A BNCC e o ensino de Biologia: um olhar sobre a implementação curricular no estado do Tocantins

Abstract

This research aims to analyze how teachers who teach Science and Biology understand the process of implementing BNCC in the state of Tocantins to present guidelines that aim at understanding the relationship between the curriculum and teaching practice. In this sense, it is justified in view of the proposal of referrals that aim to understand the new curriculum, the teaching pedagogical practice and the relationship with the school space and the Tocantins territory where it is inserted. The methodology was developed along the lines of the Case Study, of the interpretive type. The case to be investigated concerns the characterization of the BNCC implementation processes in the state of Tocantins, focusing on the analysis of the correlation between the pedagogical foundations, Scientific Education - Science, Technology and Society (CTS) in the teaching of Sciences / Biology and perceptions teachers about the BNCC proposal. Therefore, this dissertation is structured in chapters-articles, in order to favor the construction of thinking / understanding about the process of implementing the BNCC curriculum and, therefore, it was constituted in three fronts of analysis, having as reference the following guiding questions: 1) What do researchers say about BNNC and Science Teaching? 2) What Scientific Education is recommended by the Base document in reference to Science and Biology Teaching? 3) What do the teachers who teach Science and Biology say about the BNCC curriculum? 4) What didactic-pedagogical directions are necessary for the implementation of BNCC in the state of Tocantins? Thus, the research path started by means of a systematic review of research on BNCC in science education with the purpose of presenting an overview of objectives, methodologies, themes and main inferences dealt with in these research, making it possible to identify two purposes main investigative: the methodological bias, in which research is developed in an analytical-documental character and, also, the formative bias in which researchers warn about the importance and need for investment in the initial and continuing training of teachers in view of the implementation of the BNCC. From the analysis of the curricular documents of BNCC and Tocantins, elements of the Science, Technology and Society (CTS) approach were identified for the teaching of Sciences and Biology, which are: i) CTS interrelationships, ii) nature of Science and scientific work and iii) citizen training. Finally, on the perceptions of teachers, speeches were observed, which explain limitations on the understanding and participation in the discussions and elaboration of the new curriculum to be implemented. Through the analyzes, it can be inferred that the BNCC curriculum project is based on neoliberal political-ideological approaches, which limits and, at the same time, shows a false autonomy and curricular flexibility of schools and teachers. Furthermore, it supposes the valorization of youth, while omitting access to certain scientific knowledge.