Base Nacional Comum Curricular Research Articles

Environmental Education and Sustainability in the Brazilian High School: To Raise Awareness is to Commit to Life

Environmental Education (EE) is an essential theme that must be addressed broadly and effectively in High School. Brazilian High School students are aware of environmental issues that devastate the country they live in. Thus, the Base Nacional Comum Curricular (BNCC) is a mandatory document whose norms guide and define common learning results of curricula in all public and private schools in Brazil. Therefore, this study aimed at analyzing how EE was inserted into the latest version of the High School BNCC. It is an exploratory study which analyzed documents and bibliographic sources. Regarding its methodology, key words connected to EE and to promotion of sustainability in High School were used for the search in the document. After data issued by the BNCC were analyzed, we perceived that EE is briefly inserted in the document; as a result, it is neither taught nor practiced as it should be. Since EE is generically treated and poorly addressed, it does not contribute to a broad, transversal and integrative approach. Teaching EE and sustainability in High School is an important step to achieve legally established goals, go beyond theories and, mainly, put into practice speeches given by the Brazilian public management.

BRINQUEDOTECA: UM ESPAÇO DE APRENDIZADO E SOCIALIZAÇÃONOCEMEI RUTH YELITA FORTE

The proposal of this article, entitled "Brinquedoteca: a space for learning and socializationatCemei Ruth Yelita Forte", aims to emphasize the importance of the brinquedotecainchilddevelopment. The study is divided into sections that characterize childhood, child, play,brinquedoteca, and interview. The research methodology was developed basedonbibliographic and documentary research, books, Google forms, and references that support thetheme. The research aims to answer the question of the importance of the brinquedotecaintheschool environment, especially for the teachers at Cemei Ruth Yelita Forte. The resultsfromthe administered forms indicate that the primary use of the space is for free play. Combiningthe statistical results with the selected authors as references, the study concludes that thebrinquedoteca contributes to various factors in child development, such as cognitivedevelopment, socialization, and psychomotricity. Key theoretical references includeAriès(1975), DCNs (2013), Freire (2014), Kishimoto (1999), Costa et al. (2018), Zorze(2012),Brougère (1998), Carneiro (2015), Cruz, Castro (2011), Rosa et al. (2011), Piaget (2011),Base Nacional Comum Curricular (2017), and the Projeto Político Pedagógico Cemei RuthYelita Forte (2022).

A importância do aprofundamento teórico-metodológico na formação docente e nas produções de materiais didáticos dialógicos no curso de Letras

The Bakhtinian approach has been present in Brazilian official curricular documents since the 1990s. However, its pedagogical appropriation has been guided by the linguistic structure to the detriment of social interaction (Faraco, 2009), demanding efforts in Portuguese school subject teacher training. In this article, the objective is to show how the dialogic discourse theory deepening can contribute to teaching materials production, based on Portuguese language major training experience at the University of São Paulo in 2020. In this experience, the theoretical-methodological approach includes the concepts of speech genres (Bakhtin, 2016 [1952-1953]) and theme (Volóchinov, 2018 [1929]) and on the production of didactic proposals aligned with the Base Nacional Comum Curricular (BNCC) (Brasil, 2018) and with the Sustainable Development Goals (SDGs) (Unesco, 2017). In this work, we analyze the proposal “Gênero do discurso e produção de texto: editorial” [“Speech genres and text production: editorial”], identifying the authors' observance of Bakhtinian discursive referents: i) sphere/field of human activity; ii) speech genre; iii) its relative stability; iv) multiple voices in statements; v) thematic totality. The results indicate dialogical quality in the material with the presence of elements that express social dynamics, confirming the relevance of theoretical deepening and its practical application in undergraduate teacher training.

UM LUGAR AO SOL: A RACIONALIDADE NEOLIBERAL E A CONSTITUIÇÃO DE DISCURSOS SOBRE O TRABALHO EM COLEÇÕES DIDÁTICAS DE PROJETO DE VIDA DO NOVO ENSINO MÉDIO

The current research focuses on didactic collections of Life Project, with the aim of investigating how discourses about work, present in these educational materials, intersect with neoliberal rationality, which permeates the entire process of curriculum reconfiguration that Brazilian high school has undergone in recent years, particularly concerning the Novo Ensino Médio (NEM - a new reformulation of high school in Brazil) and the Base Nacional Comum Curricular (BNCC - set of guidelines for the Brazilian educational curriculum). To accomplish our objectives, the discursive studies of Michel Foucault were used, especially in relation to discourse, statement, and his reflections on neoliberalism. The corpus consists of statements extracted from three Projeto de Vida didactic collections, which were approved in the Programa Nacional do Livro e do Material Didático (PNLD - Brazilian Textbook Program), 2021 edition. We decided to examine samples of textbook collection entitled Projto de Vida that corresponds to teacher’s guide. We did this in order to construct a critical view about directions that are recommended to teachers Based on the analysis conducted, it was possible to observe that the connection between work and neoliberalism occurs through discursive regularities linked to the instabilities of the world of work and the need to generate flexible, autonomous, and proactive youth behaviors, as they advocate values related to resilience and competition, terms strongly linked to the business field and connected to BNCC-EM and NEM.

A Critical History of Formal Pedagogical Strategies for the Valorization of Cultural Heritage in Brazil

The paper in question is focused on (1) valuing the expanded and transdisciplinary approach for the definition of cultural heritage, consolidated in Brazil from the 1970s/1980s onwards, (2) and its subsequent applicability in the field of education, under the influence of a liberating pedagogy proposed by educator Paulo Freire. An important consequence of this process involves the conception of a formal education system structured to promote collectivity, equality, diversity, and educational equity, as a solution towards ensuring both the learning and development of students. (3) The paper discusses the contribution of the expanded context of cultural heritage and its relationship with the field of education in the development of pedagogical strategies that promote educational equity, through the Base Nacional Comum Curricular (BNCC), a document that parameterizes the curricula from early childhood education to high school in Brazil. From a bibliographic review, the paper presents the conjuncture on which the new look at cultural heritage has been consolidated, and the consequent redefinition of heritage education actions, and then, as a result, analyzes the approximation between this new approach and the formal educational strategies present in the BNCC, as well as the possibilities of intercommunication between both.

Base Nacional Comum Curricular

O objetivo deste artigo foi realizar uma reflexão teórica sobre a possível existência de uma aproximação entre os referenciais da Aprendizagem Significativa e das Múltiplas Representações, na perspectiva da Base Nacional Comum Curricular (BNCC), na área de Matemática, no âmbito do Ensino Fundamental. Para isso, foi necessário constituir uma síntese da BNCC, abordando seu contexto histórico, estrutura e objetivos, com a identificação de aproximações entre o documento e algumas das ideias fundamentais da teoria da Aprendizagem Significativa e dos referenciais de Múltiplas Representações relativas ao ensino de Matemática. Observou-se que o conteúdo da BNCC apresenta correlações consideráveis com os referenciais da pesquisa, sobretudo por destacar em diversas unidades temáticas a necessidade da interação do objeto matemático com os conceitos prévios dos alunos e a utilização de diversos modos representacionais identificados em habilidades e competências específicas da área.

Twenty years of law 10.639

This text presents an analysis of a collection of Mathematics textbooks, carried out for the discipline “Analysis of Mathematics Books and Teaching Materials”, taught in the Graduate Program in Mathematics Education at the Universidade Estadual Paulista “Júlio de Mesquita Filho”. Inspired by the methodology of vertical and horizontal analysis of textbooks, this work aims to understand in what ways the law 10.639/2003 is effective in textbooks that satisfy the demands of the New High School and the BNCC – Base Nacional Comum Curricular. Presenting the historical movements of black populations, mainly the Brazilian one, the text is inspired by the two decades of that law to conduct the analysis criteria and seek to understand in what ways the analyzed collection acts in the constitution of the mathematical identity of black students. At the end of the analysis, it is observed that the law is barely complied with, speaking through erasures and without delving into important points about racial discussions. It is concluded that changes are necessary for compliance with the law to produce positive effects on the constitution of mathematical identities of black subjects.

Cultural Heritage and the Base Nacional Comum Curricular: approaches between Heritage Education and the curricular guidelines for Elementary School (Early Years) in the recognition and safeguarding of local culture

This article discusses a possible approach between the debate on identity issues in the expanded field of Cultural Heritage, with Heritage Education as a space for action, and the guidelines on the appreciation of local culture present in the structuring of the Base Nacional Comum Curricular (BNCC) - special attention is devoted to the guidelines of Primary Education – Early Years. The theme can contribute to the construction of critical thinking on citizenship, popular participation, and formation of local identities, considering the relationship between present and past, rescue of memories, feelings of belonging, and identification of cultural references, thus preserving them. Access to the field of heritage ensures educational equity and respect for diversity with theoretical and practical foundations through reflections on Heritage Education, an area of education that must be in constant dialogue due to the experiences and perceptions of educators and students. The article compares the texts present in the BNCC with the theoretical productions on Cultural Heritage and Heritage Education through a literature search, identifying possible paths of educational actions towards inventorying and preserving cultural references of communities located in time and space. It also contributes to a broader discussion on the way Cultural Heritage and Heritage Education are cited in Brazilian official documents via the proposed approach.

Ações de formação continuada para os professores da Educação Infantil na rede municipal de Tocantinópolis no período de 2016-2021

O artigo objetiva analisar as ações de formação continuada desenvolvidas com os professores da Educação Infantil atuantes na rede municipal de Tocantinópolis, no período de 2016 a 2021, à luz dos seguintes documentos: Base Nacional Comum Curricular (BNCC); Documento Curricular do Tocantins (DCT) e o Plano Municipal de Educação (PME). Adotou-se como tipo de pesquisa a documental, com abordagem qualitativa. Os materiais de produção de dados consistiram em slides, relatórios e frequências produzidas durante as ações de formação continuada na realidade educacional investigada, sendo realizado, também, um levantamento bibliográfico para fundamentação do tema, e uma análise em documentos legais que norteiam a organização da Educação Infantil em suas diversas dimensões. Diante das análises, compreende-se que as formações buscam habilitar os professores para o desenvolvimento das metas direcionadas pelos documentos, é uma preparação para a operacionalização do que é disposto por eles. Foi observada uma lacuna quanto ao posicionamento crítico dos participantes no que se refere a forma de estruturação, conteúdo das ações formativas e aos encaminhamentos direcionados institucionalmente. Conclui-se que a formação continuada para a Educação Infantil é um grande desafio, principalmente a partir do alinhamento à documentos como a BNCC, que situa debates contemporâneos no campo educacional e têm sido alvo de amplas discussões na área. Palavras-chave: formação continuada, educação infantil, legislação educacional. Continuing training actions for teachers of Early Childhood Education in the municipal network of Tocantinópolis in the period 2016-2021 ABSTRACT. The article aims to analyze the continuing education actions developed with Early Childhood Education teachers working in the municipal network of Tocantinópolis, from 2016 to 2021, in the light of the following documents: Base Nacional Comum Curricular (BNCC); Tocantins Curriculum Document (DCT) and the Municipal Education Plan (PME). Documentary research was adopted as a type of research, with a qualitative approach. The data production materials consisted of slides, reports and frequencies produced during the continuing education actions in the educational reality investigated, and a bibliographical survey was also carried out to support the theme, and an analysis of legal documents that guide the organization of Education Childhood in its various dimensions. In view of the analyses, it is understood that the training seeks to enable teachers to develop the goals set forth in the documents, it is a preparation for the operationalization of what is provided by them. A gap was observed regarding the critical positioning of the participants regarding the form of structuring, content of training actions and institutionally directed referrals. It is concluded that continuing education for Early Childhood Education is a great challenge, mainly from the alignment with documents such as the BNCC, which situates contemporary debates in the educational field and has been the subject of extensive discussions in the area. Keywords: continuing education, early childhood education, educational legislation. Acciones de formación continua para docentes de Educación Infantil de la red municipal de Tocantinópolis en el período 2016-2021 RESUMEN. El artículo tiene como objetivo analizar las acciones de formación permanente desarrolladas con docentes de Educación Infantil que actúan en la red municipal de Tocantinópolis, de 2016 a 2021, a la luz de los siguientes documentos: Base Nacional Comum Curricular (BNCC); Documento Curricular de Tocantins (DCT) y Plan Municipal de Educación (PME). Se adoptó la investigación documental como un tipo de investigación, con un enfoque cualitativo. Los materiales de producción de datos consistieron en diapositivas, informes y frecuencias producidos durante las acciones de educación permanente en la realidad educativa investigada, y también se realizó un levantamiento bibliográfico para sustentar el tema, y ​​un análisis de documentos legales que orientan la organización de Educación Infantil en sus diversas dimensiones. Delante de los análisis, se entiende que la formación busca capacitar a los docentes para el desarrollo de los objetivos planteados en los documentos, es una preparación para la operacionalización de lo que ellos brindan. Se observó una brecha en cuanto al posicionamiento crítico de los participantes en cuanto a la forma de estructurando, contenido de las acciones de formación y referencias dirigidas institucionalmente. Se concluye que la formación continuada para la Educación Infantil es un gran desafío, principalmente a partir de la alineación con documentos como el BNCC, que sitúa los debates contemporáneos en el campo educativo y ha sido objeto de amplias discusiones en el área. Palabras clave: educación continua, educación infantil, legislación educativa.

Zoology teaching in Brazil from early childhood education to high school: a categorical conceptual analysis of the Base Nacional Comum Curricular

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.

Science Teaching in the Base Nacional Comum Curricular and in the Currículo Referência de Minas Gerais: analysis from the perceptions of in-service and pre-service teachers

This work aims to understand how the implementation process of the Base Nacional Comum Curricular (BNCC) and the Currículo Referência de Minas Gerais (CRMG) of Natural Sciences (NC) of Elementary School II (ES II) occurred in the schools of the Regional Education Superintendence (RES) of Diamantina (MG) — RES/Diamantina. Science teachers from ES and students of the Degree in Biological Sciences at the Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM) participated in the research. Discursive Textual Analysis was the methodology used to analyze four pre-established categories: 1) Scope of the curriculum; 2) Implementation of BNCC and CRMG; 3) Influence of BNCC and CRMG on Science Teaching, and 4) Characterization of the curriculum by the science teachers’ teaching practice courses. The results indicate that the guidelines established by the BNCC and CRMG for the NC of ES II are a traditional curriculum and distant from an educational project aiming at a critical and emancipatory scientific education.

Curriculum and Curriculum Integration: possibilities and challenges between Physical Education and Mathematics at BNCC

By investigating the possibilities of curricular integration between Physical Education and Mathematics from the Base Nacional Comum Curricular, we defend curricular integration as an integrated approach to learning and curricula that provide students and teachers with an expansion of different ways of teaching and learning by through new alternatives in the incorporation of the knowledge of these two disciplines. From the theoretical framework adopted, which refers to reflections on curriculum and curriculum integration, a qualitative research was developed through document analysis of the BNCC as well as the possibilities of this integration based on competences. The results indicate that, in general, the BNCC does not mention the term curricular integration, but it presents evidence in this sense that lack more theoretical specificity in our view that exist and can materialize in the relations of some competences present in the BNCC between these two disciplines.

Computational Thinking Situations in Mathematics classes: an analysis of Elementary School textbook collections

This study aims to analyze how textbook collections, approved by the Programa Nacional do Livro Didático, address the algorithms construction for solving geometric problems. This is a qualitative research, based on assumptions of Content Analysis. The analysis was based on situations related to Computational Thinking and geometric concepts, contained in eight collections of Elementary School textbooks, showing skills of the Base Nacional Comum Curricular. We found that of the skills associated with Computational Thinking, EF06MA23 contained the largest number of situations involving algorithms construction. As for the representations proposed for the organization of the algorithm, approximately 46% of the mobilizations carried out were approached by exploring natural language and 41% in the flowchart/schema representation. Furthermore, only 9 situations explore different types of representation in the algorithm construction. The algorithm represented in programming language was identified in only two collections, which suggest the use of visual programming environments/software.

Base Nacional Comum Curricular

Este artigo traz à discussão duas perspectivas de análise discursiva que propomos como complementares e interdependentes: a visão biopolítica e o olhar semântico-polifônico. Nossa proposta constitui-se uma experiência de aproximação, guardadas as diferenças teóricas, da Filosofia e da Semântica Linguística aplicadas à Educação. Dado o contexto educacional do Brasil frente à implementação da Base Nacional Comum Curricular, elaboramos uma análise biopolítica e semântico-polifônica dos objetivos da BNCC. Começamos por examinar o documento no contexto biopolítico educacional e, na sequência, submetemos os enunciados que expressam seus objetivos no documento à descrição polifônica do sentido. Ambos os eixos de análise visam pôr à mostra o que está pressuposto e, portanto, não explicitado no discurso da BNCC. Ao fim, pensamos ter demonstrado como esses dois referenciais podem ser usados de forma integrada, para alertar sobre a necessidade de uma leitura e a consequente compreensão que transcenda os limites do texto manifesto e busque os ditos mais ou menos velados de um documento de importância substancial para a educação no Brasil contemporâneo.

FIELD CLASS AS A STRATEGY IN BIOGEOGRAPHY TEACHING AT THE NATURAL MONUMENT OF THE POTI RIVER FOSSIL FOREST IN TERESINA, PIAUÍ

This manuscript will discuss the teaching of biogeography in the curricula of elementary schools and the use of the Fossil Forest Natural Monument of the Poti River in the municipality of Teresina-PI as a teaching tool for geography teachers from the organization of a field class. Thus, the general objective is to analyze the importance of the field class as a methodological practice for teaching the contents of school biogeography, highlighting a case study in the Fossil Forest Natural Monument of the Poti River. The specific objectives are i) report on school biogeography highlighting the content and skills provided in the Base Nacional Comum Curricular (Common National Curriculum Base, BNCC), ii) discuss the biogeography teaching in the textbook context, and iii) propose a field class in the Fossil Forest Natural Monument of the Poti River as a methodological tool for teaching school biogeography. The analyses carried out on-site followed a qualitative way assisted by the literature available in articles and specialized books in the area. The paleobiogeographic collection in the Natural Monument presents Permian vegetal fossils that help students to understand the subjects in geography classes. Thus, practical field classes related to the physical geography teaching in the Natural Monument of the Fossil Forest of the Poti River provide a significant teaching-learning process for the students, besides generating a sensitization/awareness about the preservation and conservation of such a conservation unit.

Changes in children's self-perceived physical fitness: results from a Physical Education internet-based intervention in COVID-19 school lockdown.

BackgroundChildren have a higher chance of decreasing health-related physical fitness during periods of school lockdown due to pandemic situations such as with COVID-19 disease.AimsTo establish the changes in children’s self-perceived physical fitness (SPPF) during pandemic COVID-19 social distancing in a school lockdown and to describe the individual prevalence of changes in SPPF according to sex.MethodsIt is an intervention study with a convenient sample, 67 children (6–13 years old; 50.7% girls). An intervention occurred according to the Brazilian Base Nacional Comum Curricular (BNCC) and the State Education Secretary orientations for remote Physical Education classes. SPPF was evaluated through a questionnaire (QAPA). Generalized estimative equations (GEE) and the prevalence of changes in individual score delta (Δ) from baseline to follow-up determined the effects.ResultsPositive individual changes in SPPF were observed for 21.2% of girls and 26.4% of boys. Older children presented fewer SPPF total points. There was no interaction between the evaluation period, sex, and age. However, higher baseline SPPF values presented a negative association with the individual SPPF variation (β = − 2.52%; CI 95% − 3.97 to − 1.07; p = 0.001).ConclusionA remote Physical Education intervention effectively maintained or even increased individual results of children’s SPPF. Thereby, this study suggests that this kind of initiative should be retained for the duration of social distancing and pandemic conditions to help children maintain an active lifestyle and, consequently, achieve health benefits. Improving intervention effectiveness by focusing on girls seems to be a challenge in this matter.Supplementary InformationThe online version contains supplementary material available at 10.1007/s11332-022-00897-1.

The National Common Core Curriculum in Brazil: the power of knowledge linked to music

ABSTRACTThis article addresses the National Common Core Curriculum in Brazil, focusing both on its Introduction and the sections dedicated to music teaching. The paper draws on contributions from broad critical curricular perspectives, arguing for the access to powerful knowledge as a means of achieving social justice and democratic social relations. It outlines some aspects of an ongoing qualitative research project, which investigates the recent curricular debates about the consistent inclusion of music in the primary and secondary levels of schooling in Brazil. Preliminary results suggest that the Base Nacional Comum Curricular (BNCC) relying on the development of pragmatic and generic competencies, is very far from promoting access to the pivotal epistemic structures of the discipline. At the same time, we hope to raise awareness about the potential powers provided by musical knowledge, which might help the Brazilian music education field to strengthen its curricular and epistemological bases.

As mídias digitais na pré-escola: uma análise a partir da Base Nacional Comum Curricular (BNCC)

O artigo defende que a pré-escola se aproxime das inclinações e oportunidades intrínsecas às mídias digitais. O objetivo é analisar se intentos na Base Nacional Comum Curricular (BNCC) corroboram com esse movimento aproximativo. Para isso, num movimento reflexivo discute-se sobre as ‘competências gerais’, os ‘direitos de aprendizagem e desenvolvimento’ e os ‘campos de experiências’ definidos na BNCC, com intuito de perceber possíveis aproximações entre a Educação Infantil (EI) e o contexto das mídias digitais. Constata-se que há uma relação paradoxal na BNCC entre aquilo que as competências gerais recomendam acerca das mídias digitais para toda a Educação Básica e aquilo que é proposto na própria base nacional, especificamente, para a EI. Paradoxos nesse sentido só fortalecem ainda mais o distanciamento existente entre a pré-escola e as mídias digitais em suas oportunidades e inclinações. Com isso, conclui-se que um movimento de aproximação entre pré-escola e mídias digitais demanda esforços investigativos que contraponham o distanciamento que ainda persiste na contemporaneidade.

Educação e didática no Ensino Fundamental: aprendendo geociências com kits de minerais e rochas

Este artigo apresenta uma ferramenta didática para o ensino de geociências no Ensino Fundamental, difundindo o conhecimento sobre o patrimônio geológico do Rio Grande do Norte (RN) e auxiliando os professores na construção de aulas práticas-teóricas sobre minerais, rochas e estudo do planeta Terra. O trabalho está baseado em três processos: elaboração, aplicação e análise sobre os kits. Os kits foram elaborados em cinco etapas: levantamento bibliográfico; coleta de amostras representativas da geologia do RN; caracterização e documentação dos minerais e rochas; montagem dos kits. A aplicação foi realizada em quatro etapas: visita guiada na exposição do “Museu de Minérios do RN”; oficina prático-expositiva com os kits; aplicação de teste para verificação da aprendizagem; e, entrega dos kits às escolas. A análise foi realizada mediante três técnicas de análise estatística para avaliar a aprendizagem e a descrição do caso estudado. Os 248 questionários aplicados revelaram o maior índice de acerto para questões que associavam minerais e rochas com aplicações cotidianas e tinham relação com o que foi apresentado nos kits, já questões respondidas com maior aleatoriedade contavam com conteúdos sobre gênese de rochas e aplicação industrial de minerais. A participação e interação são pontos positivos vistos na aplicação dos kits, os quais podem ser utilizados em sala de aula como material didático para aprimoramento de aprendizagem, dando suporte para conteúdos previstos na Base Nacional Comum Curricular (BNCC).

Paleontologia e ensino básico: análise dos Parâmetros Curriculares Nacionais e dos livros didáticos em Juiz de Fora, MG, Brasil

Paleontology and basic education: analysis of Parâmetros Curriculares Nacionais and textbooks in Juiz de Fora, MG, Brazil. Paleontology has a crucial role in teaching Science and Biology for helping to understand different natural processes, although there is limited space in its school approach. It is necessary to understand how its content has been worked by the teachers, both quantitatively and qualitatively. In order to understand how their themes are addressed by basic education textbooks, in private and public schools in Juiz de Fora, after analyzing the Parâmetros Curriculares Nacionais (National Curriculum Parameters, translated by the authors) - PCNs and their guidelines, from the sixth to the ninth year of elementary school and of the entire high school, a table of presence or absence was set up, with the main themes in Paleontology indicated, analyzing which were present in each book. For qualitative analysis, 11 questions were listed. The analysis included 22 themes in 18 elementary school and 15 high school books. High school books had the largest number of topics covered, with 123 presences, and elementary school, 69. The most present themes were: “Origin of Life”, “Theory of Evolution” and “Fossil Concept”; the least addressed: “Types of Fossils”, “Fossils as Non-Renewable Natural Resources” and “Great Extinctions”. Most books deal with subjects with no connection with other areas, without contextualization, with rare interdisciplinarity and relationship with environmental issues, necessary to confront science denialism and the recent risks of educational retrogression. The results reveal the importance of broadening the discussion on how to address Paleontology in basic education, assessing school incentives, teachers’ motivation, the perception of the importance of teaching this science, and the use of other tools besides the textbook. Keywords: science teaching, Base Nacional Comum Curricular, school, environmental education, fossils.