BASE NACIONAL COMUM CURRICULAR: análise documental da perspectiva interdisciplinar do ensino de ciências AREIA

Abstract

In the field of curriculum policymaking, the BNCC (National Curriculum Base) and the National Curriculum Parameters (NCPs) function as a curricular orientation mechanism for education systems. However, the two documents differ because of the requirement. On the one hand, the PCNs, instituted in 1997, do not appear as mandatory in the Brazilian educational context. The BNCC, approved in 2017, is a mandatory document for all national education networks. Based on this assumption, the present work has as its central objective, the analysis about the determinate changes between the passage from one document to another in what refers to the teaching of sciences, since such changes will be a great challenge for the professionals of the education, once that they will have to reformulate their pedagogical practices within the new curricular perspective. For this, the methodology used was based on a documentary analysis, in which a comparison was made between the two registers in order to examine the differences, similarities and aspects involved in the study. In addition, we also seek to absorb ourselves with authors who solidify the above thought. Based on the analysis carried out in this research, the paradox observed by the BNCC was observed, since the Foundation brings with it competences for the teaching of well-structured sciences, when compared to PCNs, such as interdisciplinarity, but the development and specification of these competences does not appear clearly and playfully in the document. Given the above, it is concluded that, possibly with the implementation of the Base, the changes promoted by it may not bring an effective meaning in science education in basic education, as well as the lack of resources for the continuous training of teachers, the which can compromise interdisciplinary and quality teaching in the school context.