Limites e transgressões da base nacional comum curricular para o ensino de biologia
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo de conferência |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/16392 |
Resumo: | The context of recent national curriculum policies promotes ruptures and discontinuities in the curriculum architecture of the final stage of basic education, secondary education, already seriously weakened by the late attempt at universalization, by the immense bottlenecks observed in progression, from the failure indicators, as well as highly impacted by permanence, where there are low rates of completion of the stage, concurring with high dropout and school dropout. Despite this scenario of low social quality in secondary education, we still have a historical trajectory of conflicts in search of an identity for this stage, where the most recent chapters of this temporal skein increase its complexity, with Law 13.415/2017, the National Base Curriculum Common and the new National Curriculum Guidelines for Secondary Education. The framework of concerns and dissensions caused by this triad adds even greater challenges to science education, where BNCC breaks with the disciplinary structure and integrates the 3 curricular fields, while pointing to critical thinking and investigative approach. This work then seeks to reflect on what possibilities the BNCC presents to science education, understanding its limits and investigating possible transgressions located from its implementation, based on documentary analysis of an exploratorydescriptive nature. |
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Farias, Tereza Santos2022-10-07T22:43:31Z2022-10-07T22:43:31Z2021-091982-3657http://ri.ufs.br/jspui/handle/riufs/16392Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es).The context of recent national curriculum policies promotes ruptures and discontinuities in the curriculum architecture of the final stage of basic education, secondary education, already seriously weakened by the late attempt at universalization, by the immense bottlenecks observed in progression, from the failure indicators, as well as highly impacted by permanence, where there are low rates of completion of the stage, concurring with high dropout and school dropout. Despite this scenario of low social quality in secondary education, we still have a historical trajectory of conflicts in search of an identity for this stage, where the most recent chapters of this temporal skein increase its complexity, with Law 13.415/2017, the National Base Curriculum Common and the new National Curriculum Guidelines for Secondary Education. The framework of concerns and dissensions caused by this triad adds even greater challenges to science education, where BNCC breaks with the disciplinary structure and integrates the 3 curricular fields, while pointing to critical thinking and investigative approach. This work then seeks to reflect on what possibilities the BNCC presents to science education, understanding its limits and investigating possible transgressions located from its implementation, based on documentary analysis of an exploratorydescriptive nature.O contexto das políticas curriculares nacionais recentes promove rupturas e descontinuidades na arquitetura curricular da etapa final da educação básica, o ensino médio, já gravemente fragilizada pela tentativa tardia de universalização, pelos imensos gargalos observados na progressão, a partir dos indicadores de reprovação, bem como altamente impactado pela permanência, onde se verificam baixas taxas de conclusão da etapa, concorrendo com elevada evasão e abandono escolar. Não obstante esse cenário de baixa qualidade social do ensino médio, temos ainda uma trajetória histórica de conflitos em busca de uma identidade para essa etapa, onde os capítulos mais recentes desse novelo temporal incrementam sua complexidade, com a Lei 13.415/2017, a Base Nacional Comum Curricular e as novas Diretrizes Curriculares Nacionais para o Ensino Médio. O arcabouço de inquietações e dissensos provocado por essa tríade adiciona desafios ainda maiores ao ensino de ciências, onde a BNCC rompe com a estrutura disciplinar e integra os 3 campos curriculares, ao passo em que aponta para o pensamento crítico e abordagem investigativa. Esse trabalho procura então refletir quais possibilidades a BNCC apresenta ao ensino de ciências, compreendendo seus limites e investigando eventuais transgressões situadas a partir da sua implementação, a partir de análise documental de caráter exploratório-descritiva.São CristóvãoporGrupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON)Anais do XV Colóquio Internacional Educação e ContemporaneidadeEnsino de ciênciasBase Nacional Comum Curricular (BNCC)Políticas curricularesScience educationCurricular policyLimites e transgressões da base nacional comum curricular para o ensino de biologiaLimits and transgressions of the common national curriculum base for teaching biologyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessTEXTLimitesTransgressoesBNCCBiologia.pdf.txtLimitesTransgressoesBNCCBiologia.pdf.txtExtracted texttext/plain25975https://ri.ufs.br/jspui/bitstream/riufs/16392/3/LimitesTransgressoesBNCCBiologia.pdf.txt170d2ec5717f160b912db0d728453e9dMD53THUMBNAILLimitesTransgressoesBNCCBiologia.pdf.jpgLimitesTransgressoesBNCCBiologia.pdf.jpgGenerated Thumbnailimage/jpeg2195https://ri.ufs.br/jspui/bitstream/riufs/16392/4/LimitesTransgressoesBNCCBiologia.pdf.jpg99a87959af54ac87fca00209aac223e2MD54ORIGINALLimitesTransgressoesBNCCBiologia.pdfLimitesTransgressoesBNCCBiologia.pdfapplication/pdf163022https://ri.ufs.br/jspui/bitstream/riufs/16392/2/LimitesTransgressoesBNCCBiologia.pdfdcd9dcfffec348ea88dc88f2bef59dffMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/16392/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51riufs/163922022-10-07 19:43:31.834oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-10-07T22:43:31Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Limites e transgressões da base nacional comum curricular para o ensino de biologia |
dc.title.alternative.eng.fl_str_mv |
Limits and transgressions of the common national curriculum base for teaching biology |
title |
Limites e transgressões da base nacional comum curricular para o ensino de biologia |
spellingShingle |
Limites e transgressões da base nacional comum curricular para o ensino de biologia Farias, Tereza Santos Ensino de ciências Base Nacional Comum Curricular (BNCC) Políticas curriculares Science education Curricular policy |
title_short |
Limites e transgressões da base nacional comum curricular para o ensino de biologia |
title_full |
Limites e transgressões da base nacional comum curricular para o ensino de biologia |
title_fullStr |
Limites e transgressões da base nacional comum curricular para o ensino de biologia |
title_full_unstemmed |
Limites e transgressões da base nacional comum curricular para o ensino de biologia |
title_sort |
Limites e transgressões da base nacional comum curricular para o ensino de biologia |
author |
Farias, Tereza Santos |
author_facet |
Farias, Tereza Santos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Farias, Tereza Santos |
dc.subject.por.fl_str_mv |
Ensino de ciências Base Nacional Comum Curricular (BNCC) Políticas curriculares |
topic |
Ensino de ciências Base Nacional Comum Curricular (BNCC) Políticas curriculares Science education Curricular policy |
dc.subject.eng.fl_str_mv |
Science education Curricular policy |
description |
The context of recent national curriculum policies promotes ruptures and discontinuities in the curriculum architecture of the final stage of basic education, secondary education, already seriously weakened by the late attempt at universalization, by the immense bottlenecks observed in progression, from the failure indicators, as well as highly impacted by permanence, where there are low rates of completion of the stage, concurring with high dropout and school dropout. Despite this scenario of low social quality in secondary education, we still have a historical trajectory of conflicts in search of an identity for this stage, where the most recent chapters of this temporal skein increase its complexity, with Law 13.415/2017, the National Base Curriculum Common and the new National Curriculum Guidelines for Secondary Education. The framework of concerns and dissensions caused by this triad adds even greater challenges to science education, where BNCC breaks with the disciplinary structure and integrates the 3 curricular fields, while pointing to critical thinking and investigative approach. This work then seeks to reflect on what possibilities the BNCC presents to science education, understanding its limits and investigating possible transgressions located from its implementation, based on documentary analysis of an exploratorydescriptive nature. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-09 |
dc.date.accessioned.fl_str_mv |
2022-10-07T22:43:31Z |
dc.date.available.fl_str_mv |
2022-10-07T22:43:31Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/conferenceObject |
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conferenceObject |
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publishedVersion |
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http://ri.ufs.br/jspui/handle/riufs/16392 |
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1982-3657 |
dc.identifier.license.pt_BR.fl_str_mv |
Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
identifier_str_mv |
1982-3657 Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
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http://ri.ufs.br/jspui/handle/riufs/16392 |
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por |
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Anais do XV Colóquio Internacional Educação e Contemporaneidade |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Grupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON) |
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Grupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON) |
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