Base Nacional Comum Curricular: os impactos e reflexos para o Ensino de Ciências

Abstract

The curriculum matrix to teach the concepts of Natural Sciences in the final grades of elementary school, prior to the approval of the National Curricular Common Base (BNCC), placed the contents of Chemistry and Physics only in the 9th year of elementary school. With the implementation of the BNCC, in 2020, such contents became mandatory from the 6th year of elementary school, within a holistic and contextualized view of science teaching, as already indicated in the National Curriculum Guidelines for Basic Education Teacher Training of 2015 and the Curriculum Guidelines for Basic Education. It is known that such changes will also impact the initial training of teachers, which is still being worked on in a disciplinary way and little contextualized with the school reality in undergraduate courses. Based on these findings, the objective of this dissertation is to investigate the position of school managers and Science teachers from the municipal network of Canguçu/RS on the impacts of BNCC on Science teaching. Still, as a way to make a contribution to this new perspective of Science teaching, the objective is to put into practice a training course designed as an educational product of this dissertation, in order to discuss the changes brought about by the current curricular reform, in addition to presenting the assumptions of the Investigative Teaching Sequence (SEI) as a didactic-methodological alternative to work the Science contents from the 6th to the 9th year of elementary school present in the Thematic Units in a contextualized and integrated way. The research has a predominantly qualitative character and uses semi-structured interviews and questionnaires as data collection instruments. The results found were analyzed using content analysis, with subsequent triangulation of the data. Data analysis showed that the school community (management team and science teachers) had difficulties in the first year of implementation of the BNCC, not only because of the curricular changes, but also because of the challenges of developing this new proposal for teaching Science remotely with the social isolation caused by the COVID-19 pandemic. Remote teaching meant that debates about the BNCC were put aside to support the needs arising from the pandemic. Furthermore, the teachers claimed not to have had adequate training to work on the concepts of Natural Sciences in an integrated way. However, even demonstrating resistance to changes, they believe that knowledge from different areas of Science should not be worked in an unrelated way so that there is no compromise in the understanding of scientific knowledge by students.