The challenges of the applicability of the BNCC of Natural Sciences in Elementary School

• Autor(a) principal: Machado, Vera de Mattos
• Data de Publicação: 2023
• Outros Autores: Olmedo, Alessandra dos Santos, Gondin, Cristiane Miranda Magalhães
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ciências do Estado (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/revice/article/view/e41215
• topic: Ensino de ciências; Currículo; Praxeologia; Instituição; Enseñanza de las ciencias; Currículo; Praxeologia; Instituición; Science teaching; Curriculum; Praxeology; Institution

The school curriculum is understood as a guiding instrument for the actions of school units. With the homologation of the National Common Curricular Base (BNCC) in 2017, a curriculum was instituted throughout the Brazilian territory, leaving the states, municipalities and the Federal District to comply with the mandatory regulations. The objective of this work was to analyze and discuss Natural Science skills of the 2nd year of Elementary School at BNCC, based on the Anthropological Theory of Didactics (TAD) and Didactic Transposition (TD). The study was qualitative, with the development of Praxeological Organizations (OP). A clipping of the BNCC skills was carried out to analyze the thematic unit Life and Evolution. We constituted the praxeology of this unit, we identified complex techniques, which make the teaching process difficult for the 2nd year, in addition to requiring a large amount of concepts. The relationships proposed in the skills are of great complexity for this teaching stage. We showed that there is an imposition of an institution on others, whose document presents excessive determinism, not considering the diversity in its social, environmental and cultural aspects. Therefore, to minimize the complexity of the teacher's work at this level of education, with the skills of the BNCC, we suggest the elaboration of Praxeological Organizations, based on the analysis and interpretation of the skills. Given this, the teacher will be able to understand the dimension of each of the skills and resize their Didactic Organization.