Base Nacional Comum Curricular: a experimentação no ensino de Biologia

Abstract

In the past, science was seen as an area of knowledge that excelled by imparting knowledge and training future scientists. Nowadays this configuration has changed. The science taught in schools aims to contribute directly to the formation of the student, making him a citizen capable of positioning himself, judging and exercising his citizenship in a critical and reflexive way. Experimentation in Nature Science classes can not only be related to arousing the student's interest, but also in making the contents and concepts addressed in the theories more understandable. The union of theory and practice results in more dynamic and contextualized classes, where the student understands the importance of content addressed in the classroom. Experimentation as an active methodology to be used in Nature Science Teaching can help in the development of scientific concepts, as well as allowing students to learn how to objectively approach their world and solve complex problems (LUNETTA, 1991). For the Teaching of Natural Sciences, the BNCC highlights the student's daily use, as well as their previous knowledge about contents studied in the classroom. In view of the above, this project is justified by the importance of the practical class, units of contextualization and daily use and previous knowledge of the student, considering that the approach of fermentation in Teaching Biology through experimental practices enables students to contact direct with its applicability, thus achieving the objectives related to the skills and abilities proposed in the BNCC. Methodologically, it is characterized as a bibliographical research, which is based on the survey of theoretical references already analyzed. For Gil (2007: 44), the most characteristic examples of this type of research are investigations of ideologies or those that propose to analyze the different positions about a problem. In order to do so, we studied the skills and abilities highlighted in the National Curricular Common Base for the Teaching of Natural Sciences where, if we tried to analyze the role of experimentation, as well as the document guidelines related to the use of previous knowledge and daily life of the student. Subsequently, a survey of the bibliographies related to experimentation as a methodology for the teaching of Biology was carried out. through experimentation. The analysis of the results was done through a content analysis, structured in three phases, described by Bardin (2009) as: pre-analysis, material exploration and treatment of results. In the pre-analysis the systematization of the main ideas related to the National Curricular Common Base was carried out, as well as to the use of the fermentation in pedagogical practices. The material was exploited through the systematization of the data obtained and finally, in the treatment of the results, the data supported by the theoretical framework were interpreted. The analysis of the data was made through the qualitative analysis that aims to search the meaning of the phenomena from the concrete data, confirm or challenge hypotheses and broaden the understanding of reality.