Basic Education Curriculum and Teacher Education in Biological Sciences: A Study in Brazil

Abstract

This article is guided by the objective: to analyze the influence of the National Common Curricular Base (BNCC) and the BNC-Education on the Pedagogical Course Project (PPC) of the Degree in Biological Sciences at the Federal University of Mato Grosso do Sul. The methods: consist of qualitative-documentary research based on critical curriculum theories, using Discursive Textual Analysis through the Iramuteq software and its Descending Hierarchical Classification. As results: a direct alignment was identified between the PPC and national regulations, evidencing a hollow out of scientific knowledge in favor of technical competencies oriented toward the labor market. It was observed that the curriculum, influenced by private groups, prioritizes the training of qualified workers over intellectual autonomy, revealing that the BNCC induces a prescriptive teaching practice. The conclusions: point to the imperative need to strengthen a critical education that enables undergraduate students to understand the socio-economic forces that structure normative documents, allowing for a practice that transcends the logic of capital and restores the social function of public education.