycology is neglected in the Biological Sciences curriculum. The dependence on other areas, such as Botany, contributes to the low representation of fungi in the formation of biologists and teachers. This research investigated, through documentary and content analysis, the representativeness of Mycology in initial undergraduate Biological Sciences courses. Course syllabuses and materials used as bibliographical references were analyzed. It was concluded that the materials are unspecific and outdated. In addition, the recent scientific consensus on the systematics of fungi makes it difficult to introduce contemporary taxonomic proposals, and it is necessary to update the materials indicated in the bibliography of the teaching plans, highlighting aspects such as the systematics of the group and the recognition of terms with etymology independent of Botany. There is also a need for specific subjects for the study of these organisms and greater integration with other areas of knowledge, such as Ecology and Evolution.