National Curricular Common Base Research Articles

EDUCAÇÃO E PROJETO INTERDISCIPLINAR: ATUAÇÃO DO PROFESSOR

Physical education, as an area of knowledge, operates in the educational context from the early grades and plays an important role in the development of school interdisciplinarity. The contents of body movements can be interpreted in different ways, which provides different possibilities of dynamics and methodologies that help in the development of students. To this end, the present work aims to discuss interdisciplinarity and its orientations in the National Common Curricular Base (BNCC), as well as the resolution of problem-situations related to the content. To this end, the interdisciplinary context of physical education was contextualized, emphasizing the importance of planning for this teaching dynamic. It is understood that physical education has a lot to offer within the interdisciplinary proposal, as many aspects are considered within the discipline.

Evidence of the classical management approach in the guidelines of the National Common Curricular Base (BNCC) and its implications for brazilian education

The present work aims to present evidence of the classical approach to administration, discovered in the National Common Curricular Base (BNCC), seeking to identify some of its implications for Brazilian education. To achieve this, this qualitative research makes use of the BNCC itself, specifically its introductory part and its pedagogical foundations. The BNCC is a document that specifies the skills, abilities and knowledge that every Brazilian student must acquire throughout their basic education. Analysis of the document demonstrates that the BNCC incorporates some of the principles found in the classical management approach, including the focus on worker efficiency and work standardization. Some objections to the document focus on the excessive standardization of teaching, which restricts teachers' autonomy and limits the diversity of pedagogical approaches. Furthermore, the emphasis on efficiency and measurable results can lead to a reductionist and utilitarian view of education, disregarding subjective aspects and the integral development of students.

Technological pedagogical content knowledge mobilized by residents when using applications in science teaching practice

Technologies and the benefits of digital resources became a mandatory part of the school with the arrival of the Common National Curriculum Base (BNCC). This question led to the development of research in the Graduate Program in Education (PPGEd) from Federal University of Piauí (UFPI), with the general objective of analyzing how do residents from the Nature Sciences area, at Federal University of Piauí, use mobile applications in teaching practice to integrate the Technological Pedagogical and Content Knowledge. The research is characterized as a qualitative approach, specifically, as an action-research case study according Moreira (2011). Undergraduate six students from the Licentiate Degree in Natural Sciences and residents from the Pedagogical Residency Program. To make data production, we used online questionnaires and collective interview techniques. The data was organized into thematic units, and the analyzis of the research data is presented based on elements of Bardin's content analysis (2011) and the interpretation from the point of view of dialectical hermeneutics. The research results point to evidence of the mobilization of TPACK by residents when using the application in educational practice.

Impacts of a continued Mathematics Education program on teaching practice in public schools of Jaguariaíva, Paraná

This article investigates the effects of a continuing education program in Mathematical Education for early elementary school teachers in Jaguariaíva, Paraná. The research, carried out within the Postgraduate Program in Science and Mathematics Teaching at Lutheran University of Brazil, adopted a qualitative approach, using questionnaires, reports, and observations. The training program, grounded in the National Common Curricular Base (BNCC) and school demands, emphasized playfulness and the use of digital technologies. The results showed positive impacts on teaching practices, including the acquisition of skills for remote teaching during the Covid-19 pandemic. The importance of the BNCC and continuous education to enhance pedagogical practice and the curricular of initial education courses is highlighted.

UMA PROPOSTA PEDAGÓGICA CRÍTICA E INCLUSIVA NO ENSINO MÉDIO: o romance   ‘O Alegre Canto da Perdiz’, de Paulina Chiziane, e suas possíveis abordagens para o ensino da Literatura Africana

This article aims to present a pedagogical proposal for High School, through the approach of teaching African literature, focusing on the work "The Merry Song of the Partridge" (CHIZIANE, 2008). The need to expand literature education seeks to promote an approach that goes beyond the Eurocentric paradigm, exploring African literature as a way to enrich students' cultural repertoire, including the development of critical and reflective awareness among learners. The article mentions the inclusion of African literature in the school curriculum, emphasizing the importance of Law 10.639/2003 in this regard, which mandates the teaching of Afro-Brazilian History and Culture. Additionally, it discusses the most recent document guiding and standardizing education: the National Common Curricular Base (BNCC, 2019), which addresses the need to rethink how literature is taught in school, aiming to make reading and writing enjoyable activities for students. The proposed methodology involves collective reading of the work, followed by group discussion; historical and social contextualization of the novel's plot, and reflection on themes such as the sexualization of the black female body, whitening, and identity. This pedagogical proposal aims to promote a more inclusive and diversified education, providing high school students with a critical experience regarding African literature

Technologies applied to the curriculum for the recomposition of learning in the post-pandemic period

In light of the need for curricular adaptations as a strategy to mitigate the impacts caused by the COVID-19 pandemic, this theoretical study aimed to investigate how digital technologies, when applied to the educational curriculum, can contribute to the reconstitution of learning in the post-pandemic period. To support the theories explored in this article, a Systematic Literature Review (SLR) was chosen, using the Google Scholar database as the main source of consultation. The reconstitution of learning is understood as a set of actions that involve prioritizing competencies and skills of the National Common Curricular Base in line with the new curricula that align with them. Technologies emerge as valuable tools for educators, facilitating the implementation of innovative teaching methodologies and corroborating with learning processes and the necessary curricular prioritization. The insertion of education technologies in teaching methodologies assists the learning process by promoting greater interactivity and involvement of students. In addition, it makes learning more dynamic, playful, meaningful, and enriching. Therefore, this study highlights the importance of integrating education technologies into the school curriculum and teaching methodologies, aiming not only to improve the quality of education but also to prepare students for a world increasingly immersed and interconnected in the digital realm.

Health education in the school environment: interdisciplinary practices, constitutional guarantees, and full development of the individual

Health Education in schools plays a crucial role in promoting the physical, mental, and social well-being of students, contributing to the formation of healthy and conscious citizens. By integrating health promotion into daily activities, this approach aims to disseminate information and encourage healthy habits, emphasizing the importance of interaction between the school and healthcare teams. Key points such as disease prevention, nutrition education, physical activity, mental health, sexual education, drug prevention, community partnerships, and ongoing evaluation outline a comprehensive plan. Considering the historical context from hygienic models to contemporary approaches, a critical understanding of these phases is vital for creating a healthy school environment and empowering students to make informed choices for a healthy life. In addition, the Health in School Program (PSE) is a joint initiative of the Ministries of Health and Education in Brazil, launched in 2007, to promote the health and well-being of public school students. With an emphasis on integrating health and education, PSE covers various areas, including healthy eating, disease prevention, combating Aedes aegypti, and physical activity, operating in all stages of basic education. Community involvement is crucial, and the program involves constant monitoring and access to healthcare services. PSE stands out for its preventive focus, aiming to educate conscious and healthy citizens. Furthermore, the article argues for the integration of health into the Political-Pedagogical Project (PPP) of schools, as advocated by the 1988 Federal Constitution. It emphasizes the influence of economic and social policies on population health and the school's importance as a space for health promotion. The National Common Curricular Base and National Curriculum Parameters recognize the transversality of health in education. PPP, seen as a democratic instrument, is essential for collaboration between health and education. The pedagogical approach of John Dewey and Paulo Freire highlights the importance of experience, dialogue, awareness, meaningful learning, empowerment, reflective practice, and cultural contextualization. The expansion of this approach to teachers and staff is considered vital in the educational process.

Continuing teacher education with a view to education for sustainable development: challenges of integration between mathematics and science

Environmental education has been discussed worldwide throughout society, therefore an increase in actions that promote environmental awareness is essential and the need for the formation of critical, collective and sustainable thinking is emerging. Based on municipal, state and federal laws, the National Curricular Parameters and the National Common Curricular Base report that good academic performance would be of no use apart from the perception of the impact of individual and collective human actions on the environment. However, society has been facing challenges in the continued training of teachers, and developing tools that support the work of these professionals, including those in the Science area, through interdisciplinarity in the initial years, becomes essential. This article reinforces the need to provide such programs, which aim to develop methodological practices that seek lesson plans focused on environmental themes. The research was based on the challenges that teachers face when they propose to develop environments in their classrooms that are favorable to promoting social contexts. In addition to investigating what characteristics are necessary for the development of activities that support collaborative work, allowing the teacher to develop a role as a mediator and not just a transmitter of knowledge.

Low-cost experiments for teaching eletrostatics in Brazilian high school

Many public schools in Brazil do not have the financial resources to obtain certain equipment for teaching physics. Considering that the Brazilian National Common Curricular Base, a normative document that defines the organic and progressive set of essential learning that all students must develop, determines that the curriculum for teaching electromagnetism for high school encompass electrostatics. It is very important that schools offer laboratory conditions. For this reason, it was proposed to design simple and low-cost construction equipment, so that teachers from the basic education network can build them for their schools, thus improving the quality of teaching for their students. This study aims to gather equipment and experiments, such as electroscope, electrophorus, Leyden jar and Van de Graaf generator, which can be used in the classroom for didactic purposes in physics teaching. The main focus of this work is the construction of equipment for the implementation of a laboratory for the study of electrostatics, which addresses physical concepts seen by high school students of the basic network in Brazil.

TEACHING TO READ AND WRITE AND LITERACY:

This is a bibliographical and documentary analysis research, seeking, in references, the authors' perspectives on teaching to read and write and literacy, especially in the early years of Elementary School. This article aims to analyze the concepts of  teaching to read and write and literacy present in works by renowned authors in brazilian academic production about national literacy and to identify in which methodological sphere each author is found, in addition to analyzing documents such as the National Common Curricular Base (BNCC, in portuguese) and the National Literacy Policy (PNA, in portuguese), in order to observe what they name as literacy methodology. During the analysis, it was possible to perceive that they do not refer to methodologies to become literate, they only guide, in some aspects, literacy. It was possible to perceive that the authors selected as a research source consider different methodologies, however most of them are preferable to the analytical method.

A Organização do Currículo na Educação Infantil com Base na BNCC

The National Common Curricular Base for Early Childhood Education (BNCC) is an essential document that guides the educational process in Brazil, providing guidelines for curriculum organization in the initial stage of education. In this article, we discuss the signifi cance of the BNCC in structuring the curriculum in Early Childhood Education, highlighting its methodology of implementation and the expected outcomes for the holistic development of children. To achieve this, we employed a methodology of documentary studies, analysis of educational legislation, and a review of related research literature. Through data collection and synthesis, we aimed to emphasize the principles and objectives of the BNCC, its pedagogical guidelines, and its contribution to curriculum structuring in this educational stage. As a result, we identifi ed that the BNCC aims to promote the holistic development of children, encompassing cognitive, socio-emotional, physical, and cultural aspects. By proposing a curriculum based on these guidelines, we seek to ensure that all children have meaningful and age-appropriate learning opportunities according to their developmental stage. The curriculum becomes more fl exible and contextualized, recognizing the importance of considering each school’s particularities and valuing cultural and regional diversity. Furthermore, the BNCC guarantees rights and equity, as it establishes learning rights for all children in early childhood education, regardless of their origin, social status, or specifi c needs. Organizing the curriculum based on these rights aims to promote educational equity and combat inequalities. The BNCC also highlights the signifi cance of play as a pedagogical principle, recognizing it as a form of expression, learning, and child development. By organizing the curriculum based on this principle, the role of play in the educational process is valued, providing playful and creative moments for children.

Dialogues between digital culture skills and scientific, critical, and creative thinking in the National Common Curricular Base

RESUMO A Educação em Ciência, Tecnologia e Sociedade (CTS) resgata uma agenda política, compreendendo que a neutralidade nesse contexto se vincula à submissão a valores hegemônicos e desloca o papel das pessoas em função da racionalidade tecnológica. Assim, este artigo teve o objetivo de analisar o conteúdo da competência pensamento científico, crítico e criativo (PCCC) da Base Nacional Comum Curricular (BNCC) e propor relações entre ela e a competência cultura digital (CD) por meio de um viés crítico, ancorado na Teoria Crítica da Tecnologia (TCT). Para isso, utilizaram-se a metodologia da análise de conteúdo de Bardin e a TCT na construção das categorias. Observaram-se conceitos de neutralidade e de determinismo em sete das nove subdimensões analisadas. Conclui-se que o campo CTS contribui com uma aproximação crítica entre as competências PCCC e CD e na construção de uma prática pedagógica que se vincula à criticidade e à dialogicidade.

BNCC DE GEOGRAFIA DO ENSINO FUNDAMENTAL E AS CONTRADIÇÕES PARA UMA EDUCAÇÃO DECOLONIAL E ANTIRRACISTA

ABSTRACT: This article debates the educational policies in Brazil considering how changes in the education curriculum have direct implications for teaching practices and the social transformations of Brazilian reality. The objective is to analyze the limits of the Common National Curricular Base - BNCC (the new Brazilian education system) for the promotion of a decolonial and anti-racist education. For this, the document was subjected to an analysis of the contents and references associated with the ethnic-racial issues presented in its introductory text and, in particular, in the descriptors of skills and competences oriented to the subject Geography in Elementary School. The analysis made it possible to identify a set of contradictions and a series of structural and conjunctural setbacks that do not guarantee the development of a decolonial and anti-racist education. Some of these results reiterate that the BNCC was produced as part of the actions of conservative social agents in Brazilian society, therefore, it demonstrates low possibilities of promoting an emancipatory education.

A política educacional da nova Base Nacional Comum Curricular (BNCC): um olhar a partir da biopolítica

Abstract This article discusses the educational policy of the new Brazilian National Curricular Common Base (NCCB-BNCC) in the epistemological context of biopolitics. It brings together international authors and works that contribute to elucidate elements of this context, such as the concepts of "life" and "death," "citizenship," and "bare life." The text presents the criticisms of some Brazilian educators on the subject, focusing primarily on Dermeval Saviani's diagnosis, one of the important references in the field of Brazilian educational policy. It concludes that such concepts can shed new light on the subject, demonstrating the fragility of this educational policy that, by being exclusively guided by biopolitical criteria, excludes a broader and civic education.

HAGIOGRAFÍA

Catholic schools in Brazil over the past centuries have collaborated and collaborate in the education of countless generations. The Law of Guidelines and Base of National Education (law 9394/96) in its article 19, defines that these schools are called denominational schools and are characterized by their own ideologies. In this way, such basic education institutions follow the state legislation and that of their sponsors. Specifically, some Catholic schools, upon assuming the National Common Curricular Base (2018), began to guide Religious Education according to the non-confessional model established by the BNCC. However, they should expose the explicitly religious proposal, which they did for Pastoral Escolar to demonstrate the Spirituality and Charisma of the Congregations that guide these schools. From this scenario, the Schools of the Scalabrinian Sisters (REDE ESI) and of the Salesian Fathers and Sisters (REDE SALESINA BRASIL DE ESCOLAS), organized a project based on the biography, charisma and spirituality of their founders, a proposal of work with the students. This article is the result of the systematization of these proposals organized from 2016, with the aim of demonstrating the work carried out from documents produced by these groups.

ACCOUNTABILITY, FLEXIBILIZAÇÃO E QUALIDADE TOTAL:

The text analyzes the influence of the concepts of accountability, flexibility and total quality on Brazilian educational policies and, mainly, on the National Common Curricular Base (BNCC) and the reform of Secondary Education. It is a bibliographical and documentary, qualitative research, whose theoretical-conceptual perspective is Historical-dialectical Materialism. A contextualization is carried out on the rise of neoliberal policies, New Public Management and managerialism and their consequences on educational policies, highlighting the large-scale evaluation policies issued since 1990. The presence of business sectors in the construction and implementation of the BNCC and the reform of Secondary Education, returning education to private corporate interests. Therefore, these educational policies express the hegemonic project of the social form of capital which seeks, once again, to adjust education to the interests of the market, under the logic of flexible pedagogy and the accountability of social beings for the results of their historical existence.

Teaching statistics through investigation: a proposal for a textbook for the initial years of Elementary School

The research is of a quantitative nature applied in research teaching as a tool to encourage students in the early years of Elementary School to explore, develop strategies, raise hypotheses and conjectures, test, debate and apply mathematical ideas to problem situations. The aim is to reflect on pedagogical practices in teaching Statistics, based on the guidelines of the National Curricular Parameters and the National Common Curricular Base. As a theoretical reference, the research sought support from sociointeractionism, from the perspective of Vygotsky. A paradidactic book was created for the statistical teaching, which involves the student in investigative activities and directs the teacher with strategies that mediate the construction of statistical reasoning. The application of the educational product occurred through a didactic sequence, with 18 students in the 3rd year of Elementary School from a public school in the city of Gama/DF, Brazil.

The teaching of probability in the curriculum components science and mathematics of high school, using the dice game: BOZÓ

This research is the result of a study that originated from a game with dice. In this way, we discuss a historical context about probabilities, we did a research about the origin of this theory as a science, obtaining results that ancient people already understood and dedicated their time to practice games of chance since 5000 BC, in addition, we also referred to research probability and the reflection in, seeking to establish a theoretical framework that helps us in the calculation of probabilities, enunciating some definitions and demonstrating some important theorems, as well as showing how the National Common Curricular Base (BNCC) guides what we teach our students in dealing with random phenomena and probability. As a final objective, we rescued the game “BOZÓ”, which is a dice game, very played in the Midwest region of the country, as well as bringing a subvariant, which further encourages the player to think and try to calculate the probability of his choice.

CAIXA TEATRAL: EXPLICANDO A HISTÓRIA DA TERRA EM 10 MINUTOS

The present work aimed to make a didactic model called Caixa Teatral, related to the transformations of the primitive Earth for the development of life, and to evaluate it from the perspective of undergraduates in Biological Sciences. Planet Earth was a hostile place that did not allow the existence of life forms, from billions of years of transformations it was possible for life to arise. In this way, it is necessary to understand these processes, however, because they are contents marked by different theories and approaches, students may have difficulties in their learning. The use of didactic models as teaching-learning tools allows the conduction of subjects in the classroom in a practical, playful and illustrative way. Therefore, the National Curricular Common Base provides for the construction of knowledge about the transformations of the primitive Earth for the development of life within the theme Life, Earth and Cosmos. In this sense, from the creation of the didactic model “Caixa Teatral” it was presented to undergraduate students of Biological Sciences to demonstrate its use in teaching the contents of Earth's evolution and emergence of life. Subsequently, a questionnaire was applied to assess the perception of future teaching professionals about the exposed didactic model. Through it, it was possible to identify the profile of these students, to know the way in which the teaching of the contents worked in Caixa Teatral took place during the high school of these students and to acquire the evaluation of the didactic model from the perspective of the licentiates. Therefore, it was possible to perceive that non-traditional methods enable effective education, with Caixa Teatral being a cheap, applicable and efficient teaching tool.

Dos Parâmetros Curriculares Nacionais aos Temas Contemporâneos Transversais: o ensino de sexualidade sob o domínio da “Escola Sem Partido”

The present article has as its objects of study the National Curricular Parameters (PCNs) and the National Common Curricular Base (BNCC) concerning the curricular problematization of content on sexuality, how sexuality presents in the PCNs, what advances or setbacks the theme suffered after the enactment of the BNCC. The article also aims to investigate the posture of the Escola Sem Partido movement and its action in the fight against gender and sexual diversity issues in the approval of the National Curricular Common Base. The methodology used in the present study consisted of qualitative research through bibliographic and documental analysis, using the National Curriculum Parameters, the National Curricular Common Base, and the Transversal Contemporary Themes (TCT's) as a research reference. Data were grouped and analyzed according to Free Interpretation Analysis (ALI) assumptions.