A nova reforma do ensino médio, a BNCC e o ensino de ciências: perspectivas dos professores de ciências da natureza nos institutos federais da Bahia

Abstract

In 2017, through Law 13.415/2017, the new High School Reform was implemented, bringing changes to the National Education Guidelines and Bases Law (LDB), as well as the implementation of the National Common Curriculum Base (BNCC). In the midst of the alterations and changes that this law has brought to Brazilian education, this study focuses thematically on the teaching of natural sciences in the face of the new High School Reform. The aim is to develop a study focusing on the role of natural science teachers, with two federal institutes of education, science and technology located in Bahia as the research locus. The overall aim is to discuss high school curriculum reform and the BNCC in the natural sciences, using the views of teachers in this area as a guideline for analysis. In order to achieve the proposed objective, a mixed methodology study is being carried out, which employs methodological procedures that seek to discuss: How are teachers of natural sciences working and developing their activities in the face of the new High School Reform and the BNCC? What is the role of the science teacher in this process of reform and implementation of the BNCC? Have the reform and the BNCC brought significant changes and implications to the teaching of natural sciences in secondary education? At the same time, a study was carried out of the BNCC documents with regard to the natural sciences, in the context of the reform of secondary education through Law 13,415/2017, and also in the Pedagogical Course Projects (PPC) of some campuses of the integrated secondary courses before and after the BNCC. The research was carried out at both the Federal Institute of Education, Science and Technology of Bahia (IF Baiano) and the Federal Institute of Education, Science and Technology of Bahia (IFBA), with the application of questionnaires to 68 volunteer teachers from both institutions and the validation of volunteer judges. Based on a theoretical-critical framework based on Freirean premises and contrary to a model of banking education, the analysis carried out reveals the main findings of this thesis: The implementation of the new High School Reform and the BNCC took place in a way that was not very participatory for the teaching and student community, with decision-making power being concentrated in the hands of private education conglomerates; The teachers at both institutions are partially prepared for this reality, which highlights the need for continued teacher training focused on these issues; There was a significant reduction in the workload in the natural sciences subjects within high school, as indicated by the PPCs analyzed; Not all the courses, in the course of this research, adapted their PPCs to the new reform and the BNCC; There are many gaps in the student training process proposed by the BNCC, which also ignores the regional demands presented by the courses. In view of the results found, this thesis highlights the understanding that there is a need to revoke the current High School Reform and the BNCC, as we argue that, given the need for an educational reform, that it be built with and together with the main pillars of public education - teachers and students.