<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000500028</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.61586</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PERSPECTIVAS CURRICULARES SOBRE A TEMÁTICA GÊNERO E SEXUALIDADE NO ENSINO DE CIÊNCIAS E BIOLOGIA: controvérsias no PCN e na BNCC?]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULAR PERSPECTIVES OF GENDER AND SEXUALITY IN THE SCIENCE AND BIOLOGY TEACHING: disputes in the PCN and BNCC?]]></article-title>
<article-title xml:lang="es"><![CDATA[PERSPECTIVAS CURRICULARES SOBRE GÉNERO Y SEXUALIDAD EN LA ENSEÑANZA DE CIENCIAS Y BIOLOGÍA: ¿controversias en PCN y BNCC?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Vinicius Souza Magalhães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meirelles]]></surname>
<given-names><![CDATA[Rosane Moreira Silva de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,FIOCRUZ Instituto Oswaldo Cruz ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,FIOCRUZ Instituto Oswaldo Cruz Departamento de Ensino de Ciências e Biologia]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>22</volume>
<numero>especial</numero>
<fpage>28</fpage>
<lpage>47</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000500028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000500028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000500028&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os Parâmetros Curriculares Nacionais (PCN) e a Base Nacional Comum Curricular (BNCC) são os documentos curriculares que estiveram ou estão em vigência no país, os quais constituem o corpus de análise dessa pesquisa. Nesse contexto, o objetivo foi caracterizar as abordagens de gênero e sexualidade no âmbito do ensino de ciências e biologia sob a ótica destes documentos. Na busca com os descritores /gênero/ e /sexualidade/, os PCN apresentaram vieses reducionistas, essencialistas e reprodutivos, mas também a presença de abordagens críticas e vieses pósestruturalistas voltados para a promoção da igualdade e valorização da diversidade dos indivíduos. Em relação à BNCC, nenhum resultado foi obtido com a busca pelo descritor /gênero/ e apenas dois resultados foram vistos com o descritor /sexualidade/, completamente relacionados ao viés biologizante. Foi possível depreender que a BNCC representa um retrocesso sem precedentes, além de um ataque claro às políticas públicas curriculares, pedagógicas, educacionais e inclusivas. Urge a necessidade de discussões e reflexões acerca do papel dos documentos curriculares na construção de saberes e compreensões que permeiam gênero e sexualidade através do ensino de ciências e biologia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The National Curriculum Parameters (PCN) and the National Common Curricular Base (BNCC), both curricular documents that were or are in force in the country, acted as the corpus of analysis of this research, which aimed to characterize the approaches of gender and sexuality within the scope of science and biology teaching, from the perspective of these documents. The search with the descriptors /gender/ and /sexuality/ in the PCN pointed out the presence of reductionist, essencialist and reproductive biases, but also the presence of critical approaches of post-structuralist biases regarding to the promotion of equality and valuing the diversity of individuals. Regarding BNCC, no results were obtained by searching /gender/ and only two results were seen with /sexuality/, completely related to the biologizing bias. It was possible to conclude that BNCC represents an unprecedented setback, in addition to a clear attack on curricular, pedagogical, educational and inclusive public policies. There is an urgent need for discussions and reflections regarding the role of curricular documents in the construction of knowledge that surrounds gender and sexuality through the science and biology teaching]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los Parámetros Curriculares Nacionales (PCN) y la Base Curricular Nacional Común (BNCC) son los documentos curriculares que estuvieron o están vigentes en el país, que constituyen el corpus de análisis de esta investigación. En este contexto, el objetivo fue caracterizar los enfoques de género y sexualidad en el ámbito de la educación en ciencias y biología en la perspectiva de estos documentos. En la búsqueda con los descriptores /género/ y /sexualidad/, el PCN presentó sesgos reduccionistas y reproductivos, pero también la presencia de enfoques críticos, de sesgos postestructuralistas orientados a promover la igualdad y valorar la diversidad de los individuos. En cuanto a BNCC, no se obtuvieron resultados con la búsqueda del descriptor /género/ y solo se observaron dos resultados con el descriptor /sexualidad/, completamente relacionados con el sesgo biológico. Se pudo inferir que el BNCC representa un retroceso sin precedentes, además de un claro ataque a las políticas públicas curriculares, pedagógicas, educativas y inclusivas. Hay una urgente necesidad de discusiones y reflexiones sobre el papel de los documentos curriculares en la construcción de conocimientos que permean el género y la sexualidad através de la enseñanza de la ciencia y la biología.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[PCN]]></kwd>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[gênero]]></kwd>
<kwd lng="pt"><![CDATA[sexualidade]]></kwd>
<kwd lng="en"><![CDATA[PCN]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[sexuality]]></kwd>
<kwd lng="es"><![CDATA[PCN]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[sexualidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</ref>
<ref id="B60">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TONEGUTTI]]></surname>
<given-names><![CDATA[Claudio Antonio]]></given-names>
</name>
</person-group>
<source><![CDATA[Base Nacional Comum Curricular: Uma Análise Crítica]]></source>
<year>2016</year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
