Ensino de ciências na educação básica: o papel e o espaço da química na BNCC para a educação infantil e os anos iniciais do ensino fundamental

Abstract

This research aimed at analyzing and discussing about how Chemistry has been included in the main official document regulating basic education curricula, the National Common Core, specifically regarding preschool and the early years of elementary school. Thus, we employed a qualitative method and carry out an exploratory documental analysis, seeking to identify the presence of chemical contents, through the use of expressions related to this science and the context in which they are inserted. The relevance of our research is justified by the lack of works in the area of Chemistry concerning the early years of basic education. Chemistry teaching is essential for the integral formation of students and, articulated with other areas of knowledge, it needs to be developed since the early years of basic education, in order to guarantee men and women a humanizing and emancipating education. In order to offer a succinct and better understandable representation, we categorized the data obtained into three categories of analysis: the National Common Core and the Science teaching in the early years of basic education: some considerations. Science teaching in preschool: Chemistry’s role and place in the BNCC; and Science teaching in elementary school: Chemistry’s role and place in the BNCC. The results indicate that Chemistry teaching, which could be integrated with the Science teaching, has been neglected during the early years of basic education and the guidelines provided in the analyzed document do not present contributions with the potential to change this scenario. We believe that, in order to promote the omnilateral education of students, it is necessary to overcome the mercantiliziation of education that is being consolidated since the end of the 20th century thanks to the growing adherence to neoliberal principles and because of that we must recognize the school as a place for the socialization of scientific, philosophical and artistic erudite knowledge