Propositions of the STS approach for Teaching Natural Sciences and Guidelines of Brazil’s National Common Curriculum Base for Elementary Education

Detalhes bibliográficos
Autor(a) principal: Cortez, Jucelino
Data de Publicação: 2024
Outros Autores: Del Pino, José Claudio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4500
Resumo: Brazil’s National Common Curricular Base (BNCC) for elementary education was published in 2017 and, since then, despite being a normative document of national basic education, it has been the subject of analyses and discussions regarding its content and applicability. This article aims to analyze this document, seeking similarities and differences between the BNCC and the propositions of the Science-Technology-Society approach, as studied by Santos and Mortimer (2002), Aikenhead (1994), Ziman (1980), among others. This is a qualitative document analysis of the BNCC that aimed to identify aspects of convergence and divergence. These aspects were analyzed using the method of Textual Discourse Analysis (TDA), as outlined by Moraes and Galiazzi (2006). To organize the results, a priori categories were established, according to Cortez and Del Pino (2017), which highlighted consistencies such as the use of problematization and dichotomies like the development of critical thinking of students.
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spelling Propositions of the STS approach for Teaching Natural Sciences and Guidelines of Brazil’s National Common Curriculum Base for Elementary EducationLas Proposiciones del enfoque CTS en la Enseñanza de Ciencias de la Naturaleza y las Orientaciones de la Base Nacional Común Curricular para la Enseñanza PrimariaAs Proposições da abordagem CTS no Ensino das Ciências da Natureza e as Orientações da Base Nacional Comum Curricular para o Ensino FundamentalEducação BásicaAbordagem CTSEnsino de Ciênciasic EducationSTS ApproachScience EducationEducación BásicaEnfoque CTSEnseñanza de CienciasBrazil’s National Common Curricular Base (BNCC) for elementary education was published in 2017 and, since then, despite being a normative document of national basic education, it has been the subject of analyses and discussions regarding its content and applicability. This article aims to analyze this document, seeking similarities and differences between the BNCC and the propositions of the Science-Technology-Society approach, as studied by Santos and Mortimer (2002), Aikenhead (1994), Ziman (1980), among others. This is a qualitative document analysis of the BNCC that aimed to identify aspects of convergence and divergence. These aspects were analyzed using the method of Textual Discourse Analysis (TDA), as outlined by Moraes and Galiazzi (2006). To organize the results, a priori categories were established, according to Cortez and Del Pino (2017), which highlighted consistencies such as the use of problematization and dichotomies like the development of critical thinking of students.La Base Nacional Común Curricular (BNCC) para enseñanza primaria fue publicada en 2017 y desde entonces, a pesar de constituir un documento normativo para la educación básica nacional, su contenido y aplicabilidad es tema de análisis y discusiones. Este artículo tiene el objetivo de analizar dicho documento, buscando aproximaciones y distanciamientos entre sus normas y las proposiciones del enfoque Ciencia-Tecnología-Sociedad, según estudios de Santos y Mortimer (2002), Aikenhead (1994), Ziman (1980), entre otros. Para delimitar este análisis, hemos realizado una investigación cualitativa documental en la BNCC, buscando los mencionados puntos de encuentros y desencuentros. Los datos recopilados fueron analizados por el método de Análisis Textual Discursivo (ATD), de acuerdo con Moraes y Galiazzi (2006). Para organizar los resultados, se definieron categorías a priori, siguiendo a Cortez y Del Pino (2017), lo que ha permitido destacar analogías, como el uso de la problematización y diferencias o dicotomías, como la formación crítica del educando.A Base Nacional Comum Curricular (BNCC) para o nível fundamental da educação básica foi publicada em 2017 e, desde então, apesar de constituir-se como documento normativo da educação básica nacional, é tema de análises e discussões sobre seu conteúdo e sua aplicabilidade. Este artigo tem por objetivo tecer uma análise junto a este documento procurando por aproximações e distanciamentos entre tais normatizações e as proposições da abordagem Ciência-Tecnologia-Sociedade, conforme os estudos de Santos e Mortimer (2002), Aikenhead (1994), Ziman (1980) entre outros. Para balizar este estudo, realizamos uma pesquisa qualitativa documental junto à BNCC, procurando pelos mencionados pontos de encontros e desencontros. Os pontos desvelados foram tratados pelo método de Análise Textual Discursiva (ATD), conforme Moraes e Galiazzi (2006). Para organizar os resultados, foram elencadas categorias a priori, conforme Cortez e Del Pino (2017), permitindo destacar coerências como o uso da problematização e dicotomias como a formação crítica do educando. Editora Cruzeiro do Sul2024-02-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/450010.26843/rencima.v15n1a10Revista de Ensino de Ciências e Matemática; v. 15 n. 1 (2024): jan./mar.; 1-222179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/4500/2154https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessCortez, JucelinoDel Pino, José Claudio2024-04-12T19:10:07Zoai:ojs.pkp.sfu.ca:article/4500Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2024-04-12T19:10:07Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Propositions of the STS approach for Teaching Natural Sciences and Guidelines of Brazil’s National Common Curriculum Base for Elementary Education
Las Proposiciones del enfoque CTS en la Enseñanza de Ciencias de la Naturaleza y las Orientaciones de la Base Nacional Común Curricular para la Enseñanza Primaria
As Proposições da abordagem CTS no Ensino das Ciências da Natureza e as Orientações da Base Nacional Comum Curricular para o Ensino Fundamental
title Propositions of the STS approach for Teaching Natural Sciences and Guidelines of Brazil’s National Common Curriculum Base for Elementary Education
spellingShingle Propositions of the STS approach for Teaching Natural Sciences and Guidelines of Brazil’s National Common Curriculum Base for Elementary Education
Cortez, Jucelino
Educação Básica
Abordagem CTS
Ensino de Ciências
ic Education
STS Approach
Science Education
Educación Básica
Enfoque CTS
Enseñanza de Ciencias
title_short Propositions of the STS approach for Teaching Natural Sciences and Guidelines of Brazil’s National Common Curriculum Base for Elementary Education
title_full Propositions of the STS approach for Teaching Natural Sciences and Guidelines of Brazil’s National Common Curriculum Base for Elementary Education
title_fullStr Propositions of the STS approach for Teaching Natural Sciences and Guidelines of Brazil’s National Common Curriculum Base for Elementary Education
title_full_unstemmed Propositions of the STS approach for Teaching Natural Sciences and Guidelines of Brazil’s National Common Curriculum Base for Elementary Education
title_sort Propositions of the STS approach for Teaching Natural Sciences and Guidelines of Brazil’s National Common Curriculum Base for Elementary Education
author Cortez, Jucelino
author_facet Cortez, Jucelino
Del Pino, José Claudio
author_role author
author2 Del Pino, José Claudio
author2_role author
dc.contributor.author.fl_str_mv Cortez, Jucelino
Del Pino, José Claudio
dc.subject.por.fl_str_mv Educação Básica
Abordagem CTS
Ensino de Ciências
ic Education
STS Approach
Science Education
Educación Básica
Enfoque CTS
Enseñanza de Ciencias
topic Educação Básica
Abordagem CTS
Ensino de Ciências
ic Education
STS Approach
Science Education
Educación Básica
Enfoque CTS
Enseñanza de Ciencias
description Brazil’s National Common Curricular Base (BNCC) for elementary education was published in 2017 and, since then, despite being a normative document of national basic education, it has been the subject of analyses and discussions regarding its content and applicability. This article aims to analyze this document, seeking similarities and differences between the BNCC and the propositions of the Science-Technology-Society approach, as studied by Santos and Mortimer (2002), Aikenhead (1994), Ziman (1980), among others. This is a qualitative document analysis of the BNCC that aimed to identify aspects of convergence and divergence. These aspects were analyzed using the method of Textual Discourse Analysis (TDA), as outlined by Moraes and Galiazzi (2006). To organize the results, a priori categories were established, according to Cortez and Del Pino (2017), which highlighted consistencies such as the use of problematization and dichotomies like the development of critical thinking of students.
publishDate 2024
dc.date.none.fl_str_mv 2024-02-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4500
10.26843/rencima.v15n1a10
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4500
identifier_str_mv 10.26843/rencima.v15n1a10
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4500/2154
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 15 n. 1 (2024): jan./mar.; 1-22
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
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institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
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