<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762021000401483</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2021v19i4p1483-1512</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;Tudo deve mudar para que tudo fique como está&#8221;:]]></article-title>
<article-title xml:lang="en"><![CDATA["Everything must change so that everything stays the same":]]></article-title>
<article-title xml:lang="es"><![CDATA["Todo debe cambiar para que todo esté como está":]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[Larissa Zancan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MOHR]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFSC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFSC Programa de Pós-Graduação em Educação Científica e Tecnológica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>4</numero>
<fpage>1483</fpage>
<lpage>1512</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762021000401483&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762021000401483&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762021000401483&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo busca identificar e analisar as intencionalidades formativas prescritas pela Base Nacional Comum Curricular (BNCC) para as ciências da natureza. Nesse sentido, realizamos a análise de conteúdo de documentos. Os resultados da investigação evidenciam que a BNCC retoma perspectivas formativas presentes nos Parâmetros Curriculares Nacionais, alinhando princípios formativos da escola com demandas do mercado global. Sobre a educação em Ciências, constatamos diferenças entre as versões da BNCC. Na terceira versão, verificou-se ênfase na realização de atividades investigativas, retomando perspectivas epistemológicas positivistas, além da influência da STEM education no documento. Nossas conclusões apontam que há uso de conceitos, metas e ideais pouco aprofundados e discutidos na BNCC, os quais são esvaziados de significados diante da polissemia que engendram.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study seeks to identify and analyze formative intentions prescribed by the Base Nacional Comum Curricular (BNCC) for the natural sciences. In this sense, we carry out document content analysis. The results show that the BNCC resumes formative perspectives present in the Parâmetros Curriculares Nacionais, aligning the school's formative principles with the demands of the global market. On Science Education, we found differences between the different versions of the BNCC. In the third version, there was an emphasis on carrying out investigative activities, resuming positivist epistemological perspectives, besides we realized the influence of STEM education in the document. Our conclusions point out that there is use of concepts, goals and ideals that are not well developed and discussed at the BNCC, which are emptied of meaning because of the polysemy they engender.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Em el trabajo, identificamos y analizamos las intenciones de formación prescritas por la Base Nacional Comum Curricular (BNCC) para las ciencias naturales. En este sentido, realizamos análisis de contenido de documentos. Los resultados muestran que el BNCC retoma las perspectivas formativas presentes en los Parâmetros Curriculares Nacionais, alineando los principios formativos de la escuela con las demandas del mercado global. En Educación Científica, encontramos diferencias entre las diferentes versiones del BNCC. En la tercera versión, se hizo énfasis en actividades investigativas, retomando perspectivas epistemológicas positivistas, además verificamos la influencia de la STEM education. Nuestras conclusiones señalan que hay uso de conceptos, metas e ideales que no están bien desarrollados en el BNCC, los cuales se vacían de significado ante la polisemia que engendran.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[STEM Education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[STEM Education]]></kwd>
<kwd lng="es"><![CDATA[Currículum]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
<kwd lng="es"><![CDATA[STEM Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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