<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132023000100215</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320230015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os impactos da Base Nacional Comum Curricular (BNCC) no trabalho de professores de Ciências dos anos finais do Ensino Fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[The impacts of the National Common Curricular Base (BNCC) on the work of Science teachers in the final years of Elementary School]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Krützmann]]></surname>
<given-names><![CDATA[Fábio Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Deborah Karla Calegari]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Cirlande Cabral da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santo Maria RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Amazonas Departamento Acadêmico de Educação Básica e Formação de Professores ]]></institution>
<addr-line><![CDATA[Manaus AM]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132023000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132023000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132023000100215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo versa sobre a chegada da Base Nacional Comum Curricular (BNCC) e seus impactos no trabalho de professores de ciências. A Teoria Fundamentada foi utilizada como metodologia da pesquisa, que consiste em uma forma de pesquisa qualitativa maleável e, ao mesmo tempo, rigorosa, e objetiva responder problemas complexos, propondo teorias explicativas sobre a realidade estudada. Por meio de entrevistas semiestruturadas com professores de ciências de uma cidade brasileira, foi angariado um conjunto de dados, os quais, por meio de consecutivas codificações, serviram de base para a seguinte teoria substantiva: a BNCC traz mudanças de alto espectro à educação básica e, diante disso, os professores de ciências identificam uma ampliação dos conteúdos a serem trabalhados, trazendo novas exigências para os alunos, levando a modificações no trabalho dos professores, movimento que contrasta com a formação atual destes, gerando lacunas de formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article deals with the arrival of the National Common Curricular Base (BNCC) and its impacts on the work of science teachers. The methodology was the Grounded Theory, which consists of a form of malleable and, at the same time, rigorous qualitative research to answer complex problems by proposing explanatory theories about the studied reality. Through semi-structured interviews with science teachers from a Brazilian city, a set of data was gathered which, through consecutive codifications, served as the basis for the following substantive theory: the BNCC brings high-end changes to basic education. As a result, science teachers find an increased amount of content to be covered, which in turn brings new demands to the students. This leads to changes in the work of teachers, a movement that contrasts with their current training and generates training gaps.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Base nacional comum curricular]]></kwd>
<kwd lng="pt"><![CDATA[Ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de ciências]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="en"><![CDATA[National common curricular base]]></kwd>
<kwd lng="en"><![CDATA[Elementary school]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
</kwd-group>
</article-meta>
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