POLÍTICAS CURRICULARES PARA ÁREA DE CIÊNCIAS DA NATUREZA E A BNCC: UMA ANÁLISE À LUZ DA PEDAGOGIA HISTÓRICO-CRÍTICA

Abstract

This research, linked to the research line Teacher Education and Public Policies of the Graduate Program in Education at the Federal University of Mato Grosso do Sul (UFMS), Três Lagoas Campus (CPTL), aims to study the curricular offerings in the area of Natural Sciences within the framework of curricular policies, mainly the National Common Curricular Base (BNCC). Therefore, it aims to analyze the composition and organization of knowledge related to the area of Natural Sciences based on the BNCC policy, in light of the theoreticalmethodological proposal of Historical-Critical Pedagogy. Based on the theoreticalmethodological framework of Historical-Critical Pedagogy, the analytical-critical exercise proposed by this research is guided by the problem of indicating the scope of the BNCC policy as a tool for promoting integral education for individuals and as a locus for students' access to the historically socialized culture in the field of Natural Sciences within the ongoing curricular reforms in Brazil, specifically within the BNCC. Methodologically, in fidelity to the structuring foundation of Historical-Critical Pedagogy, this research is anchored in the method of Dialectical Historical Materialism as an exercise in interpreting reality from the dialectical movement between the particular and universal expression of the object through the mediation of concrete reality and its contradictory expression. This method will be aided by the technique of Document Analysis to facilitate the examination of the proposal for science teaching based on the BNCC. This analysis exercise enables the study of the introductory texts of the BNCC document, where we seek to identify the conception of education, the role of the school, as well as the definition of curriculum, as well as the introductory text of the Science Area that helps us identify the conception of science and the objective of science education in the curriculum proposed by the Base. Furthermore, by investigating the organization, contents, and foundations of the BNCC, we can perceive, in light of the proposal of Historical-Critical Pedagogy, the impacts on individuals' development.