Políticas Curriculares para o Ensino e Formação de Professores de Ciências: um Estado do Conhecimento

This study aimed to analyze articles that discuss the curricular dimension of the Natural Sciences area within the National Common Core Curriculum (BNCC) and the National Common Core for Teacher Education (BNC-Formação), in order to characterize the state of knowledge produced regarding the interpretation of such policies. The Policy Cycle Approach was taken as a reference. A total of 118 articles were analyzed, found in 16 journals focused on teaching and education in the Natural Sciences, all ranked as Qualis A1 and A2. Based on the procedures of Discursive Textual Analysis, the results were grouped into five categories expressing: “Consensus and dissent regarding competency- and skills-based curricular policies,” “Official curriculum as a legal framework for pedagogical practices,” “Arbitrary curricular policies and the weakening of the Natural Sciences area,” and “Curricular policies and the discourse of regulatory innovation.” We conclude that curricular policies for Basic Education and Teacher Education have altered the curriculum of the Natural Sciences area. In Basic Education, there is a consensus of acceptance of the BNCC as the prevailing standard, while in Higher Education, the findings point to tensions regarding how teacher education programs are structured.