The National Curricular Common Base as revoicing of voices from the National Curriculum Parameters: the Science, Technology and Society curriculum in science education for the middle school
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Caderno Brasileiro de Ensino de Física (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/fisica/article/view/75579 |
Resumo: | In face of the National Curricular Common Base (NCCB) approval scenario for the middle school, we consider relevant to understand the relationship between the scientific discourse brought as new and utterances that were already published since the last century by the National Curriculum Parameters (NCP). Articulating the Bakhtin’s philosophy of language to Text Mining procedures, we look to identify and compare perspectives on the STS conveyed in the NCP and NCCB, since they are voices aligned with a critical curriculum perspective for Science Teaching and/or Education, committed to the emancipation of the subjects. We observed that utterances vehiculated in the new NCCB can be considered as revoiced utterances from the NCP, since both documents, even though they convey voices from the STS curriculum, end up not surpassing perspectives aligned to the neutrality of scientific and technological knowledge. |
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The National Curricular Common Base as revoicing of voices from the National Curriculum Parameters: the Science, Technology and Society curriculum in science education for the middle schoolA Base Nacional Comum Curricular como revocalizadora de vozes dos Parâmetros Curriculares Nacionais: o currículo Ciência, Tecnologia e Sociedade na educação científica para os anos finais do Ensino FundamentalIn face of the National Curricular Common Base (NCCB) approval scenario for the middle school, we consider relevant to understand the relationship between the scientific discourse brought as new and utterances that were already published since the last century by the National Curriculum Parameters (NCP). Articulating the Bakhtin’s philosophy of language to Text Mining procedures, we look to identify and compare perspectives on the STS conveyed in the NCP and NCCB, since they are voices aligned with a critical curriculum perspective for Science Teaching and/or Education, committed to the emancipation of the subjects. We observed that utterances vehiculated in the new NCCB can be considered as revoiced utterances from the NCP, since both documents, even though they convey voices from the STS curriculum, end up not surpassing perspectives aligned to the neutrality of scientific and technological knowledge.Frente ao cenário de aprovação da Base Nacional Comum Curricular (BNCC) para os anos finais do Ensino fundamental, consideramos relevante entender relações entre o discurso científico trazido como novo e os enunciados que já eram veiculados desde o século passado pelos Parâmetros Curriculares Nacionais (PCN). Articulando a filosofia da linguagem do círculo de Bakhtin com a técnica de Text Mining, buscamos identificar e comparar perspectivas CTS veiculadas nos PCN e na BNCC, uma vez que são vozes alinhadas a uma perspectiva crítica de currículo para o Ensino e/ou Educação em Ciências, comprometida com a emancipação dos sujeitos. Observamos que enunciados da nova BNCC podem ser considerados revocalizadores dos enunciados dos PCN, uma vez que ambos os documentos, ainda que veiculem vozes oriundas do currículo CTS, acabam por não superar perspectivas alinhadas à neutralidade do conhecimento científico e tecnológico. Imprensa Universitária - UFSC2021-09-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/7557910.5007/2175-7941.2021.e75579Caderno Brasileiro de Ensino de Física; v. 38 n. 2 (2021): Caderno Brasileiro de Ensino de Física; 1339-13632175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporenghttps://periodicos.ufsc.br/index.php/fisica/article/view/75579/47335https://periodicos.ufsc.br/index.php/fisica/article/view/75579/47336Copyright (c) 2021 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessAntunes Júnior, EstevãoCavalcanti, Cláudio José de HolandaOstermann, Fernanda2021-09-20T11:54:24Zoai:periodicos.ufsc.br:article/75579Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2021-09-20T11:54:24Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
The National Curricular Common Base as revoicing of voices from the National Curriculum Parameters: the Science, Technology and Society curriculum in science education for the middle school A Base Nacional Comum Curricular como revocalizadora de vozes dos Parâmetros Curriculares Nacionais: o currículo Ciência, Tecnologia e Sociedade na educação científica para os anos finais do Ensino Fundamental |
title |
The National Curricular Common Base as revoicing of voices from the National Curriculum Parameters: the Science, Technology and Society curriculum in science education for the middle school |
spellingShingle |
The National Curricular Common Base as revoicing of voices from the National Curriculum Parameters: the Science, Technology and Society curriculum in science education for the middle school Antunes Júnior, Estevão |
title_short |
The National Curricular Common Base as revoicing of voices from the National Curriculum Parameters: the Science, Technology and Society curriculum in science education for the middle school |
title_full |
The National Curricular Common Base as revoicing of voices from the National Curriculum Parameters: the Science, Technology and Society curriculum in science education for the middle school |
title_fullStr |
The National Curricular Common Base as revoicing of voices from the National Curriculum Parameters: the Science, Technology and Society curriculum in science education for the middle school |
title_full_unstemmed |
The National Curricular Common Base as revoicing of voices from the National Curriculum Parameters: the Science, Technology and Society curriculum in science education for the middle school |
title_sort |
The National Curricular Common Base as revoicing of voices from the National Curriculum Parameters: the Science, Technology and Society curriculum in science education for the middle school |
author |
Antunes Júnior, Estevão |
author_facet |
Antunes Júnior, Estevão Cavalcanti, Cláudio José de Holanda Ostermann, Fernanda |
author_role |
author |
author2 |
Cavalcanti, Cláudio José de Holanda Ostermann, Fernanda |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Antunes Júnior, Estevão Cavalcanti, Cláudio José de Holanda Ostermann, Fernanda |
description |
In face of the National Curricular Common Base (NCCB) approval scenario for the middle school, we consider relevant to understand the relationship between the scientific discourse brought as new and utterances that were already published since the last century by the National Curriculum Parameters (NCP). Articulating the Bakhtin’s philosophy of language to Text Mining procedures, we look to identify and compare perspectives on the STS conveyed in the NCP and NCCB, since they are voices aligned with a critical curriculum perspective for Science Teaching and/or Education, committed to the emancipation of the subjects. We observed that utterances vehiculated in the new NCCB can be considered as revoiced utterances from the NCP, since both documents, even though they convey voices from the STS curriculum, end up not surpassing perspectives aligned to the neutrality of scientific and technological knowledge. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-09-20 |
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://periodicos.ufsc.br/index.php/fisica/article/view/75579 10.5007/2175-7941.2021.e75579 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/75579 |
identifier_str_mv |
10.5007/2175-7941.2021.e75579 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/75579/47335 https://periodicos.ufsc.br/index.php/fisica/article/view/75579/47336 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Caderno Brasileiro de Ensino de Física info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Caderno Brasileiro de Ensino de Física |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
dc.source.none.fl_str_mv |
Caderno Brasileiro de Ensino de Física; v. 38 n. 2 (2021): Caderno Brasileiro de Ensino de Física; 1339-1363 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
collection |
Caderno Brasileiro de Ensino de Física (Online) |
repository.name.fl_str_mv |
Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com |
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1799940574904582144 |