BNCC e ensino de física: a incógnita do ensino interdisciplinar
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Data
2022-02-09
Autores
Arruda, Rodrigo Sinigaglia
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Universidade Estadual Paulista (Unesp)
Resumo
A Base Nacional Comum Curricular (BNCC) é a política curricular mais recente da educação brasileira, homologada em 2018, um ano após a reforma do Ensino Médio. O documento estabelece as aprendizagens essenciais da Educação Básica e apresenta uma estrutura dividida por áreas do conhecimento, a fim de remover a centralidade das disciplinas. Com a reforma, a Física passou a compor um grupo de componentes curriculares opcionais, de modo que as escolas podem optar por oferecer a disciplina em seu currículo, que deverá conter as aprendizagens da BNCC caso seja oferecida. A proposta do documento se apresenta como interdisciplinar, então buscou-se analisar a estrutura e concepção pedagógica presente no texto, a fim de compreender o ensino de Física e propor uma alternativa para a organização do trabalho pedagógico. Foi realizado um estudo teórico sobre os conceitos da Física, a fim de propor uma abordagem complexa, que integre, articule e inter-relacione as diversas áreas do conhecimento, conecte professores, que potencialize a visão crítica da ciência e supere uma visão cientificista, através de temáticas emergentes de problemas reais contextualizados.
The National Common Curricular Base (NCCB) is the most recent curricular policy of Brazilian education, approved in 2018, one year after the High School reform. The document establishes the essential learnings of Basics Education and presents a structure divided by knowledge areas, in order to remove the subjects’ centrality. With the reform, the Physics became part of a group of optional curricular components, so that the schools can opt to offer the subject in its curriculum, which should contain the learnings from NCCB in case of being offered. The document’s proposal is presented as interdisciplinary, then we tried to analyze the structure and the educational concepts in the text, to understand the Physics teaching and propose an alternative to the educational work’s organization. A theoretical study of the Physics concepts was conducted, to propose a complex approach, which integrates, connects, and interrelate the various knowledge areas, connect teachers, that potentialize the critical view of science and overcome a scientistic view, by emerging themes of real contextualized problems.
The National Common Curricular Base (NCCB) is the most recent curricular policy of Brazilian education, approved in 2018, one year after the High School reform. The document establishes the essential learnings of Basics Education and presents a structure divided by knowledge areas, in order to remove the subjects’ centrality. With the reform, the Physics became part of a group of optional curricular components, so that the schools can opt to offer the subject in its curriculum, which should contain the learnings from NCCB in case of being offered. The document’s proposal is presented as interdisciplinary, then we tried to analyze the structure and the educational concepts in the text, to understand the Physics teaching and propose an alternative to the educational work’s organization. A theoretical study of the Physics concepts was conducted, to propose a complex approach, which integrates, connects, and interrelate the various knowledge areas, connect teachers, that potentialize the critical view of science and overcome a scientistic view, by emerging themes of real contextualized problems.
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Base Nacional Comum Curricular, Redes temáticas, Abordagem interdisciplinar do conhecimento na educação, Física (Ensino médio), Ensino médio, Interdisciplinaridade, Ensino de física, National Common Curricular Base, Thematic network, Interdisciplinarity, High school, Physics teaching