Navegando por Autor "Barbosa Junior, Juscelino Reis"

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Analisando como o ensino de química está articulado à educação ambiental sob a perspectiva da Base Nacional Comum Curricular – BNCC
(2019-07-11) Barbosa Junior, Juscelino Reis; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/7546622170249353
This study is based on the proposition of Common Base for National Curriculum, BNCC (Base Nacional Comum Curricular) as a normative document that defines an essential learning that all students should develop throughout basic education. In this way, the objective of this work was to analyze the forms of articulation between the teaching of Chemistry, in the context of Sciences (Primary and Secondary Schools) and Natural Sciences (High School), and Environmental Education, which are proposed in the new National Curriculum, in Brazil. The objective arose in order to answer two questions that guided this work: How can environmental education be developed from the teaching of Chemistry? And how science teaching can contribute to the participation of the human being in the natural environment? To reach this objective and to give answer to the questions that guided this study, we proceeded readings and discussion about the elaboration process of the BNCC, the emergence of environmental education and the formation of a subject sensitive to the environmental problems. This was useful to build a framework for the investigation which can be characterized as a documental-exploratory study. Next, we analyzed the general competences proposed in the BNCC, as well as the current LDB (constitutional law driving educational system in Brazil), after several recent modifications, and LPNEA - law that regulates environmental education, in Brazil. Among some points, we emphasize the skills proposed for the teaching of science, in elementary school, developed based on the objects of knowledge that involve Chemistry in a concrete and direct way, competencies for science education in secondary schools and, for science studies in High Schools, we considered how the proposed competencies are or not aligned with the perspectives for the environmental education. Finally, it is postulated in this work that the environmental education is linked to Chemistry teaching in a subtle way and the new National Curriculum appears to be presented as a potential tool for formation of young people searching for to supply demands from labor market, offering them a very limited scientific and technological knowledge.