CTS education: possibilities from the national common curricular base (brazilian)

Abstract

Given the implementation of the National Common Curricular Base (BNCC) and the New Secondary Education, new curricular configurations came into effect in Brazilian schools. Thus, a series of new regulations began to regulate the educational process in Brazil. In parallel, there are curricular concepts based on themes, such as those inspired by the assumptions of Education Science Technology Society (CTS). Due to so many changes, it is important to analyze possibilities of continuing to implement CTS Education, with the BNCC in force. Thus, the objective of this study is to analyze how scientific productions on STS, in the area of ​​Science Teaching, in Brazil, have problematized and considered the BNCC. This is bibliographical research carried out in the annals of events in the area of ​​Science Teaching and Physics Teaching. Nineteen works were identified that were analyzed through Discursive Textual Analysis, emerging the category: what is (un)common between BNCC and CTS Education? Approximations between the theoretical-methodological assumptions presented in the BNCC and CTS Education were highlighted, among them: interdisciplinarity, Scientific Literacy/Scientific Literacy, contextualization and formation of attitudes and values. However, it was also possible to categorize gaps, such as the lack of discussions on social, political and economic aspects related to Science and Technology. Due to the reflections made, there is a need for more in-depth studies, especially of the practices that have been carried out in school contexts, with the aim of building paths for the development of problematizing approaches.