A análise da Base Nacional Curricular Comum na Disciplina de Biologia na abordagem de conteúdo de botânica

Abstract

The approach to science in education has become necessary and important for the construction and full formation of the knowledge of students and future citizens. In Brazil, the teaching of biology was marked by the absence of practical (experimental) activities and by teaching that was strongly theoretical, using only the textbook. Biology teaching has gone through a whole trajectory up to the present day, in which the current curriculum is offered in accordance with the BNCC (2018) for Basic Education, so the main focus of our work is on the theme of Botany in the National Common Curriculum Base (2018) for its understanding in Secondary Education in the subject of Biology. Botany is a branch of biology that has been considered difficult to teach and learn due to a number of factors, including a lack of student interest, a lack of practical activities to support student learning, a lack of practice that captivates students' attention, interaction and active participation, and finally a lack of structure in teaching materials, as the books used to help teachers do not take the necessary and effective approach to botanical subjects. The research has a valuable aptitude for the scientific academic environment, contributing considerably to reversing the critical situation of how botany is approached in teaching, and thus from the analysis of the BNCC will allow us to know and guide in an intrinsic way about the linking of the theme in high school textbooks, considering that it is an area of great importance, but little remembered and worked on. It will also help to increase discussions on the subject, to preserve biodiversity and to educate citizens. We therefore believe that this research is of great importance to the academic world, as it seeks to investigate how "botany" is approached in high school biology based on an analysis of the National Common Core Curriculum (BNCC, 2017). The theoretical basis of this research was based on authors such as); Brasil, (2018); Franco; Munford, 2018; Rodrigues and Leite, (2019); among others. This study is qualitative in nature, because through it it will be possible to explore in detail the facts that attribute to the problems raised in this research, giving importance to the interpretation of events. It is therefore important to emphasize that there is an urgent need for a reversal both in the BNCC by taking a better approach to the contents and topics of the botanical area, as well as in the strategies that are used to mediate teaching. The first step, then, is to improve the normative document of the BNCC by taking a more objective and specific approach to these contents, to direct the mediation of this theme within biology teaching, because interdisciplinarity and how to approach the contents to the students' daily lives, the National Base guides well how to do this development. In view of the analysis carried out in order to identify how the National Common Curriculum Base covers the subject of botany to be worked on in secondary school, the document does not specifically address botanical themes, but mostly proposes themes that are interdisciplinary with botany.