History and Philosophy of Science and its (non) presence at the Common National Base for Teacher Training (BNCFP)

• Autor(a) principal: Siqueira, Rafael Moreira
• Data de Publicação: 2022
• Outros Autores: Pinheiro, Laiza Ribeiro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/85851
• topic: History and Philosophy of Science; Teacher Training; Curriculum; História e Filosofia da Ciência; Formação de Professores; BNC-Formação; Currículo

In this study we discuss the insertion of History and Philosophy of Sciences (HFS) in the new national curriculum guidelines (DCN) for teacher training and in the current National Common Base for Basic Education Teacher Training (BNC-Formação), approved in December 2019 with the objective of promoting changes, supposedly necessary, in the initial training of teachers in the different educational systems. This is a qualitative documentary research, in which, through Content Analysis (CA) methodology, we aimed to identify how the HFS is inserted in the Resolution CNE/CP No. 2/2019, which defined and instituted the new DCN and the BNC-Formação, analyzing excerpts from the document that may present traces of their possible presence according to the analytical categories designed for the research. To support the debate in this article, we initially address the inclusion of HFS in science teaching and science teacher training programs and then describe the formulation context, regulatory requirements, structure and content of the resolution. The results obtained in our research indicated that there are few mentions of the History and Philosophy of Science in the analyzed document, in which the records found, for the most part, appear as part of the competencies and skills and are related to the social and cultural role of science. With shallow, practical and superficial discussions, we conclude that there is a non-presence of the HFS in the document, with severe gaps that can make it impossible for educators and their students to be critically educated.