Base Nacional Comum Curricular e as ciências da natureza: contextos de influência e de produção discursiva e o compromisso com o letramento científico

Abstract

Understanding the elaboration processes of an educational public policy and how it meets the proposed objectives is of paramount importance when realizing the need of an education committed to literacy as a process that involves social practices from different areas of knowledge. This research aims to analyze the elaboration processes of the Common National Curricular Base (BNCC) in order to evaluate how the changes in the area of Natural Sciences (CN) – Final Years of Elementary School - brought it closer/distanced from the commitment with the development of the scientific literacy it claims to have. The research has a qualitative orientation and in relation to the objectives this work has an exploratory and explanatory character. It is classified according to the technical procedures used as documental. For data analysis uses Content Analysis developed by Bardin and the Policy Cycle approach developed by the english sociologist Stephen Ball and collaborators, which will also serve as a theoreticalmethodological reference, in addition to the perspective of scientific literacy. The text is organized into three thematic chapters: the first deals with the context of influence of the BNCC, the second with the production of the text, focusing on the general changes between the different versions of the document; and the last one is dedicated to, based on the changes identified in the CN area, assessing whether the text approaches or distances itself from an education committed to the development of scientific literacy. The results indicate that the process of elaboration of the BNCC suffered, throughout its different versions, a growing influence of business and conservative groups and that the contexts of influence and production of the BNCC promoted changes in the area of Natural Sciences that distanced it from the commitment with the development of the scientific literacy, insofar as the service to demands arising from these groups silenced the claims of education professionals and the school community.