National Curricular Common Base Research Articles

THE BENEFITS OF THE PARTICIPATION OF STUDENTS IN THE LETTERS COURSE IN INTERDISCIPLINARY PROGRAMS RELATED TO TECHNOLOGY IN THE CONTEXT OF HIGHER EDUCATION

This article presents the benefits of the participation of undergraduate students in Letters in interdisciplinary programs related to the insertion and instrumentalization of technology in the context of the Federal University of the Southern Border. The work presents definitions of interdisciplinarity and reflections on multidisciplinary practices and technology in the context of higher education based on the work of Literature students in an interdisciplinary program of technology in education. It also presents reflections on the postulates in official documents such as the National Curricular Parameters (PCNs), the National Common Curricular Base (BNCC), the National Common Base for the initial training of basic education teachers (BNC-Formação) and the National Curricular Guidelines for the Literature course in order to understand what these guiding documents bring to the thematic cores of this work. The initial training of teachers in the area of ​​Literature was related to the technological transformation experienced by society in the 21st century, specifically in the school context, and reflected on ways to prepare future teachers for professional practice in the face of this reality.

A (contra)reforma do ensino médio e o capitalismo histórico

The Brazilian high school, the last stage of basic education, is at an emblematic moment in its history. The law 13.415/2017 puts structural changes in this stage of education, such as changes in workload and inclusion of new curricular components, in line with a new national curriculum, the Common National Curricular Base. We seek to contribute to the understanding of the situation of the curricular component of Sociology (representing the Social Sciences) in this significant movement, specifying the case of the State of São Paulo, given that the component has a history of instability in school education, minimized with its inclusion as compulsory throughout the country in 2008. This contribution focuses on the relationships between the historical moment of changes in secondary education and the ruptures and continuities of the capitalist productive system, using the Systemic Cycles of Accumulation as a tool for analysis. The configuration of Sociology will be approached from the category of powerful knowledge, and how this knowledge is compromised in the current changes.

The attributions of public policies in the educational system for the prevention of sexual violence against children and adolescents

Sexual violence against children and adolescents is a problem whose scars can last a lifetime. In this sense, the general objective of the research is to analyze the attributions of public policies in the educational system for the prevention of sexual violence against children and adolescents based on the existing guidelines in the BNCC regarding sexuality in schools. With this overall purpose, specific objectives were developed in the subdivisions of the research work: to verify the right to education for children and adolescents in Brazil; to contextualize how the BNCC addresses the theme of sexuality in schools and to demonstrate the role of the educational system in promoting rights to confront sexual violence against children and adolescents. The research question guiding the study is: given the existing guidelines in the BNCC (National Common Curricular Base) regarding sexuality in schools, what are the attributions of public policies in the educational system for the prevention of sexual violence against children and adolescents? The deductive approach is used as the method of analysis, with the monographic procedure as the method of investigation, while the bibliographic technique is employed for research. It is evident that the educational system, through schools, acts as an important instrument for public policies to confront various violations of rights occurring during childhood.

Образование как отражение традиций

The history of Brazil is divided into three periods: colonial (1500-1822), imperial (1822-1889), and republican (1889 to the present). From 2015 at 2024, there have been distinct definitions of what “education” is in Brazil. Therefore, I will examine the concepts of education presented by Dilma Rousseff in her Message to the National Congress (2015), by the National Common Curricular Base – BNCC, (2017), and by Jair Bolsonaro also in the Message to the National Congress (2019), respectively, focusing on the forms of humanist, technicist and elitist education. Having explained the definitions, I present the analysis of two Brazilian “unpublished documents” – a Compendium Philosophicum (1756) and Offended and defended Slavery 1840 – as examples of an education based on innovation and social commitment. From them I point out a critical reading of elitist and technicist forms and advocate for critical and emancipatory education, based on three elements: 1) the need to produce knowledge on a global scale with symmetry, reciprocity and recognition, 2) education thought as an action that transforms the human being, and 3) knowledge and education as the basis for the inclusion and overcoming social inequalities.

Mental Health Education: Challenges And Future Perspectives

Basic education is a fundamental right and essential for the development of nations, as evidenced by the need for quality educational training. The relationship between socio-emotional behavior and learning is crucial, as cognitive and emotional characteristics directly affect learning. Mental health, often misunderstood and reduced to a restrictive treatment approach, is a determining factor in children's development, influencing emotional issues and how they develop throughout life. The school environment, where children spend most of their time, becomes central to promoting mental health and early intervention. Schools not only provide literacy but should also act as a space for socialization and prevention, integrating practices that address emotional and behavioral issues. The National Common Curricular Base (BNCC) emphasizes the importance of emotional and social competencies, such as empathy and conflict resolution, which are essential for the holistic development of students. Teacher training programs are vital, as they enable teachers to identify signs of emotional problems and intervene appropriately. Educator training should include knowledge about mental disorders and strategies to promote mental health, which can improve academic performance and student wellbeing. The approach should be holistic and student-centered, considering both individual needs and the social context. Ultimately, the school plays a transformative role in society, needing to adapt its curricula and practices to include topics of mental health and well-being, following Paulo Freire’s critical and emancipatory perspective. By integrating health actions into the daily school routine, schools contribute to the development of conscious citizens prepared to face life’s challenges.

APPLICABILITY OF CARTOGRAPHIC KNOWLEDGE IN EVERYDAY SITUATIONS OF 6TH YEAR STUDENTS AT ESCOLA DE ENSINO FUNDAMENTAL TARCILA CRUZ DE ALENCAR, IN JUAZEIRO DO NORTE, CEARÁ, 2024

Cartography has existed since the time of nomadic people, who already felt the need to orient themselves in geographic space in the search for survival and used the natural stars as guides. There is currently a consensus that cartography is an indispensable pedagogical resource linked to the teaching of Geography, since the analysis of space in its dimensions and shapes using cartographic representations makes it possible to visualize what is learned and what is taught, which is fundamental for the acquisition of knowledge and the training of students capable of analyzing geographic phenomena and relating them. Covering the science of Geography, the study of geographic space, the original nature and other knowledge from the world of Geography, this work presents the importance of cartographic literacy in basic education in schools, focusing on the 6th year of Elementary School. We sought to understand the teaching and learning processes involved in teaching Cartography in the 6th year, observing, however, the skills to be worked on raised in the National Common Curricular Base, regarding the teaching of Cartography in Elementary School. The present investigation fits into the positivist paradigm, adapting to the quantitative methodology, as well as containing bibliographical analysis, based on books and scientific articles. The research works by collecting data from a specific population to obtain their input, namely, 6th year students at E.E.F. Tarcila Cruz de Alencar in the municipality of Juazeiro do Norte, Ceará, which will consist of the application of a closed questionnaire of a sectional nature

METODOLOGIAS ATIVAS PARA O ENSINO DE PALEONTOLOGIA NA EDUCAÇÃO BÁSICA

The teaching of Paleontology is of great importance in the training of students, supporting the understanding of various science contents. For this reason, its implementation from Elementary School is essential as it provokes curiosity in students. Despite this, themes in this field of knowledge are treated in a fragmented manner in school spaces, so many difficulties are encountered, whether in the structure, the lack of teaching resources, the limitations of support instruments, such as textbooks, or even due to negligence of the official documents that guide fundamental education in Brazil, which often do not deal with the subject with due importance. Given this context, we set out as a general objective to present methodological proposals for the teaching of Paleontology based on the elaboration of a catalogue that brings together scripts of practical activities, which require little infrastructure, and uses simple, low-cost materials that can contribute to the teaching-learning process of Paleontology in Elementary School. The preparation of the catalogue followed three stages: 1) Collection of reference data (bibliographic and teaching materials); 2) Selection and ordering of the thematic activities found, always focusing on the low cost of the materials used and the ease of carrying them out in the school environment); 3) Structural reorganization of the selected activities, considering our pedagogical understanding, to compose the catalogue. Thus, and in line with the National Common Curricular Base (BNCC), the activities were organized into three groups: a) research/production of materials; b) didactic game; c) information and communication technologies. The Practical Activities Guide Catalog aims to bring students and teachers at Elementary School Science and Paleontology together, serving as an instrument to assist in the teaching-learning process.

A BASE NACIONAL COMUM CURRICULAR E A POLÍTICA NACIONAL DE ALFABETIZAÇÃO

The present study aimed to analyze the three editions of the Common National Curricular Base (BRASIL, 2015; 2016; 2017), the National Literacy Policy (BRASIL, 2019) and the (dis)articulation with contemporary policies in this area, in our country. This is a qualitative investigation (GIL, 2008; MINAYO, 2001), whose research techniques were based on document analysis and semi-structured interviews, carried out in 2021 with three literacy teachers, active in the three years of the initial literacy block. Secretary of Education State of Education of the Federal District. For data processing, thematic content analysis was used (BARDIN, 1977; FRANCO, 2018). The results point to a rupture with the perspective of literacy for the sake of literacy, combined with a reduction in time for the consolidation of reading and writing in the cycle. On the other hand, a defense of the phonic method of literacy was learned.

Integration of mathematics in the pedagogy licensure: analysis of the course at IFTO Porto Nacional

The methodology employed in this study followed a qualitative approach, as per Gil's (2017) guidelines, using descriptive and interpretative analysis. The Pedagogical Project of the Pedagogy Degree Program (PPC) of the Porto Nacional Campus, the National Common Curricular Base (BNCC), and Resolution CNE/CP No. 1 of May 15, 2006, were examined. The research aimed to understand and contextualize the curricular guidelines of the course in light of the educational policies established by the BNCC and Resolution CNE/CP No. 1/2006. Detailed readings and comparative analyses of the documents were conducted to identify points of convergence and divergence. The analysis of the results highlighted that the Pedagogy Degree Program at the Porto Nacional Campus - IFTO provides comprehensive training aligned with national curricular guidelines. Graduates are prepared theoretically and practically to work in various professional contexts, including teaching Mathematics, demonstrating ethical commitment and an understanding of students' needs. The course's Fundamentals and Methodologies of Mathematics Teaching discipline addresses the necessary content and methods for effective Mathematics teaching in the early years of Elementary Education, following BNCC guidelines. The course promotes students' engagement and commitment to their professional development, reflecting in the effectiveness of graduates' training.

REFLECTIONS ON TEACHING PRACTICE IN BASIC EDUCATION IN THE LIGHT OF THE BNCC

This article proposes a reflection on teaching practice in Basic Education in light of the National Common Curricular Base (BNCC) and its impacts on the curriculum and teacher training. The BNCC, as the guiding document for education in Brazil, establishes the essential knowledge, skills and abilities that all students must develop throughout basic education. In this context, the role of the teacher is fundamental, as he is the mediator between the content proposed by BNCC and his pedagogical practice. The objective of this work is to analyze how the BNCC influences teaching practice, considering the challenges and possibilities that arise from this relationship. To this end, a bibliographical review was carried out on the BNCC, teacher training and pedagogical practice in basic education. The results indicate that the BNCC has significant impacts on the school curriculum and teacher training, requiring a reorganization of educational practices and greater attention to the skills and abilities that must be developed by students. In view of this, it is concluded that it is essential to rethink teacher training and pedagogical practice, seeking greater articulation between BNCC content and teaching methodologies, in order to guarantee quality education aligned with the demands of contemporary society.

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.