<?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>2179-426X</journal-id>
<journal-title><![CDATA[Revista de Ensino de Ciências e Matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Ensino Ciênc. Mat.]]></abbrev-journal-title>
<issn>2179-426X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul (UCS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2179-426X2024000100109</article-id>
<article-id pub-id-type="doi">10.26843/rencima.v15n1a10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As Proposições da abordagem CTS no Ensino das Ciências da Natureza e as Orientações da Base Nacional Comum Curricular para o Ensino Fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Propositions of the STS approach for Teaching Natural Sciences and Guidelines of Brazil&#8217;s National Common Curriculum Base for Elementary Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Las Proposiciones del enfoque CTS en la Enseñanza de Ciencias de la Naturaleza y las Orientaciones de la Base Nacional Común Curricular para la Enseñanza Primaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortez]]></surname>
<given-names><![CDATA[Jucelino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pino]]></surname>
<given-names><![CDATA[José Claudio Del]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense  ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Vale do Taquarí  ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2024000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2024000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2024000100109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A Base Nacional Comum Curricular (BNCC) para o nível fundamental da educação básica foi publicada em 2017 e, desde então, apesar de constituir-se como documento normativo da educação básica nacional, é tema de análises e discussões sobre seu conteúdo e sua aplicabilidade. Este artigo tem por objetivo tecer uma análise junto a este documento procurando por aproximações e distanciamentos entre tais normatizações e as proposições da abordagem Ciência-Tecnologia-Sociedade, conforme os estudos de Santos e Mortimer (2002), Aikenhead (1994), Ziman (1980) entre outros. Para balizar este estudo, realizamos uma pesquisa qualitativa documental junto à BNCC, procurando pelos mencionados pontos de encontros e desencontros. Os pontos desvelados foram tratados pelo método de Análise Textual Discursiva (ATD), conforme Moraes e Galiazzi (2006). Para organizar os resultados, foram elencadas categorias a priori, conforme Cortez e Del Pino (2017), permitindo destacar coerências como o uso da problematização e dicotomias como a formação crítica do educando.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Brazil&#8217;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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Base Nacional Común Curricular (BNCC) para enseñanza primaria fue publicada en 2017 y desde entonces, a pesar de constituir un documento normativo para la educación básica nacional, su contenido y aplicabilidad es tema de análisis y discusiones. Este artículo tiene el objetivo de analizar dicho documento, buscando aproximaciones y distanciamientos entre sus normas y las proposiciones del enfoque Ciencia-Tecnología-Sociedad, según estudios de Santos y Mortimer (2002), Aikenhead (1994), Ziman (1980), entre otros. Para delimitar este análisis, hemos realizado una investigación cualitativa documental en la BNCC, buscando los mencionados puntos de encuentros y desencuentros. Los datos recopilados fueron analizados por el método de Análisis Textual Discursivo (ATD), de acuerdo con Moraes y Galiazzi (2006). Para organizar los resultados, se definieron categorías a priori, siguiendo a Cortez y Del Pino (2017), lo que ha permitido destacar analogías, como el uso de la problematización y diferencias o dicotomías, como la formación crítica del educando.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem CTS]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[STS Approach]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
<kwd lng="es"><![CDATA[Enfoque CTS]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Ciencias]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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