UNDERSTANDINGS OF SCIENCE TEACHERS ABOUT SCHOOL CURRICULUM: A BIBLIOGRAPHIC REVIEW

• Autor(a) principal: Karine Kreuz, Kelly
• Data de Publicação: 2020
• Outros Autores: Andrade Leite, Fabiane de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/457
• topic: Currículo de Ciências; Conteudista-ingênuo; Crítico-reflexiva; Science Curriculum; Content-naïve; Critical-reflective

Discussions about the curriculum in Basic Education have been recurrent in the current brazilian context, in which it seeks to qualify the processes of teaching and learning in the classroom. The aim of the present study was to analyze understandings of teachers in the field of Natural Sciences about the school curriculum. Through research of a qualitative nature, academic studies obtained at the Brazilian Digital Library of Theses and Dissertations were used as an object of investigation, which showed different understandings among teachers organized in the analysis categories: content-naive, content-critic and critic-eflective. The content-naive category predominated in the researches analyzed, which reveal understandings restricted to curricular documents and, still, it shows difficulties for teachers to recognize their role in curriculum construction. With the study, it is reiterated statements already made in the academic literature, which trigger the distance between the theoretical production about the curriculum and the reality of the schools.