Limites e transgressões da base nacional comum curricular para o ensino de biologia

Abstract

The context of recent national curriculum policies promotes ruptures and discontinuities in the curriculum architecture of the final stage of basic education, secondary education, already seriously weakened by the late attempt at universalization, by the immense bottlenecks observed in progression, from the failure indicators, as well as highly impacted by permanence, where there are low rates of completion of the stage, concurring with high dropout and school dropout. Despite this scenario of low social quality in secondary education, we still have a historical trajectory of conflicts in search of an identity for this stage, where the most recent chapters of this temporal skein increase its complexity, with Law 13.415/2017, the National Base Curriculum Common and the new National Curriculum Guidelines for Secondary Education. The framework of concerns and dissensions caused by this triad adds even greater challenges to science education, where BNCC breaks with the disciplinary structure and integrates the 3 curricular fields, while pointing to critical thinking and investigative approach. This work then seeks to reflect on what possibilities the BNCC presents to science education, understanding its limits and investigating possible transgressions located from its implementation, based on documentary analysis of an exploratorydescriptive nature.