National Curricular Common Base Research Articles

AS TECNOLOGIAS DIGITAIS DA INFORMAÇÃO E COMUNICAÇÃO: UMA ANÁLISE DOCUMENTAL NA BASE NACIONAL COMUM CURRICULAR DO ENSINO MÉDIO

The aim of this article is to identify in the National Common Curricular Base (BNCC) of High School how the Digital Information and Communication Technologies (TDIC) are being mentioned and to discuss whether these mentions are sufficient to contemplate critical media education for Teaching Average. Digital language is present in society and should be explored as a means of communication, information, interactivity and especially as a way of conceiving new devices. Therefore, it is expected that High School will offer subsidies to use and reflect on these technologies since they are increasingly present in the daily lives of young people. As a methodology, the document analysis of the BNCC was applied using the Adobe Acrobat Reader DC software, using the Word Search command “Ctrl + F”. The search resulted in only eleven mentions in the part destined to High School, and most of these mentions are located in the Area of Languages and its Technologies. Based on the evidence provided by the literature, the importance of the document and the relevance of TIDC's in today's society, it is concluded that the chosen theme needs qualitative and quantitative expansion in the BNCC. Technologies are important parts of contemporary reality and their value is increasingly proven, whether scientifically or in everyday use, but this study is limited to the documentary field, since no observational research was carried out.

THE CHALLENGE OF PORTUGUESE LANGUAGE TEACHING IN TIMES OF LIQUID TEXTUALITY

Currently, one of the biggest challenges of teaching Portuguese in basic education is the dynamics contained in linguistic processes through digital information and communication technologies (TDIC). The National Curricular Common Base - BNCC, promotes a mitigating discourse in this scenario, pointing out that its demands are in complete harmony with modern guidelines for reading, writing and textual production, considering, including the development of new textual genres from virtual supports in literacy records, symbols and other interpretive signs of language. In this sense, the present work, characterized by a bibliographical rereading, aims to visit and analyze the main discussions about the existence or not of new textual genres in the face of the speed and diversity present in social communication. In addition, from these indicators, it was possible to register the confrontation of specific works regarding new textual genres with the normative proposal established by the BNCC in the current teaching process in the country.

COMMON NATIONAL CURRICULUM BASE AND THE CHALLENGES FOUND IN THE INITIAL TRAINING OF TEACHERS

The present study aims to analyze how the literature perceives the National Curricular Common Base and how fundamental its approach is in the initial training of teachers, since it is noticeable that there are many professionals unprepared in relation to the use of this document. For this purpose, the methodology of literature review and document analysis was used, and is based on documents, articles and books, which address the BNCC and teacher training throughout Brazil. It was considered through the literature that these challenges happen as a result of the poor training of teachers, which according to the literature should be changed, given that teachers in their training must have at least basic knowledge.

Ocean literacy in Brazilian school curricula: An opportunity to improve coastal management and address coastal risks?

Ocean literacy (OL) is defined as the understanding of the ocean's influence on human beings and vice versa. It aims to improve knowledge on marine environments, enabling citizens to make responsible decisions concerning marine-related issues. To this purpose, formal education mediated by curricula plays an important hole. Therefore, the goal of this study was to investigate both the presence (if the principle or concept were identified) and frequency of occurrence (number of times each principle or concept was found) of OL principles and concepts in Brazilian curricular documents at federal [Common National Curriculum Base (Base Nacional Curricular Comum–BNCC)] and regional [Brazilian Federative Curricular Guidelines (Referenciais Curriculares das Unidades Federativas–RCs)] levels. OL topics were mostly found in RCs than in the BNCC, especially concerning principle 1 (The Earth has one big ocean with many features). However, most of the concepts from principles 2 (The ocean and life in the ocean shape the features of the Earth), 4 (The ocean makes Earth habitable), and 5 (The ocean supports a great diversity of life and ecosystems) were poorly addressed, and there was no mention of principle 7 (The ocean is largely unexplored). Non-parametric statistics was performed and showed significant differences in the frequency of occurrence of OL principles and concepts among the RCs from the five Brazilian geographical regions (Kruskal-Wallis test, p = 0.034), as well as those from coastal and non-coastal areas (U-Mann-Whitney test, p = 0.021). Principal component analysis discriminated the Brazilian curricula from different geographical regions into two different groups. These clusters were formed by South-Southeast-Midwest regions and North-Northeast (Principal component 1 explained 99.33% of the total variation, with a 0.95 correlation with the frequency of OL principles and concepts in the RCs), showing certain heterogeneity among the RCs of the different Brazilian Federative Units. The results indicated that Brazilian curricula address more OL contents than do other countries. However, the representativeness of OL in Brazilian documents is below the recommended for a person to be considered ocean literate, especially for topics dealing with environmental risks in coastal zones. Furthermore, the inclusion of OL in classrooms will depend on the teacher's approach to the curricula, which, therefore, depends on their professional training to deal with the subject. An effort to improve curricula in terms of OL contents can be a helpful strategy to overcome one of the main challenges for social participation in a bottom-up management, the lack of information.

Bilhetes avaliativos: método avaliativo holístico para uso em aulas utilizando robótica

This article is the result of a Scientific Initiation research entitled: Multidisciplinary Assessment Methods using Robotics, which aims to discuss the development of assessment models that can be used by teachers from public elementary and high schools in contexts in which robotic prototypes are used in the classroom. Thus, the evaluation method emphasized in the present research was conceived by the author from the technique of Tickets at Entrance and Exit, combined with active methodologies PBL - Problem Based Learning or in Portuguese, Learning Based on Problems, the Inverted Classroom, the Maker Movement, in addition to and based on the evaluative parameters present in the National Curricular Common Base - BNCC and in the Curriculum in Motion of the DF. For the construction of the tickets, learning tools such as Jamboard, Genially, Canva, among others, were used. In view of this, lesson plans were built and implemented in training workshops using robotics carried out remotely with teachers from the public school system in the Federal District.

Governar por números: política da Organização para a Cooperação e Desenvolvimento Econômico para a educação básica

ABSTRACT This paper proposes to analyze the assumptions of the Learning Compass 2030 project of the Organisation for Economic Co-operation and Development, aimed at education, with a view to create an international school curriculum through the definition of competencies, knowledge, skills, common attitudes, and values. By using the compass metaphor as a methodological and ideological inspiration, it spreads the idea of curriculum flexibility, lifelong learning, learn to learn and autonomy, and anticipates the needs of students in their future life and work options. We argue that terms, vocabulary, conceptions, written language, and purposes inscribed in the Common National Curriculum Base - High School are aligned to corporate and mercantile interests, and also systematize a pragmatic, instrumental and functionalist character for Basic Education.

Mas, afinal, que sujeito é esse? Dilemas ético-políticos, concepções de democracia e os sujeitos da aprendizagem na BNCC do Ensino Médio

ABSTRACT The article examines the relationships between the subjects of learning, both the student and the teacher, and the mobilization of the concept of democracy, in the National Common Curricular Base, stage of High School, highlighting the area of Applied Human and Social Sciences, final version of 2018. The way in which the concept of democracy appears in the current curriculum base text is analyzed, based on the historical circumstances of the production of this final version of this curriculum and, also, based on the theoretical delimitation of the dilemmas that affect contemporary subjectivities. The main conclusion is that democracy is situated as a regulator of the ethical-political aspirations of students, under the bias, however, of a horizon of political stability, devoid of historicity, thus emptying the agency and the confrontation of the contemporary crisis by the subjects of learning.

Interações discursivas em aulas on-line de Língua Inglesa: relações dialógicas com serviços digitais

Considering the new forms of social interaction, especially after the sanitary impositions imposed worldwide by COVID-19, this study has as its theme and delimitation the discursive interactions mediated by digital platforms in the context of teaching English. Assuming a dialogic perspective, the objective of this article is to develop a proposal for an online English language class for Elementary School with the use of digital platforms. The theoretical foundation is based on the contributions of Bakhtin (2016) and Volochinov (2017), about utterances, discourse genres, and discursive interaction, respectively. We join the assumptions of the theoretical foundation, guidelines present in the National Common Curricular Base (BNCC, 2018), aimed at teaching English in Elementary School. The methodology used is exploratory, bibliographic, documentary research, with a qualitative approach to the corpus. The corpus consists of a proposal for an English language class for Elementary School. The results showed that recognition of the English language class as a dialogic activity provides different significant interactions in the use of digital platforms.

PROJETO DE VIDA E IDENTIDADE: ARTICULAÇÕES E IMPLICAÇÕES PARA A EDUCAÇÃO

ABSTRACT: The relationship between identity and life purpose has been highlighted both by the legal frameworks that define the life purpose as the axis of basic education in Brazil and by studies on life purpose published in the country and abroad. Nevertheless, documents such as the Common National Curricular Base and the New High School do not provide theoretical foundations that would enable education professionals to know how identity and life purpose are constructed and articulated, as well as to understand their pedagogical implications. At the academic level, in turn, the relationship between identity and life purpose has been little discussed explicitly and systematically. The present article, of a theoretical nature and inscribed in the interface between the fields of education and psychology, explores the articulations between studies on life purpose and identity concerning the constitution, development, and functioning of these constructs, and discusses their implications for education. To do so, it delimits the concept of life purpose to the perspective founded by the Center for Adolescence Studies at Stanford University (United States), coordinated by William Damon, and circumscribes the processes of identity construction and functioning to the approaches of identity status, narrative identity and moral identity, whose common matrix is the work of Erik Erikson.

La hipermedia código QR en el libro didáctico de historia en Brasil

The present work intends to analyze the implementation of the QR Code hypermedia in a collection of History textbooks for students and teachers of Brazilian public schools. For this purpose, we carried out a documentary research which focused on the History-School and Democracy textbook collection (Campos et al., 2018) approved in the Programa Nacional do Livro e do Material Didático (PNLD, 2020 – Brazilian Textbook Program). Thus, this research is fundamentally interpretive, whereby the researcher interprets the data with a qualitative approach. For the development of this research, we consulted authors such as Bittencourt (2011), Choppin (2004) Chartier (1994), among others who have researched the Textbook and its possibile uses. Moreover, we analyzed official documents such as the PNLD 2020 Public Notice, the Guide for choosing the PNLD 2020 Textbook and the Common National Curriculum Base (BNCC). We emphasized the relevance of appropriating Digital Information and Communication Technologies (TDIC’s – Brazilian Portuguese abbreviation) such as the QUICK RESPONSE CODE (QR Code) for pedagogical use, mostly in Textbooks, because these can enable more interactive and attractive classes, allowing students to be protagonists of the their development through meaningful learning.

Música na Educação Infantil: contribuição para o desenvolvimento da criança na escola

This work presents the analysis of the use of music in Early Childhood Education; highlighting the experience of the Institutional Program for Teaching Initiation Scholarships (PIBID). We propose a reflection on the importance and contribution to the child's development, in addition to observing the presence of music in pedagogical planning and practices. The research had a qualitative approach, with an emphasis on participatory research, arising from the experience in 2017. Data collection took place in two stages: observation and application of a questionnaire. In addition to performing a documentary analysis of the National Curriculum Framework for Early Childhood Education (RCNEI, 1998), the National Curriculum Guidelines for Early Childhood Education (DCNEI, 2010) and the Common National Curriculum Base (BNCC, 2018), we sought to verify how music is evidenced in those documents. There are several ways to use music in this space as long as it is contextualized in order to contribute to the child's integral development. It is concluded that from the planning and teaching practice it is possible to turn music into an active pedagogical instrument in the Kindergarten classroom.

Certificação de Jovens e Adultos, experiência e conhecimento em Ciências: notas para os campos do Currículo e da Avaliação

ABSTRACT The verification and subsequent certification of knowledge developed by youths and adults has historically been done through supplementary examinations and, since the early 2000s, through the National Examination for the Certification of Youth and Adult Skills (Encceja). We present here a reflection on how knowledge related to the school subject of Science is addressed in this examination. Our concern is over the relationship between knowledge and experience and the role that language plays in the expression of this knowledge. Our interest lies in conducting an exercise, considering the context of the circulation of the National Common Curricular Base (BNCC) to visualize how the discourses that comprise these documents allow us to question the place of the specific characteristics of the subjects of Youth and Adult Education (YAE) in the production of what counts as knowledge.

Programa Círculos de Leitura: diálogos entre a formação de leitores e as competências socioemocionais presentes na Base Nacional Comum Curricular

This article aims to analyze the Reading Circles Program, carried out by the Secretary of Education of the State of Ceará in partnership with the Fernand Braudel Institute of World Economy (IFBE), for the training of reflective readers who seek to expand access to literary knowledge. Therefore, we seek to understand how the project dialogues with the paradigm of reader training and the socio-emotional skills of the National Curricular Common Base (BNCC). We found the presence of several competences of the BNCC in the reports used as corpus of analysis. We identified how such competences are developed through the practice of reading during the meetings of the Circles, in addition to understanding how the Program participants mediate with the text, stimulating reading and human subjectivity.

Teaching of physics in the context of planetology and habitability in high school: a case of successful online meaningful learning

The COVID-19 pandemic hastened the development of techniques and didactic sequences for online education, some that promoted learning, others that were lacking. In this contribution we |show how it was possible to achieve Ausubelian meaningful learning in Physics through remote teaching, by having as context planetology and habitability. These concepts may allow the development of expected specific competences described in the Brazilian Common National Curriculum Base (BNCC), that also have substantial media exposure and are possible to be developed in High School. At the end, the students have developed skills that allowed them to determine, based on real data, whether an exoplanet is habitable or not. Using Bardin's content analysis, it was possible to find evidence of meaningful learning of the intended skills and concepts.

Digital and Scientific Literacy with Games: A Pedagogical Process Based on System Engineering

This study presents a Brazilian teaching-learning experience in basic education where game development is used to promote both digital and scientific literacy throughout the National Common Curricular Base (BNCC). Focused on students’ cognitive aspects, the approach presents a pedagogical architecture based on systems development. Thus, it was possible to catalyze convergence between interest in the Science curricular program and the result of knowledge acquisition - such as skills development - by its means. The experiment was carried out centered on genetics studies where students collaboratively produced a digital game, improving in school assessment performance as an outcome. Therefore, we corroborate the effectiveness of creating games as an educational strategy able to optimize aspects of creativity, communication, collaboration, logical reasoning, problem-solving, abstract thinking and resilience.

The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC

Background: The curricular structure of Brazilian basic education has changed in recent years. With the promulgation of the National Common Curricular Base (BNCC) for elementary and high school education, there is a need to change the curricula of state and municipal networks, which takes place precisely with the actual implementation in schools. Objective: To understand the view of mathematics teachers on capacity and knowledge they must have for the effective application of the BNCC in the classroom considering all the requirements, especially the skills and competencies that contemplate the curricular base. Design: Applied work, with quantitative bias, as the work presents statistical analyses. Setting and participants: Twenty-four high school mathematics teachers of the state network of the municipality of Itumbiara-GO. Data collection and analysis: Questionnaire applied to mathematics teachers, with percentage and inferential analyses such as Cronbach’s Alpha and correlation test. Results: The teachers believe that they know well the specific competencies and skills required in mathematics and its technologies, but they do not know well other areas of the BNCC and feel very insecure about applying these concepts in class. Conclusions: We noticed that the teachers play a fundamental role in implementing the BNCC in schools successfully, requiring pedagogical support such as formative courses and teaching materials to help correct the knowledge gaps they have for that task.

Language practices of the digital multi-semiotic genre meme by 3rd grade students in elementary school I

This article aims to discuss digital literacy in elementary school 1, considering the proposal of the Common National Curricular Base, particularly the linguistic/semiotic analysis. Specifically, to examine the generative path of meaning in the fundamental, narrative and discursive levels of the production of multisemiotic text, the meme, of 3rd grade students. Therefore, the question was asked whether 3rd grade students are being encouraged by the school to develop meaningful skills in the language practices of multisemiotic texts such as the digital genre meme. In response it is assumed that 3rd grade students, who can already be considered digital natives, comment on the content and even produce memes, because they are already being trained by the school to develop critical and reflective sense regarding the language practices of multisemiotic texts such as the meme. We adopted the axis of linguistic/semiotic analysis of the Common Curricular Base (2018), in the processes of reading and production of texts (oral, written, and multisemiotic), with Fiorin (2017), Soares (1998), and Ribeiro (2018) as theoretical support.

Prática de ensino não formal: exposição cultural como espaço formativo

This paper presents the exhibition (Re)visiting the landscape from Espinhaco Range Biosphere Reserve (RBSE) with Martius and Spix (1818-2018), in Diamantina between 2018/2019 as a teaching practice in a non-formal space. e exhibition consisted of banners with information on the landscapes described by the naturalists Spix and Martius by the RBSE in 1818 and sensory practices that immersed visitors in the 19th century. e themes as nature conservation, environmental degradation, geodiversity, and regional biodiversity are linked to the Common National Curriculum Base in Geography, Science, History and Human Science areas. About 2,300 people visited the exhibition, with 450 students from basic education and 180 from higher education. We develop practices such as paintings, paper folding and planting seeds of native Cerrado species described in Flora Brasiliensis at the end of visits. ese ludic activities developed with enthusiasm by visiting teachers and students.

Implicit aspects of the National Common Curricular Base: some implications in the current context

This work consists of analyzing and discussing some aspects that are implicit in the Common Base National Curriculum - BNCC, which was approved by the National Education Council and approved by the MEC, initially in the year 2017 with early childhood education and, later, in 2018, high school. Based on a bibliographic and documentary research, it was possible to identify that the BNCC, when approved and ratified on different dates when related to the teaching stages, members of basic education, demonstrated to have a certain fragmentation, opposing the critical conception of rights, objectives of learning and development, as provided for by law. It is concluded, therefore, that the implications implicit in this official document, dated and published in the context of a political-ideological, economic and social crisis, consequently have been unfolding and strengthening the precariousness and the dismantling of Brazilian education, requiring a wide opening of debates and discussions for new possibilities of changes in the structure and current conjuncture of the country.

Escuela sin Partido y las discusiones de género y sexualidad

A investigação objetiva analisar o impacto do conservadorismo do Movimento Escola Sem Partido (MESP) na abordagem das temáticas de gênero e sexualidade dentro da política curricular da educação básica brasileira. Ancorada em análise documental, a pesquisa discute a conjuntura histórica e educacional e a conformação das ideologias do movimento nas políticas educacionais, em especial, na Base Nacional Comum Curricular (BNCC). Assim, o texto discorre sobre a história do programa, bem como aborda o combate às questões de gênero pautado em uma postura conservadora e sua relação com a aprovação da BNCC.