O livro didático no ensino de química: mudanças na transição curricular brasileira

Abstract

This study aims to identify the advances and setbacks in the first-year high school chemistry curriculum following the implementation of the National Common Curricular Base (BNCC). To this end, it draws on theoretical discussions about the BNCC and the role of textbooks, with an emphasis on chemistry teaching. This is a qualitative and documentary study that analyzed first-year high school chemistry textbooks published both before and after the BNCC. The results reveal that, after the publication of the Base, there was a significant reduction not only in the amount of content covered but also in the overall structure of the textbooks, with fewer pages and greater thematic fragmentation. It was also observed that, despite the BNCC’s efforts to promote integration among disciplines within the field of Natural Sciences, the analyzed textbooks maintain a traditional organization, with separate chapters for Physics, Chemistry, and Biology, indicating a limited understanding of the interdisciplinary and integrative approach advocated by the document. Finally, when examining the skills outlined by the BNCC, it was found that they were not fully addressed in the materials analyzed. These findings highlight the need to expand the debate among various educational stakeholders in order to (re)consider the current and future role of the BNCC in shaping the scientific and civic education of Brazilian students.