Understending Micological culture in studeents of two high education institutions
The teaching of mycology in high school is little discussed by the complexity of the subject; and being negatively viewed negatively by the public who see some disease-caused by fungi, as well as the poor diffusion of their positive aspects, such as ecological and economic, in medicine and the food industry. Thus, this project comprises the fungal theme is present in the students' speeches. Data collection was in the discipline Mechanisms of Aggression and Defense of the 2nd. Semester of the Nursing course of the School of Biological and Health Sciences in IES 1 and in the discipline Basic Experiences of Natural Sciences with students enrolled in IES 2 through a questionnaire of 9 opened questions in 4 blocks, modified from Ceratti (2014): 1) Narrative biophilia; 2), Daily Knowledge; 3) Scientific Knowledge; and 4) institutional. Blocks 1, 2 and 5 were analyzed by the methodology of the fundamental theory by Strauss and Corbin (2006). For the block of scientific knowledge, student writing was analyzed using Del Corso's (2017) differentiation algorithm between arguments and explanation. Only when an argument, or argumentative argument category, was used the argument analysis model of Toulmin (2006) appears. As far as conceptions as explanations or arguments were analyzed qualitatively from three categories: 'according to the literature', 'sections according to the literature', 'not according to the literature', from Manzoni de Almeida (2016) and Batistoni and Silva & Trivelato (2017). Finally, it was found that in IES 1 there was a greater tendency to consider fungis just positive by generating food and pharmaceutical products than they in nature. In IES 2, there was a greater tendency for neutral explanation of fungi, an explanation of their eco-physiological characteristics, in relation to positive fungal considerations and to be involved in food and medicine production, as well as during the use of decomposers and parasites.