STATE CURRICULUM DOCUMENTS: POSSIBLE CONFRONTATION AND DISPUTES FROM THE BNCC

Abstract

The elaboration of curriculum documents by the states and the Federal District, demanded by the MEC, from 2018, although it represents another stage of implementation of the Common National Curricular Base (BNCC) and all the imposition associated with the document, also configured itself as an opportunity for the federated entities to materialize the propositional confrontation to the federal normative document. In this context, this study aimed to evaluate how the states and the Federal District presented the component of Nature Sciences for Elementary School in the state documents. Items expensive to the teaching of science were evaluated, such as contextualization and interdisciplinarity, as well as more general issues, such as the name of the document, the degree of autonomy given to schools and teachers, the notes on methodology, assessment strategies and the treatment of issues associated with teaching by competence, proposed by the BNCC. It was possible to evidence a great diversity of understanding of the federal normative document, so that some states move forward to overcome some of the main constraints of the BNCC, proposing curriculum documents that resemble general guidelines, therefore, give freedom to networks, schools, teachers and others who opted for the almost full adoption of the BNCC.