Formação continuada de professores de ciências: interfaces entre BNCC e Educação CTSA nos anos iniciais do Ensino Fundamental no município de Benevides, no estado do Pará

Abstract

This study theorizes about the thematic of teaching protagonism in the face of the implementation of the BNCC (Brazilian National Curriculum Base), in the Science teaching, in the city of Benevides-Pará, and seeks to investigate the subsequent problem: How does it occur and what are the implications of teaching protagonism in the process of implementing of the BNCC, in interface with CTSA Education in the continued education of Science teachers in the Initial Years of Elementary Education, in the city of Benevides/PA? The thesis intented to analyze the implementation of the BNCC in the continued education of Natural Sciences teachers in the Initial Years of Elementary School and its interface with the guiding principles of CTSA Education. Methodologically, this research was configured as a quantitative qualitative research, based on a single and holistic study case study (Yin, 2015). It used the content analysis technique by Bardin (2015) to support the interpretation of the data and adopted the theoretical contribution of Auler (2018); Delizoicov (2006), Strieder (2020) and Tardif (2010). These authors provide the theoretical foundation for the research, developed based on the analysis of official documents, of the actual educational legislation and of the application of a structured and semi-structured questionnaire with teachers who received continued education in Science, in the city of Benevides, State of Pará. These instruments served to verify teachers’ perception regarding the implementation of the National Common Curricular Base in the Initial Years of Elementary Education. As a result, it was verified that the active participation of teachers in continued education promoted teaching protagonism in the qualification space, what was reflected in the learning process of students in Natural Sciences Education, and made it possible the achieve of IDEB score levels above projected targets, in addition to contributing to the construction of new curricula and with the qualification process in the Initial Years of Elementary Education, focused on the exercise of citizenship.