ABSTRACT The complex taxonomy of Albardia furcata van der Weele is totally related to the unique characters of the adults, which hinder a morphological comparison with other owlfly genera. The behavior and life history of the immature stages of A. furcata are known, but the larval morphology remains undescribed. Herein, we present a morphological description of the A. furcata larva, the most iconic Neotropical owlfly (Myrmeleontidae: Ascalaphinae), a Brazilian species endemic to Cerrado, Caatinga, and Atlantic Forest biomes. The morphological description of the larva was based on three third instar larvae collected in areas of Cerrado and reared at laboratory conditions. We provide high-resolution images from the life cycle, including immature and adults, as well as an updated distributional map. Comments are done on the similarities and differences of the larva regarding other owlflies species and also on biogeography in Neotropical region.

Abstract The puparium of Dactylodeictes brevifacies was described based on fifty-eight specimens reared in laboratory until the emergence of adults. Larvae were collected under the bark of fallen trees in a Cerrado vegetation, Gallery forest; Palm swamp (Vereda) and open grassland (Campo Limpo) in States of Goiás and Tocantins, Brazil (New Record). The puparium was compared with that of Brachyodina lopesi, the most closely related species with a described puparium. Despite this species clearly shared the larval pachygastrinae features it has a remarkable character not know before for this subfamily: the presence of four pairs of ventral setae (V) in the eighth abdominal segment in ventral view, while in other larvae and puparia of this subfamily, there are five pairs of ventral setae. The adult male and female were described and figured.

Livros didáticos frequentemente são utilizados como único veículo de conteúdos, marcados pela forma fragmentária de organização. Este trabalho objetivou analisar a inserção do tema "Filogenia" nos livros didáticos, procurando detectar incorreções conceituais que dificultam a compreensão do tema. Fizeram parte da amostra livros didáticos de Ensino Médio, analisados com base em critérios fundamentados pela literatura e documentos oficiais nacionais. Analisamos 13 coleções sob os seguintes critérios: conteúdo teórico; recursos visuais; atividades propostas e recursos para o professor. Oito livros contemplavam o assunto, com profundidade e clareza variáveis. Distorções conceituais comuns incluíram a confusão entre "Taxonomia" e "Sistemática", equivalência entre "evolução" e "progresso" e a concepção de evolução como sequencia linear de modificações em processo direcional. Tais distorções são agravadas pela escassez de atividades para o aluno e recursos para o professor sobre o tema.

Biology textbooks have been frequently used as the only content resource, characterized by a fragmentary organization. This research aimed to analyze the insertion of the topic "Phylogeny" in textbooks, searching for conceptual distortions and approaches that endanger the understanding of the subject. The sample consisted of high school textbooks, whose analysis was based on criteria proposed in the literature and in national official documents. We analyzed 13 collections, using the following criteria: theoretical content; visual resources; and the proposal of activities and resources for teachers and students. Eight books presented the topic with varied levels of depth and clarity. Common conceptual inaccuracies included confusion between "Taxonomy" and "Systematics", equivalence between "evolution" and "progress" and the concept of evolution as a linear sequence of modifications in a directional process. Such distortions are aggravated by the scarcity of activities for students and resources for teachers on the subject.