Natural Sciences in the BNCC: an analysis focused on the domains of scientific knowledge

Abstract Grounded in the understanding of science as a social practice, this study examines how scientific concepts are framed within the essential learning outlined in Brazil’s National Common Curricular Base (BNCC) for Natural Sciences. Our analysis focuses on the characterization of these concepts and their connections to the four domains of scientific knowledge: conceptual, epistemic, social, and material. In the elementary school curriculum, we find a predominance of the conceptual domain, while the material and epistemic domains are less frequently addressed. The social domain is entirely absent, and there is a scarcity of connections between these domains. Although the high school curriculum exhibits a greater degree of articulation, the social domain remains absent. As a result, we highlight the challenges faced by students and emphasize the need for teachers to view scientific practices not merely as content but as critical activities to be undertaken in the classroom.