Biological Research

O ENSINO DE RECURSOS GENÉTICOS VEGETAL NO BRASIL.

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Full Title: O ENSINO DE RECURSOS GENÉTICOS VEGETAL NO BRASIL.

Article Type: Research article

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Abstract: Plant Genetic Resources (RGVs) are invaluable and can be defined as a reservoir of
genes that can help solve problems related to climate change for current or future
generations. From the studies of De Candole and Vavilov, RGVs have become a topic
of global importance. In Brazil, the conservation of RGVs began in 1974 by Embrapa
and several fronts of research and training of human resources were developed
throughout the country. From then on, this knowledge area aroused researchers' and
students' interest area. Thus, the contents began to be an integral part of disciplines
that make up the curriculum of graduate programs and undergraduate courses
interconnected with the significant areas of knowledge. (Agrarian Sciences and
Biological Sciences). As there are no survey data on the importance of teaching RGVs
in the country, this work aimed to discuss the state of the art on the teaching of Plant
Genetic Resources in Brazil and the contribution to the training of human resources.
The work consisted of an exploratory study, of a qualitative-quantitative nature,
outlined by documentary research. The pedagogical political projects of the courses
(PPCs), the menus and the flowcharts were analyzed.

Corresponding Author: SERGIO ROMULO ALVES DOS SANTOS JUNIOR, MD

Medicine UEFS: Universidade Estadual de Feira de Santana Colegiado do Curso de
Medicina
SALVADOR, Bahia BRAZIL

Corresponding Author E-Mail: sergioromulo.alves1@gmail.com

Corresponding Author Secondary

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Corresponding Author's Institution: Medicine UEFS: Universidade Estadual de Feira de Santana Colegiado do Curso de
Medicina

Corresponding Author's Secondary

Institution:

First Author: SERGIO ROMULO ALVES DOS SANTOS JUNIOR, MD

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Order of Authors: SERGIO ROMULO ALVES DOS SANTOS JUNIOR, MD

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1 THE TEACHING OF PLANT GENETIC RESOURCES IN BRAZIL.

2
3
4 Abstract
5
6 Plant Genetic Resources (RGVs) are invaluable and can be defined as a reservoir of genes that can help solve
7 problems related to climate change for current or future generations. From the studies of De Candole and
8 Vavilov, RGVs have become a topic of global importance. In Brazil, the conservation of RGVs began in 1974
9 by Embrapa and several fronts of research and training of human resources were developed throughout the
10 country. From then on, this knowledge area aroused researchers' and students' interest area. Thus, the
11 contents began to be an integral part of disciplines that make up the curriculum of graduate programs and
12 undergraduate courses interconnected with the significant areas of knowledge. (Agrarian Sciences and
13 Biological Sciences). As there are no survey data on the importance of teaching RGVs in the country, this work
14 aimed to discuss the state of the art on the teaching of Plant Genetic Resources in Brazil and the contribution
15 to the training of human resources. The work consisted of an exploratory study, of a qualitative-quantitative
16 nature, outlined by documentary research. The pedagogical political projects of the courses (PPCs), the menus
17 and the flowcharts were analyzed.
18
19 Keywords: Plant Genetic Resources; Teaching; Brazil.
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 INTRODUCTION
1
2 Genetic resources can be defined as the variability of plants, constituents of biodiversity, of current
3 socioeconomic interest and potential for use in genetic improvement programs. And germplasm banks have
4 been created around the world with the purpose of conserving these plant genetic resources (RGVs), which
5
are of inestimable value to humanity. This is because RGVs are considered a gene reservoir in which solutions
6
to various environmental changes can be found, serving as raw material for the development of global
7
agriculture (MACHADO, 2016).
8
9 De Candole, in his work “The Origin of Cultivated Plants”, was the first scientist to recognize that
10 botanical, geographic, archaeological, ethnological and linguistic information would be essential to understand
11 the origin of agriculture and the places where plants were domesticated (GIMENES et al., 2016).
12
13 Based on De Candolle's contributions, the work carried out by Russian botanist Nikolai Vavilov, at the
14 beginning of the 20th century, represents an initial milestone in work with RGVs. From the 1930s onwards, the
15 loss of plant genetic resources was already denounced and in 1936 the word germplasm was already used to
16 refer to the physical part of the hereditary material that could be stored (HARLAN; MARTINI, 1936).
17
18 From the 1950s onwards, there was greater interest worldwide in relation to RGVs (NASS et al., 2001)
19 and in this way, from 1947 onwards, FAO carried out several actions (magazine publications, regional
20 meetings, conferences, creation of RGVs study centers) and culminated in the creation of the IBPGR -
21 International Board for Plant Genetic Resources in 1974, currently called The Alliance of Bioversity
22 International and CIAT, which aims to offer research-based solutions that take advantage of agricultural
23 biodiversity and transform sustainably shape food systems to improve people’s lives (CIAT, 2019).
24
25 In Brazil, the conservation of Genetic Resources was initiated in 1974 by the Brazilian Agricultural
26 Research Corporation – CENARGEN (EMBRAPA, 2020). In addition to this center, there are several
27 institutions working with the conservation and maintenance of biodiversity through Germplasm Banks (BAGs),
28 including universities, Federal Institutes of Education, Science and Technology, State Institutes of Research
29 and Development, and companies state (FERREIRA et al., 2005).
30
31 From conservation, the manipulation of preserved germplasm begins through study in phases that are
32 adopted to deepen the knowledge of the material stored in the BAGs. In this way, trained human resources
33 for the development of actions and activities related to their sustainable use and conservation have been
34 formed (SANTONIERI et al., 2015) The training of specialized human resources is one of the most important
35 steps for the maturation of a given area of scientific knowledge in any country.
36
37 However, specifically for the area of Plant Genetic Resources, research related to the teaching of
38 RGVs is still incipient and publications are scarce (TEIXEIRA, 2009; HITZSCHKY, 2019; ALBUQUERQUE,
39 2022).
40
41 This work aimed to carry out a survey on the offer of curricular components of Plant Genetic Resources
42 in undergraduate and postgraduate courses; get to know the educational institutions in Brazil that offer subjects
43 related to the teaching of RGV's and train specialists in the area; and discuss the state of the art on teaching
44 RGV's in Brazil.
45
46 MATERIAL AND METHODS
47
48 The data collection was carried out between June and December 2021 using an exploratory-
49 descriptive study with a qualitative-quantitative approach, starting with a survey of educational institutions that
50 offered courses in the major areas of agricultural and biological sciences. Data relating to recognized courses
51 were collected in the Coordination for the Improvement of Higher Education Personnel (Capes) database,
52 adopting as a basis the Undergraduate, Master's and Doctorate courses that belonged to the respective areas
53 (Agrarian Sciences I and Biological Sciences).
54
55 Associated with research at CAPES, searches were also carried out in indexed journals. They were
56 analyzed regarding the offer of the RGVs curricular component in the syllabuses and schedules of courses in
57 the major areas of Agricultural and Biological Sciences in public Universities, whether state or federal, in all
58 regions of the Brazilian territory. With the information about the institutions that offered these courses, we
59 proceeded with a search for PPC's and flowcharts of the courses offered in the aforementioned areas. From
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 the investigation of the PPC's and flowcharts, we sought to identify whether the specific base subjects were
1
related to the teaching of RGV's.
2
3 At the same time, priority was given to pre-existing materials integrated by scientific articles published
4 in national and international indexed journals and information in books. After obtaining the information, the
5
data were ordered and organized horizontally, adopting the classification and apprehension of central ideas
6
and analysis and interpretation of findings (MINAYO, 2004).
7
8 It was decided to use comprehensive descriptors with a multiplicity of meanings, abbreviations in
9 terms, use of acronyms, with the main terms for searching for courses being: postgraduate in biology;
10 postgraduate degree in agronomy; training of human resources in RGVs; plant genetic resources; plant genetic
11 resources; plant resources and RGVs. After the search, it was adopted as the main criterion for the selection
12 and analysis of PPC's, syllabuses and flowcharts of the analyzed courses. the relevant aspects and their
13 adherence to the theme of plant genetic resources. To tabulate the data, we used the active data spreadsheet
14
created in Microsoft Office Excel 2007 software.
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16 No programming language was used, but rather the generation of active Excel® spreadsheets using
17 simple resources (without the need to activate external macros). From the tabulation, Box-plot graphs were
18 created to evaluate the symmetry of the data, its dispersion and the existence or not of outliers, also checking
19 the percentage of adherence to the cataloged courses, through two forms of quantification , through data
20 related to the regions of Brazil in general, through table 1, and quantifying this percentage more specifically
21 through each region in its particularities in teaching, with regard to undergraduate and postgraduate courses.
22
23 RESULTS AND DISCUSSION
24
25 Currently, 16,453 undergraduate courses are registered by the MEC, of which 10,847 (65.6%) are in
26 the private sector and 5,662 (34.4%) in public institutions (INEP, 2020). Postgraduate courses in Brazil have
27 been divided into nine major areas of knowledge (ROLIM; MARTINS, 2020). According to the survey carried
28 out, of these 626 undergraduate courses belong to the broad area of Biology, 164 of which are in the state
29 network and 462 at the federal level. And in the large area of Agricultural Sciences there are 628 courses, 155
30 in the state network and 473 in the federal network, both data coming from the higher education census carried
31 out in 2021 (BRASIL, 2021) (Table 1).
32
33 Table 1. Public universities in Brazil that adhere to the RGV's.
34
35 Graduation Postgraduate
36
37 Biological Agrarian Biological Agrarian
38 Region Qty. % Region Qty. % Region Qty. % Region Qty. %
39 CO 49 25% CO 65 24% CO 21 24% CO 26 32%
40
41 HUH 26 13% HUH 62 23% HUH two two% HUH 15 19%
42 N 61 31% N 84 31% N 39 45% N 5 6%
43
IF 47 24% IF 39 14% IF 21 24% IF 19 23%
44
45 s 16 8% s 25 9% s 4 5% s 16 20%
46 Total 199 275 87 81
47
48
49 When analyzing the relationship with the RGVs area, it was observed that for undergraduate courses
50 there are 198 courses in the area of Biological Sciences and 275 courses in the area of Agricultural Sciences
51 in Brazil, coming from public higher education institutions, which include teaching of RGVs.
52
53 As for postgraduate studies, it was revealed that there are 87 courses in the Biological area that are
54 related to RGVs disciplines, and 81 in the area of Agricultural Sciences, considering for both situations the
55 Master's and Doctorate levels strictu sensu academic and professional.
56
57 In comparison to the list of Postgraduate programs in Brazil, related to the areas of Biological and
58 Agricultural Sciences, there were 235 Master's and Doctorate courses in the area of Biological Sciences and
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 269 Master's and Doctorate courses in the area of Agricultural Sciences, both in the sphere public, covering
1
state and federal networks (BRASIL, 2021).
2
3 When stratifying the data, it was also found that the theme of RGVs was included in postgraduate
4 courses in the broad areas of Agricultural Sciences and Biological Sciences, where there are programs with a
5
multidisciplinary nature, such as: Development and Environment, Agroecosystems, Agroecology,
6
Environmental Sciences and Sustainable Development of the Humid Tropics.
7
8 When dividing the courses by region, considering the large area of Biological Sciences, it was
9 observed that of the 87 postgraduate programs that adhere to the study of RGVs, the North Region presented
10 the largest quantity with 39 courses, followed by the Central Regions. West and Southeast which have 21,
11 respectively, the South Region has four courses and the Northeast has only two courses.
12
13 It is noticeable that there is a considerable difference in the number of courses between the North
14 Region and the others, mainly the South and Northeast, however, similarities were noticed in the distribution
15 of subjects offered in the aforementioned stricto sensu programs, where Conservation subjects are repetitive
16 biodiversity, conservation biology and environmental ecology.
17
18 It is worth highlighting that there is a greater focus on programs in the North region for the preservation
19 of the Amazon biome, where numerous disciplines with different nomenclatures are offered in order to
20 contemplate such action, among which the following stand out: Amazonian Biodiversity, Amazonian
21 Ecosystems and Agroforestry Systems. On the other hand, the programs in the Northeast region referenced
22 in the major area of Biology, do not present such a profile in their pedagogical project through the disciplines
23 offered, which seeks to preserve and conserve the region's biome, including the semi-arid region.
24
25 In this way, through the subjects included in the respective courses, the need for biome conservation
26 can be observed, among which the following stand out: Conservation Biology and Plant Genetic Resources,
27 Biodiversity Conservation, Education, Environment and Development and Conservation of Natural Resources
28 and Population Genetics and Preservation/Conservation of Plant Genetic Resources.
29
30 In the Postgraduate programs in the broad area of Agricultural Sciences that include the teaching of
31 RGVs, 81 programs were found, which are distributed as follows: Central-West Region presented the largest
32 number (26 courses), followed by the Southeast Region, which has 19 courses, the South Region has 16, the
33 Northeast Region 15 and the North Region only five courses. A relevant discrepancy was observed regarding
34 the stimulation of postgraduate studies in the large agricultural area between the Central-West and North
35 regions, where some factors may explain this relationship, such as the strong presence of Agribusiness in the
36 region, while the North region is focused for the conservation of the Amazon biome.
37
38 It is important to highlight that the Southeast, South and Center-West regions are ahead in the value
39 of national agricultural production, they are also those with the highest productivity of the main products that
40 make up the total value of national agriculture, with values always above the national average. (ALMEIDA et
41 al., 2022).
42
43 However, it is possible to list common points between the aforementioned regions, where the Pantanal
44 biome area and the North region stand out with a predominance of animal production. The Central-West
45 Region (except Pantanal) shows a more balanced distribution of the importance of vegetable production over
46 the total value of agricultural production in the municipalities (ALMEIDA et al., 2022).
47
48 In relation to undergraduate courses in the major area of Biology, it was observed that there are 199
49 undergraduate courses and of these, those that adhere to the teaching of RGVs were distributed 84 in the
50 North Region, 65 in the Central-West Region, 62 in the Northeast Region, 39 in the Southeast and the South
51 region had only 25 courses with adherence.
52
53 For undergraduate courses in the broad area of Agricultural Sciences, which are associated with the
54 teaching of RGVs, in the five regions, 275 courses were found distributed 84 in the North, 65 in the Center-
55 West, 62 in the Northeast, 39 in the Southeast region and 25 in the South region. It is important to highlight
56 that genetic resources include plants, animals and microorganisms and, therefore, it is very important that
57 existing courses and new courses that may be installed consider the three major branches of genetic
58 resources.
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 Through this study, it is widely known that the teaching of plant genetic resources is dispersed across
1
the five Brazilian regions, however, regions such as the Cerrado and Amazon biomes do not have specific
2
courses and it would be desirable if they could have their own courses to study genetic variability found in
3
native biodiversity as well as in agrobiodiversity.
4
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7 Midwest region
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25 Figure 1 . Percentage of HEIs in the North region that adhere to teaching RGVs.
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27 There was greater adherence to the teaching of RGVs in undergraduate courses, in the major areas
28 of Agricultural and Biological Sciences, where respectively the percentages of 40% and 31% overlap that of
29 postgraduate courses, which had 13% in their percentages. and 16% for Agrarian and Biological.
30
31 Some disciplines are associating adherence to the teaching of RGVs with the conservation of the local
32 biome, including: Pantanal Ecology and Cerrado Ecology, both offered at UFMS, Aquidauana campus, in the
33 Degree in Biological Sciences, as well as the discipline, Culture of native species from the cerrado biome,
34 offered at UFG, in the Forestry Engineering course, with a focus on Plant Improvement, also associated with
35 the region's native biome.
36
37 On the other hand, in the Postgraduate course in Biological Sciences there is a profile focused on the
38 conservation of the local and external biome, explicit through the discipline offered in the Postgraduate course
39 in Environmental Sciences at UEMS, Conservation and sustainable use of Biodiversity in the Pantanal,
40 Cerrado and Amazon, In the postgraduate course in Agrarian Studies, the focus is on improving the product
41 offered by the local biome, as can be seen in the subject, Fruits of the Cerrado, offered by the Postgraduate
42 Program in Agronomy at UFG.
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44 There is a perceived need for insertion and investment in the composition of the curriculum of such
45 programs at the Master's and Doctorate levels, not just in the initial training of higher education. In this way,
46 in-depth knowledge in teaching RGVs will allow the training of competent human resources and will
47 consequently add value to their region and to the job market in which they are working, contributing to the
48 extension of their research and its contribution to the society.
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50 Therefore, it is necessary to implement in the PPCs of stricto sensu postgraduate courses, as well as
51 in their flowchart, the inclusion of the study of Plant Genetic Resources so that all plant wealth can be known
52 through studies and research that can be carried out in the future, allowing the conservation of RGVs, in order
53 to avoid genetic erosion, and enabling broad and sustainable access to such resources for the community.
54
55 Despite the effort and the various initiatives implemented in recent decades, the Plants for the Future
56 initiative found that numerous basic questions still need to be answered.
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58 To this end, conducting research and teaching actions is considered fundamentally important,
59 particularly with regard to the conservation of genetic resources. Activities such as germplasm collection,
60 characterization of genetic variability, agronomic evaluation of these native species and their conservation,
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 both in situ and ex situ, must be prioritized, in order to preserve these species, many of which are threatened
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by the expansion of agriculture in the region (VIEIRA, 2018).
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3 Northeast Region
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22 Figure 2. Percentage of HEIs in the North region that adhere to teaching RGVs.
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24 As demonstrated below in figure 2, it was noticed that graduation in the major area of Agricultural
25 Sciences presents a significant character in terms of adherence to the teaching of RGVs, with a percentage
26 of 59% to the detriment of other areas and levels of education, and a percentage almost incipient when it
27 comes to Postgraduate Studies in Biology, with just 2%.
28
29 It can be seen that the undergraduate courses in the broad area of Agricultural Sciences analyzed in
30 this study have an almost equal profile focused on plant genetic improvement, unlike the Central-West region,
31 without specification of the local biome associated with the discipline, nor the products originating from it. the
32 same.
33
34 Among the disciplines, we can mention: Plant Genetic Improvement, at UFS, in the Agroindustry and
35 Agricultural Engineering courses and at UFERSA, in the Agronomy course, while the Postgraduate course in
36 Genetics and Biodiversity at UFBA, at Master's level is the only one that offers the subject of Conservation in
37 RGVs, explaining the minimum percentage of participation in the post in the area mentioned above.
38
39 Thus, the degree in Biological Sciences, with a significant percentage of 25%, presents varied
40 contrasts between environmental conservation and environmental management, bringing in the syllabus of
41 these subjects, the teaching of RGVs, highlighting: Ecology and Environment, offered in the Degree course in
42 Biological Sciences at Campus Alagoinhas, and Environmental Management, offered in the Degree course in
43 Biological Sciences, at the Federal University of Southern Bahia.
44
45 Linked to the spectrum of the profile observed during graduation, postgraduate programs in
46 Agricultural Sciences, with a defined percentage of 14%, bring a comprehensive background with regards not
47 only to plant genetic improvement, but it is possible to perceive traits covered in characterization and
48 conservation of germplasm, use of biotechnology and management of horticultural plants, focusing on a prism
49 with different possibilities in the development of research in the respective programs in the large area
50 mentioned.
51
52 The Brazilian semi-arid region has the lowest development rates in the country, although it has
53 improved substantially in the last four decades. It is a region of great environmental variation and within the
54 natural resources, the vegetation cover has the greatest potential to help in the development of the region.
55 There are many studies of species from the caatinga, but almost all of them consider them as if they were
56 formed by similar individuals and, however, there are many variants, which can be considered the genetic
57 resources of these species, which could be very useful for several uses (QUEIROZ, 2012).
58
59 North region
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 In recent years, there has been great growth in teaching and research in RGVs in all regions of Brazil.
1
The number of publications launched is a reflection of this movement and, through a feedback effect, ends up
2
boosting new research projects with this focus.
3
4 In the North Region, it has been no different. However, the region is relatively larger in size and has a
5
lower concentration of specialists. These factors end up creating a scenario of scarcity of research projects in
6
an environment with high biological and cultural diversity such as the Amazon (HOMMA, 2012).
7
8 Associated with this, the regions with the most investments in teaching, research and extension have
9 always been linked to the Southeast and South, demonstrated by the high number of specialists, with the other
10 regions always being overlooked in terms of equal distribution of resources for financing. research and
11 consequently the training of postgraduate students and their insertion into the job market.
12
13 In this way, the North region, with emphasis on graduation in Agricultural Sciences, with a percentage
14 of 44% of adherence to the teaching of RGVs, contrary to postgraduate studies in Agricultural Sciences,
15 deserves to be analyzed with caution and a lot of attention due to the deficit of courses that offer or include
16 the teaching of RGVs in their respective PPCs with a minimum percentage of 3%, when the sample measures
17 a quantity of only 5 courses that treat the teaching of RGVs as relevant, as shown in figure 3.
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35 Figure 3. Percentage of HEIs in the North region that adhere to teaching RGVs.
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37 Through this study, it is widely known that the teaching of plant genetic resources is dispersed across
38 the five Brazilian regions, however, regions such as the Cerrado and Amazon biomes do not have specific
39 courses and it would be desirable if they could have their own courses to study variability. genetics found in
40 native biodiversity as well as in Agro biodiversity.
41
42 It is very important to consider plant genetic resources also in postgraduate courses and not just in
43 undergraduate courses, where the student has their first contact and training with preliminary knowledge in
44 RGVs. Where it was demonstrated through this research, greater levels of expression in adherence to the
45 respective curricula, to the detriment of Master's and Doctorate courses, where research promotion has greater
46 stimulus and investment.
47
48 Whether in the broad area of Agricultural or Biological Sciences, where through the stratification of
49 data and subsequent analysis of its representativeness, the postgraduate program presented the lowest rates
50 of adherence to the teaching of RGVs. It is hoped that progress can be made in this strategy, as this is the
51 only way to stimulate attention to Brazilian genetic resources.
52
53 With a very diverse profile, the courses in the broad area of Agricultural Sciences bring into their
54 curricular composition relevant aspects regarding the conservation of the Amazon biome and its sustainable
55 use for the training of current students, citing the disciplines as an example: Amazon Gardens and Native
56 Fruits (UFAC - Agricultural Engineering), Amazon Ecosystems and Agroforestry Systems (UFPA - Rural
57 Development) and Ecology of the Cerrado - Amazon (UFT - Agronomy), after the same area mentioned, is
58 limited in the composition of its curriculum offers subjects that address Amazonian biodiversity, among which
59 the following stands out: Amazonian Agrobiodiversity (UFAM- PPG Tropical Agronomy).
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 However, undergraduate and postgraduate courses in the major area of Biology, with percentages of
1
32% and 21% respectively, bring in their curricula subjects associated with the teaching of RGVs that
2
characterize the courses and denote a profile that addresses, in addition to the conservation of the Amazon
3
biome, the sustainable management of it, and its use in the surroundings of the community that is established
4
5 there, which can be measured through the disciplines: Conservation and management of biodiversity (UFOP
6 - Bachelor's degree in Biological Sciences), Biodiversity Management (Federal Rural University of the Amazon
7 - Bachelor's degree in Biological Sciences) and in the Postgraduate course, Protected natural areas (UFAM -
8 PPG in Forestry Sciences) and Local knowledge and sustainability (UFRR- PPG in Health and Biodiversity).
9
In each State of the Northern Region it is possible to find teachers and researchers or research centers
10
that work with a focus on teaching RGVs. The main institutions are still the Federal Universities, INPA, MPEG,
11
IEPA (Institute for Scientific and Technological Research of the State of Amapá) and the Embrapa Units in the
12
Northern Region. In these institutions, several research and development projects have been carried out,
13
14 especially with traditional and indigenous peoples (EMBRAPA, 2022).
15
Regarding the teaching of RGVs, there are still few postgraduate courses that offer subjects in these
16
areas. In general, the courses are sporadic or the topic is included in related disciplines, mainly in postgraduate
17
courses in the areas of biological and agricultural sciences. In these, teaching takes place much more through
18
the relationship between advisor and student. These insertions depend greatly on the profile of teachers at
19
each institution, where there are few those with training in RGVs, especially with the methodologies that have
20
been established in recent years.
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In this way, it is clear that the incentives for the training of specialized human resources through
23
postgraduate studies are still concentrated in large urban centers and their distribution is unequal.
24
25 Southeast region
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43 Figure 4. Percentage of HEIs in the Southeast region that adhere to teaching RGVs.
44
45 According to figure 4, the Southeast region presents percentages well distributed among higher
46 education teaching levels, among the major areas analyzed in this study, with special attention to graduation
47 in Biological Sciences, with the highest percentage among the other regions, at 37%. adherence to the
48 teaching of RGVs, concomitantly with a degree in Agricultural Sciences with 31%.
49
Presenting a traditional aspect in the curriculum, with an emphasis on the conservation of RGVs, but
50
51 with subjects included in some Postgraduate programs that emphasize research and development in plant
52 improvement, which until now has been the expertise of the large area of Agricultural Sciences.
53
The undergraduate and postgraduate courses in Biological Sciences offer subjects that include the
54
teaching of RGVs in their menus, among which the following stand out: Conservation Biology, in 22 HEIs
55
(UFES, UNIFESP, UFRJ and UFTM) are some of the institutions, including Bachelor's and Bachelor's degrees
56
in Biological Sciences, including an emphasis on conservation. For the Postgraduate course, the following are
57
observed: (Conservation Biology – UFABC, PPG in Evolution and Diversity, Methods in Plant Improvement -
58
UFLA, PPG in Applied Ecology).
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 On the other hand, undergraduate and postgraduate courses in Agricultural Sciences, with renowned
1
and recognized courses worldwide, give new meaning to their practically unanimous focus on plant genetic
2
improvement, where it is noticeable to have this estimate, as of the 39 undergraduate courses analyzed, 33 of
3
these offer the subject, Plant Genetic Improvement, associating it with the teaching of RGVs, among the HEIs,
4
5 the following stand out: (UFES, ESALQ-USP, UFLA, UFTM and UFV) for Agronomy, Agricultural Engineering
6 courses, among others.
7
On the other hand, this aspect is well associated in postgraduate studies, where research carried out
8
in research centers is referenced and serves as a basis for other studies in the country, based on the plant
9
genetic improvement of RGVs, and their final product, exemplified by disciplines: (Fruit Plant Improvement for
10
tropical conditions - UFES, PPG in Tropical Agriculture, Plant Genetic Resources - UFLA, PPG in Genetics
11
and Plant Breeding and Plant Improvement in Abiotic Stress - UFV - PPG in Agroecology).
12
13 The Southeast region has numerous study and research centers focused on the development of
14
science in the areas of Biological and Agricultural Sciences, outlining a new profile for the use of Plant Genetic
15
Resources, projecting the Brazilian scenario beyond the borders through products developed with research
16
carried out, which are validated through publications in scientific journals relevant to the area that will have
17
coverage for specialized and non-specialized audiences, consequently affecting the dissemination of
18
knowledge and conservation of RGVs.
19
20 With emphasis on the breadth of attraction of the Agronomy course offered on the Viçosa campus, it
21 is related to its reputation. This course was the first created at UFV and, together with the course at the “Luiz
22
de Queiroz” Higher School of Agriculture (ESALQ), greatly contributes to the generation of knowledge and
23
technologies in the field of Agricultural Sciences (GALINARI, 2010) in the country. The Agronomy course
24
enjoys high prestige, reputation and notoriety throughout the country and, as a result, is part of the projects of
25
students residing in several Brazilian states who opt for training in this area, in addition to its recognition at
26
local and regional level.
27
28 South region
29
30 stricto sensu postgraduate programs in Plant Genetic Resources in Brazil. Recognized by CAPES
31 with a grade of 6, it has Master's and academic Doctorate courses, it aims to train human resources aiming at
32 the generation and/or adaptation of processes and products through the appropriate management of available
33 genetic resources and is strategic to meet demand existing social structure (QUEIRÓZ, 2015).
34
35 Based on the survey carried out, the state of the art of Teaching Plant Genetic Resources in the
36 Southern Region is demonstrated below, as shown in figure 5.
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
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54
55
Figure 5 . Percentage of HEIs in the South region that adhere to teaching RGVs.
56
57 According to the data survey carried out, the large area of Agricultural Sciences, at the two levels of
58 education analyzed, undergraduate and postgraduate programs at master's and doctoral levels, were
59 significant in the percentages of adherence to teaching by RGVs in the region, presenting rates of 41% and
60
61
62
63
64
65
 26% respectively, based on the offering of the disciplines: (Plant Improvement, UFpel, Agronomy and Genetic
1
Resources and Plant Improvement, UFTPR, Forestry Engineering), and in the Postgraduate course: (Plant
2
Genetic Resources - UFpel, PPG in Agronomy and Conservation of RGVs - UFSC, PPG in RGV).
3
4 It is worth highlighting that the graduation in the major area of Biology, with a percentage of 26% of
5
adherence to the teaching of RGVs in their courses and dissemination in the curriculum, including: (Biological
6
Conservation-UFSC, Degree in Conservation Biology and Genetics – UEPG, Degree in Biological Sciences).
7
8 However, postgraduate studies in Biological Sciences showed incipient rates when it comes to the
9 inclusion of RGVs in their postgraduate courses, with a percentage of 7% adherence to the teaching of RGVs,
10 requiring actions that could lead to changes in their official regulatory documents. of the subjects included in
11 the courses and that can offer the RGV curricular component, even if in the syllabus of a distinct curricular
12 component, but linked to the theme.
13
14 Based on this, Clarivate Analytics (2017) pointed out that the three states in the Southern Region also
15 have different focuses of specialization by area of knowledge. Right after this discussion, you can mention the
16 success stories: the Creation of the Brazilian RGV Society, the creation of networks in each region, the
17 emergence of courses in the specific area and the need to give greater focus to this area, since we are a
18 country with the greatest biodiversity on the planet.
19
20 CONCLUSION
21
22 The state of the art of teaching RGvs in public Universities in Brazil is still incipient if considering the
23 number of undergraduate and postgraduate courses registered by INEP, it is centered on initial teacher
24 training, with a broad spectrum and offering in undergraduate courses, with an emphasis on the large area of
25 Agricultural Sciences, to the detriment of others, including postgraduate courses, where there is greater
26 development of research and investment, with a great shortage in the approach to teaching RGVs in the large
27 area of Biologicals, where they do -it is necessary to link conservation studies to genetic improvement and
28 plant production.
29
30
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