An analysis of genetics content in elementary school according to BNCC

• Autor(a) principal: Freitas, Rafaela Pinheiro Diniz
• Data de Publicação: 2021
• Outros Autores: de Araújo, Elisângela Sousa, Silva, Maria de Fátima Sousa, Reis, Hellen José Dayane Alves
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
• Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/13747
• topic: 7.08.00.00-6 educação; Base Nacional Comum Curricular; Ensino de ciências; Ensino de genética no ensino fundamental; Common National Base Curriculum; Science teaching; Genetics teaching in elementary school

Science education has been undergoing constant transformations, with each new government there is a reformist outbreak, mainly affecting basic education. The current curriculum proposals brought after the approval of the Common National Base Curriculum (BNCC) serve as a guide for public and private schools to develop their curricula. The BNCC is a normative document, with mandatory adherence throughout Brazilian territory. Thus, this article aimed to analyze, through a bibliographic survey through articles in the databases of SCIELO, SCIENCE DIRECT, ELSEVIER AND CAPES, BDTD, TCCs, magazines, books and official government documents, what BNCC proposes in the objects of knowledge that include genetics in the final years of elementary school. When we observe the summary and approach of some science textbooks approved by the PNLD-2020, the main teaching resource available to the teacher, we realize that the language and concepts of genetic terms used in teaching fundamental follow the same characteristics of those observed for secondary education, that is, the presence of an inadequate language, with isolated concepts, poorly synthesized and without historical context. The introduction of genetics in Elementary School can be considered positive when accompanied by a more interdisciplinary discussion using mathematics, chemistry and concatenated with the knowledge acquired in the previous year. These skills related to mathematics and chemistry need to be studied in a previous year or in the same year, as this prior knowledge needs to be consolidated so that the skills proposed for teaching genetics can be developed. Much of the difficulties associated with teaching genetics are not restricted to recent changes in curriculum formation guidelines, as these difficulties are old and recurrent, but the vast majority of the problems are focused on the way in which genetics has been taught and that the initial teacher education is closely related to the way in which he understands and later teaches genetics. Faced with many discussions on the subject, it is expected that in the future there will be a reduction in such problems, perhaps the hope is in those who will be fully involved in the teaching process, that is, the teacher.