Como a sistemática filogenética tem sido abordada nos livros didáticos do ensino médio: um estado do conhecimento (2010-2024)

Abstract

This work consisted of a Literature Review of the State of Knowledge type, aimed at investigating how phylogenetic systematics has been addressed in high school textbooks. To this end, a survey was conducted using the Scopus, SciELO, and Google Scholar databases, employing the descriptors "Phylogenetic Systematics," "Textbooks," and "High School." The search focused on scientific articles that analyzed high school textbooks, specifically regarding their approach to phylogenetic systematics. A total of nine articles met the criteria established for the research. The results indicate that, although there has been a gradual and slow improvement in how phylogenetic systematics is treated over the years, textbooks still present several issues. The main problems identified include: the incorrect transmission of concepts, the inappropriate use of decontextualized visual resources, the lack of proposed activities, and the simplified and inadequate way in which historical aspects are addressed.