BNCC e o currículo de Ciências no Ensino Fundamental II: um estudo na rede municipal de educação de Doverlândia/Goiás

Abstract

This research was carried out in Doverlândia-GO, with the general objective of understanding the main relationships between the BNCC and the Science curriculum of the 6th year of Elementary School II, established for the municipal public schools of Doverlândia-GO. This is a qualitative research because as a methodology, in the search for data, we talked to managers and teachers, we carried out comparative readings and analysis of the BNCC and the DC-GO to compare the connections between the federal and state curriculum references. We also carried out studies on the PPP, annual plans and enrollment notice for the rural school, Escola Municipal Militarizada Dona Ernestina Augusta de Lima, based on curriculum theories to recognize or not the relationships between the aforementioned curricular documents. The theoretical basis adopted includes critical perspectives on school curriculum, such as those of Silva (2009), and research on the elaboration and foundations of the BNCC, such as Aguiar and Dourado (2018), Cury and Zanardi (2018), Costa-Hübes and Kraemer (2019), Cássio and Casteli Jr. (2019) and others. We developed the educational product linked to this research, an extension course, whose title is "BNCC: points and counterpoints", which was developed with teachers and managers of the Municipal Education Network of Doverlândia. The results obtained in these actions led us to conclude that, despite the heterogeneity of the discourses on the processes and foundations of the BNCC, this document is strongly inserted in the analyzed state and municipal curricular objects.