Implicações da base nacional comum curricular no processo de ensino-aprendizagem na área de Ciências da Natureza na visão dos estudantes de Licenciatura em Biologia

Abstract

The teaching and learning process takes place through mediated experiences, which are essential, of a complex nature and strongly marked by human interactions. Its constitution demands a sensitive look and listening, affection with intentionality, towards the production of senses and meanings for teachers and learners. In the current scenario, the acts of teaching and learning have been marked by urgent curricular and pedagogical challenges and demands, imposed by the bodies responsible for Brazilian education, with the emergence of the Common National Curriculum Base (BNCC). Therefore, the objective of this research was to analyze the perceptions of Biology Degree students about the Common National Curriculum Base for the Natural Sciences area and its implications for Science teaching and learning in the final years of elementary school. To support this work, it was necessary to use the BNCC document (2017), as well as some reference theorists, such as Freire (1996), Krasilchik (2012), Libâneo (2013), Tardif (2002), Sacristán (2013 ), Bizzo (2009), among others. The methodological approach of this research is based on a qualitative approach, of a descriptive-exploratory type, with the use of a semi-open questionnaire and a virtual semi-structured interview, applied to a group of undergraduate students in Biology, in addition to the documentary technique. The data collection instruments supported the analysis and discussion of the results, and the data were categorized according to Bardin (2011), through thematic content analysis. The results of this research indicated that the perceptions of students about what the BNCC is, and especially regarding the Curriculum, are not clear, constituting a poorly defined dialogue regarding the Curriculum in the school environment. They point out different views about the facilities that BNCC encompasses, ranging from innovation to the breadth of the student's protagonism. The aspects that make it difficult, on the other hand, include training, curriculum and the implementation of the practice of interdisciplinarity in the classroom. As for the implications of the BNCC, the participants reaffirmed that the BNCC directly impacts the teacher's practice, denoting the importance of joining continuing education. Finally, the research points to the need for a deep and critical approach by BNCC in the training of Biology teachers, without losing sight of continuing education after completing the course, aiming at its development of practice, so that students can learn.