BRAZILIAN NATIONAL COMMON CORE CURRICULUM: GUIDING PATHWAYS AND REFLECTIONS ON THE NATURAL SCIENCES AREA

Abstract

The teaching of Natural Sciences plays a central role in students’ initial education, as it enables understanding of the environment in which they live and their interactions with the world, contributing to the construction of notions of space, time, and social intervention. In this context, the present study was developed with the aim of identifying, locating, and analyzing, in a quantitative-qualitative manner, scientific productions related to Natural Sciences within the scenario of the implementation of the Brazilian National Common Curricular Base (BNCC) between 2015 and 2020. The theoretical framework was supported by authors who advocate the formative and critical nature of science education. Moreira (2004) emphasizes that students should be guided to interpret the world from a scientific perspective, appropriating concepts, laws, and theories. In line with this view, Freire (2010) understands educators and learners as active subjects in the construction of knowledge. Krasilchik (2007) highlights the importance of “doing science” articulated with students’ lived experiences and with historical, social, epistemological, and cultural dimensions. Methodologically, a quantitative-qualitative approach was adopted through a literature review. The quantitative survey enabled the mapping of scientific production within the defined time frame, while the qualitative analysis allowed the interpretation of trends, gaps, and contributions of the studies to educational practice. The results revealed advances in discussions about the BNCC in Natural Sciences; however, gaps still persist between curricular guidelines and the daily reality of public schools. It is concluded that strengthening investigative and contextualized practices is essential for the consolidation of critical and transformative science education.