A base nacional comum curricular e os anos iniciais: um estudo de caso

Abstract

The National Common Curricular Base (BNCC) appears in the educational scenario as a new educational policy, of a normative character, this document defines the organic and progressive set of essential learning to be worked on in all Brazilian schools. In view of this reality, we seek to investigate understandings revealed by teachers working in the 4th and 5th year of Elementary Education in the municipal education network of Santiago-RS before the BNCC, during the period of its approval by the National Education Council. To this end, we organized and streamlined the Continuing Education Program: Science Teaching in the Early Years from BNCC, based on an initial diagnosis and profile construction, we detected the needs and desires of the group and organized a series of pedagogical workshops developed through mobilizing activities which sought to promote theoretical and practical reflections in the group, the development of collaborative actions, the construction of experimental activities with an emphasis on the specific area of Natural Sciences. It is a qualitative research, in the form of a case study. To this end, the production of individual and collective data, involved teacher and researcher records, in addition to questionnaires analyzed from the principles of Bardin's Content analysis (2010). As a result, we found that: the professors participated in the public consultation period of BNCC presenting general knowledge consistent with those published in institutional videos; as for the specific area of Natural Sciences, we conclude that they need further study; as for the comparison with the BNCC's Knowledge Objects with the Study Plans, we observed that they present divergences in face of the new proposal and need adaptation, however the professors affirm that the implementation is fully applicable. Furthermore, through the mobilizing activity of planning elaboration, we realized that the teachers stopped to explore the Thematic Unit Matter and Energy to the detriment of the others, which addresses knowledge closer to the reality of the Study Plans in force in the municipal school system, without consider interdisciplinary aspects and using experiments; already in carrying out the mobilizing activity of organizing the Objects of Knowledge collectively, we realized the strong influence that Didactic Books have on the curricular organization of this group of teachers. We conclude through the results presented that teachers need to participate in more continuing education programs in the Area of Natural Sciences, which use participatory methodologies aimed at theoretical and practical reflection enabling the construction of new knowledge and new ways of applying them.