A base nacional comum curricular do ensino médio (BNCC/EM) e o referencial curricular amapaense (RCA/EM): implicações no trabalho docente, na percepção de docentes de Biologia

Abstract

This paper aimed to analyze the understanding of biology teachers in the municipality of Macapá on the implications of the Common National Curricular Base for Secondary Education (BNCC/EM) and the Amapaense Curricular Reference of Secondary Education (RCA/EM) for the teaching work in public schools. It is, therefore, to reflect on the curricular educational reforms (BNCC) and their implications on the teaching work from the worldview governed by the class division and the dominant hegemony from the perspective of publicschool teachers. We take as method the historical-dialectical materialism, as well as position ourselves critically to the Brazilian educational reforms in this bourgeois society, especially the BNCC. The method used challenges us to seek the movement it makes in the abstract, revealing the movement of the real through history (KOSIK, 1976). With a qualitative approach, we conducted a field research in eight schools in the municipality of Macapá with the perspective of interviewing eight high school Biology teachers, using a semi-structured interview script to collect the empirical information. For the treatment and analysis of the data, we used to subsidize our discussion and thus reconstructing the multiple determinations that we sought in this research, authors such as Antunes (2018), Carnoy (1987), Gentili (1998), Gentilli and Silva (2015), Frigotto (2012), Harvey (2005), Laval (2019), Malanchen (2016; 2020), Saviani (2007; 2019), Evangelista (2013) and others. As results we observed that teachers perceived significant changes in the school curriculum for teaching biology, and highlighted the removal of content, which they considered relevant to the formation of the student, as well as attribute to the changes occurred an overload in the execution of multiple tasks that permeate the new disciplines as electives and life projects, removing them from their training in the area of Biology to teach content from other areas of knowledge. With this research, we hope to contribute to the scientific community in the construction of reflections that provide an opportunity for a critical view of the implemented policy and seek ways to resist the negative impacts of the BNCC and discuss the challenges presented by the established normative