A abordagem dos temas transversais no ensino fundamental - anos finais e os diálogos com as ciências da natureza

Abstract

In view of the debates in recent years, stimulated by the National Curricular Parameters – PCNs (1997), National Curricular Guidelines for Basic Education – DCNs (2013), and more recently by the National Common Curricular Base – BNCC (2017/2018) from the perspective of insertion of contemporary transversal themes in the school curriculum, this study had the general objective: to investigate the ways of approaching transversal themes and dialogues with natural sciences in the elementary school curriculum. As specific objectives: verify the theoretical basis that guides the development of Transversal themes, in the documents: PCNs, DCNS of Basic Education and BNCC; identify, within the scope of the pedagogical proposal of the Demerval Lobão School Unit in Angical do Piauí, the methodological strategies for inserting Transversal Themes and the dialogues produced with the area of natural sciences and sciences in primary education – final years; to understand the types of learning and training that have been arising in teachers and managers. This is an exploratory research with a qualitative approach based on the National Curricular Parameters (1997), the National Curricular Guidelines for Basic Education (2013) and the National Common Curricular Base (2017-2018) and in the studies by Carradas (2020); Lanes (2014); Santos (2013); Gil (2017); Severino (2016); Tavares (2004); and Godoy (2018), complemented with a case study, from the Demerval Lobão School Unit in Angical do Piauí. In the end, there was a need for investment in continued training, aimed at planning the curriculum, considering their real needs, in order to contribute and help them overcome the main difficulties