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An analysis of genetics content in elementary school according to BNCC

Science education has been undergoing constant transformations, with each new government there is a reformist outbreak, mainly affecting basic education. The current curriculum proposals brought after the approval of the Common National Base Curriculum (BNCC) serve as a guide for public and private...

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Principais autores: Freitas, Rafaela Pinheiro Diniz, de Araújo, Elisângela Sousa, Silva, Maria de Fátima Sousa, Reis, Hellen José Dayane Alves
Formato: Artigo
Idioma: Português
Inglês
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2021
Acesso em linha: http://periodicos.utfpr.edu.br/rbect/article/view/13747
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spelling peri-article-137472022-09-29T18:41:14Z An analysis of genetics content in elementary school according to BNCC Uma análise do conteúdo de genética no ensino fundamental conforme a BNCC Freitas, Rafaela Pinheiro Diniz de Araújo, Elisângela Sousa Silva, Maria de Fátima Sousa Reis, Hellen José Dayane Alves 7.08.00.00-6 educação Base Nacional Comum Curricular; Ensino de ciências; Ensino de genética no ensino fundamental Common National Base Curriculum; Science teaching; Genetics teaching in elementary school Science education has been undergoing constant transformations, with each new government there is a reformist outbreak, mainly affecting basic education. The current curriculum proposals brought after the approval of the Common National Base Curriculum (BNCC) serve as a guide for public and private schools to develop their curricula. The BNCC is a normative document, with mandatory adherence throughout Brazilian territory. Thus, this article aimed to analyze, through a bibliographic survey through articles in the databases of SCIELO, SCIENCE DIRECT, ELSEVIER AND CAPES, BDTD, TCCs, magazines, books and official government documents, what BNCC proposes in the objects of knowledge that include genetics in the final years of elementary school. When we observe the summary and approach of some science textbooks approved by the PNLD-2020, the main teaching resource available to the teacher, we realize that the language and concepts of genetic terms used in teaching fundamental follow the same characteristics of those observed for secondary education, that is, the presence of an inadequate language, with isolated concepts, poorly synthesized and without historical context. The introduction of genetics in Elementary School can be considered positive when accompanied by a more interdisciplinary discussion using mathematics, chemistry and concatenated with the knowledge acquired in the previous year. These skills related to mathematics and chemistry need to be studied in a previous year or in the same year, as this prior knowledge needs to be consolidated so that the skills proposed for teaching genetics can be developed. Much of the difficulties associated with teaching genetics are not restricted to recent changes in curriculum formation guidelines, as these difficulties are old and recurrent, but the vast majority of the problems are focused on the way in which genetics has been taught and that the initial teacher education is closely related to the way in which he understands and later teaches genetics. Faced with many discussions on the subject, it is expected that in the future there will be a reduction in such problems, perhaps the hope is in those who will be fully involved in the teaching process, that is, the teacher. O ensino de ciências vem passando por constantes transformações e, a cada novo governo, ocorre um surto reformista atingindo, principalmente, a educação básica. As atuais propostas curriculares trazidas após a homologação da Base Nacional Comum Curricular (BNCC) servem de orientação para que escolas públicas e privadas elaborarem seus currículos. A BNCC é um documento de caráter normativo, com adesão obrigatória em todo território brasileiro. Deste modo, o presente artigo objetivou analisar por meio de um levantamento bibliográfico através de artigos nas bases da SCIELO, SCIENCE DIRECT, ELSEVIER E CAPES, BDTD, TCCs, revistas, livros e documentos oficiais do governo o que propõe a BNCC nos objetos de conhecimento que contemplam a genética nos anos finais do Ensino Fundamental.  Ao observamos o sumário e a abordagem de alguns livros didáticos de ciências aprovados pelo PNLD-2020, o principal recurso didático disponível para o professor, percebemos que a linguagem e os conceitos dos termos genéticos empregados no ensino fundamental seguem as mesmas características das observados para o ensino médio, ou seja, presença de uma linguagem inadequada, com conceitos isolados, mal sintetizados e sem contexto histórico. A introdução da genética no Ensino fundamental pode ser considerada positiva quando acompanhada de uma discussão mais interdisciplinar usando a matemática, a química e concatenada com o conhecimento adquirido em ano anterior. Essas habilidades relacionadas à matemática e à química precisam ser estudadas em ano anteriores ou no mesmo ano, pois esses conhecimentos prévios precisam estar consolidados para que seja possível desenvolver as habilidades propostas para o ensino da genética. Grande parte das dificuldades associadas ao ensino da genética, não se restringem apenas as mudanças recentes nas orientações de formação do currículo, visto que essas dificuldades são antigas e recorrentes, mas em grande parte, aos problemas que se concentram na maneira em como a genética vem sendo ensinada e que a formação inicial do professor esteja intimamente relacionada à forma em como ele compreende e, posteriormente, ensina a genética. Diante de muitas discussões sobre o tema, espera-se que futuramente haja uma amenização em tais problemas, talvez, a esperança esteja em quem estará inteiramente envolvido no processo de ensino, ou seja, o professor. Universidade Tecnológica Federal do Paraná (UTFPR) 2021-12-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/pdf http://periodicos.utfpr.edu.br/rbect/article/view/13747 10.3895/rbect.v14n3.13747 Revista Brasileira de Ensino de Ciência e Tecnologia; v. 14, n. 3 (2021) 1982-873X 10.3895/rbect.v14n3 por eng http://periodicos.utfpr.edu.br/rbect/article/view/13747/pdf http://periodicos.utfpr.edu.br/rbect/article/view/13747/pdf_1 Direitos autorais 2021 CC-BY http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
Inglês
format Artigo
author Freitas, Rafaela Pinheiro Diniz
de Araújo, Elisângela Sousa
Silva, Maria de Fátima Sousa
Reis, Hellen José Dayane Alves
spellingShingle Freitas, Rafaela Pinheiro Diniz
de Araújo, Elisângela Sousa
Silva, Maria de Fátima Sousa
Reis, Hellen José Dayane Alves
An analysis of genetics content in elementary school according to BNCC
author_sort Freitas, Rafaela Pinheiro Diniz
title An analysis of genetics content in elementary school according to BNCC
title_short An analysis of genetics content in elementary school according to BNCC
title_full An analysis of genetics content in elementary school according to BNCC
title_fullStr An analysis of genetics content in elementary school according to BNCC
title_full_unstemmed An analysis of genetics content in elementary school according to BNCC
title_sort analysis of genetics content in elementary school according to bncc
description Science education has been undergoing constant transformations, with each new government there is a reformist outbreak, mainly affecting basic education. The current curriculum proposals brought after the approval of the Common National Base Curriculum (BNCC) serve as a guide for public and private schools to develop their curricula. The BNCC is a normative document, with mandatory adherence throughout Brazilian territory. Thus, this article aimed to analyze, through a bibliographic survey through articles in the databases of SCIELO, SCIENCE DIRECT, ELSEVIER AND CAPES, BDTD, TCCs, magazines, books and official government documents, what BNCC proposes in the objects of knowledge that include genetics in the final years of elementary school. When we observe the summary and approach of some science textbooks approved by the PNLD-2020, the main teaching resource available to the teacher, we realize that the language and concepts of genetic terms used in teaching fundamental follow the same characteristics of those observed for secondary education, that is, the presence of an inadequate language, with isolated concepts, poorly synthesized and without historical context. The introduction of genetics in Elementary School can be considered positive when accompanied by a more interdisciplinary discussion using mathematics, chemistry and concatenated with the knowledge acquired in the previous year. These skills related to mathematics and chemistry need to be studied in a previous year or in the same year, as this prior knowledge needs to be consolidated so that the skills proposed for teaching genetics can be developed. Much of the difficulties associated with teaching genetics are not restricted to recent changes in curriculum formation guidelines, as these difficulties are old and recurrent, but the vast majority of the problems are focused on the way in which genetics has been taught and that the initial teacher education is closely related to the way in which he understands and later teaches genetics. Faced with many discussions on the subject, it is expected that in the future there will be a reduction in such problems, perhaps the hope is in those who will be fully involved in the teaching process, that is, the teacher.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2021
url http://periodicos.utfpr.edu.br/rbect/article/view/13747
_version_ 1805449128904228864
score 10,814766

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