O ensino de ciências na rede municipal de São Mateus em suas relações com a implementação da Base Nacional Comum Curricular

Abstract

The approval of the Common National Curriculum Base in the country brought with it the need for states and municipalities to implement the document by the beginning of the 2020 academic year. To BNCC, in a period of hard work characterized by the lack of guidance and uncertainties that were not remedied by the government bodies responsible for the preparation and approval of the Base. With the new version of a mandatory document that would govern national education, the Science curriculum component underwent a series of structural changes that reorganized the specific contents of the area to which teachers were used to working. Thus, from the need to discuss the impact of the implementation of the BNCC on teaching practice and the context of Science teaching, there was the systematization of a proposal for a working partnership between university and elementary school in offering a continuing education course for Science teachers: Semear Ciências. Semear Ciências was intended to provide subsidies for the construction of scientific knowledge in light of the new objects of knowledge and skills proposed by the Base. From the course, we also seek to know the teaching knowledge integrated into the working practice of the participating teachers, knowledge that is essential to the professionalization of the teaching profession. Therefore, this research aims to investigate, through the offer of this continuing education course, how teaching knowledge is integrated into the scenario of the trajectory of Science teachers in their relations with the implementation of the Common National Curriculum Base in the municipal education system of São Mateus. Through this research, we understand that despite the uncertainties and questions regarding the structural changes established for the curricular component, teachers are looking to the future of Science teaching with commitment and optimism, aware of the arduous path they will go through. Through this research, we were able to understand the need to expand discussions on continuing education processes that consider the teacher as a central and primordial element of their own training, in order to enable a reflection and self-reflection on the specifics of teaching and its professionalization, allowing it build, rebuild and deconstruct their knowledge.