A reforma do Ensino Médio: os principais impactos no processo de flexibilização na nova estrutura da Base Nacional Comum Curricular no Ensino de Química

• Autor(a) principal: Oliveira, Mariana Santos de
• Data de Publicação: 2020
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/232393
• topic: Chemistry; Chemistry teaching; Química; Professores Formação; Ensino Currículos

This work aims to investigate the process of adapting the teaching of chemistry in schools and teachers after the new curricular organization according to the demands of the Base Nacional Comum Curricular (BNCC). The core of our study focuses on the responses of 29 teachers to our questionnaire, but two chapters have been developed to support our research. In chapter 1, we sought to contextualize how the creation and application of the Parâmetros Curriculares Nacionais (PCN) and the Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM) were used, documents used until mid-2018, when the BNCC text comes into force. In chapter 2, we discussed the challenges of teaching Chemistry to the BNCC, we analyzed the curricular guidelines for the area of Natural Sciences and its Technologies for High School, as well as, the three specific competences of the area and their abilities. We also analyzed the process of adapting the curriculum of the state of São Paulo in relation to BNCC, considering the discipline of Chemistry and comparing the curricular contents in force with those prior to the approval of the BNCC. Having done the theoretical foundation, in chapter 3 we present the research methodology used for data collection. Through qualitative analysis, we analyzed the 14 questions delivered to the 29 participants online via Google Forms. The analysis was divided into two parts, in which the first 10 questions were intended to make a brief characterization of the teacher, about his training, length of professional experience and working methods. And the final 4 questions, asked the teachers how the demands of the BNCC would be incorporated into their work. The categories of analysis and the discussions regarding the data collected in the questionnaire are presented in chapter 4. We can verify with the analysis of the responses that all teachers came into contact with at least some discussion about the BNCC and the reform of High School, however, many did not read the document in full and did not reflect on the new demands. Regarding the implementation in schools, we observed that only a small part of the schools are adapting to the update and implementation of a new curriculum, the majority is waiting for guidance to start the process, in relation to the continued training of teachers, most of the participants mentioned the absence of continuing education and the lack of teaching materials such as books and handouts with the new guidelines as a reason for not having started a redesign of their classes and teaching methodologies.