Relação currículo e o livro didático no contexto da área de Ensino de Ciências

Abstract

The present dissertation is inserted in the field of curriculum studies in Science teaching, with attention to Basic Education (BE). It aims to understand curricular discourses in the area of Natural Sciences and its Technologies (CNT) based on the knowledge proposed in the National Common Curricular Base (BNCC) and in Textbooks (LD). The concern about the impact of proposed curriculum reformulations for Basic Education stands out in the study, which over the last twenty years have been carried out with a focus on qualifying the teaching and learning processes in the classroom. Because of this, the investigation defined for now, emerges from the particular interest in proposing discussions about the changes proposed from the BNCC in the textbooks in the Science area. The study is relevant to the Brazilian educational context as it contributes to the understanding of the interpretation process to which curriculum documents are submitted and expressed in teachers' speeches. Especially, because it takes place in a school context and at a time when schools are discussing curricular movements with the arrival of the BNCC in schools. This is a qualitative research of a bibliographical and documental nature, with interviews carried out with teachers who work in a public school in the region of Missões/RS. The guiding question is: What understandings are expressed, in the context of the Natural Sciences area, about the relationship between curriculum and textbooks? To this end, in the first chapter, a literature review was carried out on Brazilian academic works available electronically in the Brazilian Digital Library of Theses and Dissertations (BDTD), in which we sought to select the works that dealt with the theme of Science LD in the process of the current recontextualization of the Brazilian BNCC and EB, to carry out the search we used the following descriptors: “Common National Base; Textbook; I teach Science”. The content analysis process made it possible to identify three interfaces: the scenario, nature and focus of research. Next, we construct a theoretical essay in which we present Textbook as an integral object of the Brazilian school curriculum, we discuss the changes made to the National Textbook Program (PNLD) after the BNCC, and thus, we discuss the BNCC propositions for the area of CNT and the amendments to the 2021 PNLD LD, and to complement the discussion, we present statements from interviewed EB teachers. We also carried out a documental study, which also contains the speeches of interviewed EB teachers, in which we sought to identify the conceptions of Science and the construction of scientific knowledge, through the LD, of the 2021 PNLD, chosen by teachers of a public school located in the region of Missões-RS. Through the study, understandings were identified that deal with the historical dependence ofthe Textbook in the Science area in the process of curricular construction in EB. Thus, we highlight the importance of this study to expand understandings about how scientific knowledge in the area of CNT is being presented in curricular documents, BNCC and LD, and what are the understandings of teachers who work in EB, in this way, we believe that it can contribute to expand knowledge and understanding in the context of the Education area and also in the context of teacher training and practice of what and why to teach such content, making subjects reflective of their practices.