Currículo e sujeito na Base Nacional Comum Curricular: um estudo discursivo sobre a área de Ciências da Natureza

Abstract

The objective of this paper was to understand the relationships between the concepts of curriculum present in the National Common Curricular Base (BNCC) ‒ Area of Natural Sciences / elementary school ‒ and the production of subjectivities in the school context. For that, a network of discourses that are materialized in the BNCC and that contribute to the (re)production of certain modes of subjectivation was analyzed. Methodologically, this study is qualitative research developed from an interface of curricular theories with the foundations of Discourse Analysis of historical-ideological aspect. The mobilization of these theoretical fields allowed the creation of some methodological categories used in the research, such as: conservationist discursive formation; transformative discursive formation, in relation to the curriculum and the subject. As a result of the analysis, it was found that the document contains traces of critical and post-critical curriculum discourses, both of a transforming nature; but this occurs in between of discursive heterogeneity and, predominantly, in the introductory part of the area. What we have, throughout the document, is the deletion of relevant contents, in favor of a list of topics, similar to what has been practiced in the curricular tradition of marketing and business base. Therefore, this study concludes that there is, in the BNCC, the predominance of a discursive formation consistent with what (post)critical curricular theories designate as traditional thinking about the curriculum, which does not present a commitment to an organic transformation of society and of social relations, marked by inequality. The proposed educational product consists of an improvement course, which can be developed in Basic Education teaching networks, to expand the teachers' knowledge about the BNCC - area of Natural Sciences. As it happened in the reality in which it was applied, this product will be able to subsidize the performance of critical and dialogic studies on the document, in different school contexts, focusing on the conceptions of curriculum and subject, as well as its educational implications.