Abstract
The current Common National Curriculum Base (CNCB) was approved to comprise a guiding document for the curricular construction of Brazilian elementary schools. Through a discursive textual analysis, this article analyzes the Zoology content of the CNCB from early childhood education to high school. The results indicate discourses from archaic 19th century zoology, of a morphophysiological and classificatory nature, the absence of this bioscience aimed at early childhood education and the lack of updated proposals for its teaching-learning process. We conclude that Zoology teaching as presented by the CNCB proposes strictly conceptual and linear content approaches, and does not promote quality scientific education.
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