A hereditariedade humana prescrita pela BNCC na área de ciências da natureza e a transposição para o currículo dos anos finais do ensino fundamental

Abstract

The research aimed to investigate whether the Natural Sciences curriculum, present in the National Common Curricular Base (BNCC), favors the teaching and learning of Human Heredity content for students in the final years of Elementary School. The analysis was developed from a documentary research with the descriptive and analytical study of the skills related to Human Heredity for the 9th year of EF present at the BNCC and from two collections of Science Textbooks (LD) for the 9th year (PNLD, 2020), in addition to the contributions of the research participants through the questionnaire provided by electronic correspondence. For this, we opted for the use of qualitative research, in the perspective of Lüdke and André. The analyzes of BNCC and LD occurred according to the assumptions of the Anthropological Theory of Didactics (TAD) proposed by Chevallard and Gascón, the analyzes of the answers given to the questionnaire were carried out in the light of the Textual Discursive Analysis proposed by Moraes and Galiazzi. The results obtained were compared from the Didactic Transposition described by Chevallard and from the TAD. From the data produced and analyzed we were able to infer that didactically and biologically the content proposed by BNCC is very complex, which is no different in LDs that approach various scientific concepts in a simple and decontextualized way. Such findings were also perceived and presented in the descriptions made by the research participants. Still, we consider that the aspects discussed hinder the Internal Didactic Transposition (TDi) process and need a well-structured Didactic Organization and Biological Organization to provide the development of the proposed skills and the learning of the content by the student. In view of what was analyzed, we prepared a suggestion material for Science teachers, to assist in the proposal of DS using the Moments of Study (ME), also relevant to TAD, and thus contribute to the process of TDi performed by the teacher and enable learning and the production of knowledge about Human Heredity.