Resumen

CORTEZ, Jucelino  y  PINO, José Claudio Del. Propositions of the STS approach for Teaching Natural Sciences and Guidelines of Brazil’s National Common Curriculum Base for Elementary Education. Rev. Ensino Ciênc. Mat. [online]. 2024, vol.15, n.1, a10. ISSN 2179-426X.  https://doi.org/10.26843/rencima.v15n1a10.

Brazil’s National Common Curricular Base (BNCC) for elementary education was published in 2017 and, since then, despite being a normative document of national basic education, it has been the subject of analyses and discussions regarding its content and applicability. This article aims to analyze this document, seeking similarities and differences between the BNCC and the propositions of the ScienceTechnology-Society approach, as studied by Santos and Mortimer (2002), Aikenhead (1994), Ziman (1980), among others. This is a qualitative document analysis of the BNCC that aimed to identify aspects of convergence and divergence. These aspects were analyzed using the method of Textual Discourse Analysis (TDA), as outlined by Moraes and Galiazzi (2006). To organize the results, a priori categories were established, according to Cortez and Del Pino (2017), which highlighted consistencies such as the use of problematization and dichotomies like the development of critical thinking of students.

Palabras clave : Basic Education; STS Approach; Science Education.

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