Standard policy, curriculum and biology teaching: what paths to the difference?
In this text, I focus on the debate around curriculum standardization and the attempt to establish meanings for learning Biology, through Natural Sciences, in the Brazilian National Curriculum (BNCC). From the perspective of post-structural registers in the field of curriculum, I seek to discuss the...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Associação Brasileira de Ensino de Biologia (SBEnBio) |
| Repositorio: | Revista da SBEnBIO |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.renbio.org.br:article/956 |
| Acceso en línea: | https://renbio.org.br/index.php/sbenbio/article/view/956 |
| Access Level: | acceso abierto |
| Palabra clave: | Base Nacional Comum Curricular Currículo Ensino de Biologia Pós-estruturalismo Brazilian National Curriculum Curriculum Biology teaching Post-structuralism Base Nacional Común Curricular Enseñanza de Biología Posestructuralismo Currículum |
| Sumario: | In this text, I focus on the debate around curriculum standardization and the attempt to establish meanings for learning Biology, through Natural Sciences, in the Brazilian National Curriculum (BNCC). From the perspective of post-structural registers in the field of curriculum, I seek to discuss the implications involved in defining a common ground for learning in Biology, in any and all national contexts. I argue that the standardization of learning can mean an impoverishment of the horizon of creation possibilities for the curriculum and teaching of Biology. I argue that the paths to difference in the curriculum and in the teaching of Biology go through the interpretative subversion of the national curriculum identity policy raised by the BNCC in its pedagogical aspects. |
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